01-+Hello+Song

HELLO SONG (ROUTINE) Hello, I’m Soraya from group nº 4 and we have selected the hello song for this task. First of all, we want to say that this routine allows children to develop some social skills at early years, specially the interpersonal competence, since is a good way to establish an interaction with other children. In this way, Vygotsky's second language acquisition theory says that language acquisition takes place during human interaction in an environment of the foreign language.

This routine is aimed to the level of three years old, when they are in the adaptation stage. So, we only work with the first part of the song during this period at the beginning of the day when children are in the carpet ready to start the assembly. Our goal will be that children be able to follow the rhythm and the sings of the song. ¿(and to know this song is to greet?). For this reason our routine is meaningful and attractive to children.

We have selected one specific moment in the Hello Action Song, in our case it is the moment when teacher stars to sing the song and he tries that his pupils follow him. Now I’m going to share with you the most outstanding features that we’ve found applying the Interaction Discourse Analysis template.

The routine consists on this: //Come on! Let´s see!// // Hello! Hello! Hello, how are you? //   The first move when the teacher stars with a positive affect display, to take student´s attention,linked to an arm and hand movement associated to a rising intonation (paralanguage). Almost simultaneously children react accepting eye contact and using affect displayers to inform the teacher of their interest.

Next move teacher and pupils wave their right hand while teacher says “hello!” using a rising intonation and medium pitch. The non-verbal language that he uses are illustrators and cues. As a third move, teacher and pupils wave their left hand using the same paralanguage and non-verbal language that the previous hello.

Afterwards, in the fourth move teacher and kids move their right hand again but now with high pitch and a new illustrator as nonverbal language. And the last move, teacher and pupils extend their arms straight and they shrug while teacher says “how are you?” falling intonation and high pith. More illustrator and cues are the nonverbal language.

All illustrators provide regulatory function to the song.

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