好像是\”蓉蓉\”求譯又自刪的英文文章，已譯好，招領！

working with young language learners in the primary classroom can be both rewarding and demanding. we try to identify what learning a language in school demands from young children and what it can offer them.
和年輕的語言學習者在初級教室一起學習可雙方獲益與相互督促，我們試著去確認年輕孩子們在學校裡學習語言之需求及課堂可提供給他們的事項。

young children do not come to the language classroom empty handed. they bring with them an already well-established set of skills, instincts, and characteristics which will help them to learn another language. For example, children are already very good at interpreting meaning without necessarily understanding the individual words, children already have great skill in using limited language creatively.
年輕的孩子們並非”空手”來到語言教室的，他們帶著已建立得相當完善的全套技能、直覺及特質，而這些將協助他們去學習另一種語言，例如：孩子們已經很善於不必依據對個別文字必要的了解，即可翻譯出文句的意（）思，他們已擁有創造性地使用有限語言的強大技能。

Frequently learn indirectly rather than directly. Take great pleasure in finding an creating in what they do. Have a ready imagination. Above all take great delight in talking. We know from our experience that very young children are able to understand what is being said to them even before they understand the individual words. Intonation, gesture, facial expressions, action and circumstances all help to provide meaning.
頻繁地間接學習取代直接學習、帶著快樂的心情去發現他們作為中具有的創造性、存有敏捷的想像力，前述都為會話交談帶來極大的樂趣，由我們的經驗得知很年幼的孩子們甚至能夠在他們了解個別文字的意義前，明瞭正對他們講的話。
音調、手勢、臉部表情、動作和氣氛都有助於對語言意義的了解。

So our job as a teacher is to make sure all these traits are working for learning not against learning. By build on those we are beginning to set up our goals and priorities in the classroom. We will discuss more on attitude goals and content goals, settle activities, mental engagement and actual occupation in the future.
因此，我們做為一位老師的工作就是去確定所有的這些特性對學習有助益非阻礙，基於此，我們開始設定目標及課堂裡的優先項目，我們並將在態度目標及內容目標、安排活動，精神和諧以及未來的實際的事務上進行更多的討論。