By Raigan Bastianoni http://www.teyl.org/article16.html
INTRODUCTION
Music, games and movement activities play an integral part in the young learner curriculum, and children require a variety of activities in order to acquire a second or foreign language in the classroom. Students come to our classrooms with different sets of skills, determined by their upbringing and innate abilities, which naturally has a profound effect on their learning styles. As teachers we choose methods that we hope will reach the majority of our students. There are children who learn best through songs or music, and those for whom new language input seems to "click" after a game or movement activity. We also know children for whom new input makes the most sense after they are given the opportunity to manipulate the language through the tangible means of a craft.1 Many children benefit linguistically from the incorporation of crafts into the curriculum.
