This article discusses English teacher education to work in early childhood education. The offer of English for this age group is an increasing reality in Brazilian contexts and, therefore, the ...demand for specific teacher education for this field is also expanding. Considering this scenario, the research conducted had the aim of analyzing curricular proposals of majors in English and Literature in Brazilian Federal and State Universities, focused on initial education of teachers to work with children. After searching on the E-MEC website, 108 institutions were listed as part of the research. The documentary survey resulted in 15 universities with approaches that met the criteria established by the researchers, which also had significant contributions regarding the initiatives implemented in those universities. Moreover, with the goal of also investigating local realities, five institutions were invited to participate in an interview. Through reflections based on curricular theories, transdisciplinarity, teacher education and teaching English to young learners, the research offered a national overview and local aspects around the topic. Furthermore, the results presented in this article point out to the possibilities of understanding English teacher education to work with children as a new space, closely related to the local context and marked by particularities.
Over the past two decades, research on the central role of teachers' social-emotional competencies (SEC) in their teaching abilities has increased rapidly. However, there is not much research that ...focuses on increasing the social-emotional competence of pre-service teachers. This study aims to explore the impact of pre-service teachers' SECon their English language teaching to young learners at the elementary level. Investigating how pre-service teachers develop their SEC at the elementary school level. This research used a qualitative method with seven prospective Islamic elementary school teachers as participants. Data collection in the research used observations and semi-structured interviews with prospective Islamic elementary school teachers who taught English to young students in fifth grade at the elementary level. Inductive data analysis was carried out in this research with stages of data reduction, data presentation, and drawing conclusions or verification. The research results show that pre-service teachers' social-emotional competencies are critical in avoiding burnout, improving well-being, and creating a positive learning environment. Pre-service teachers can begin to develop their social-emotional competencies by cultivating self-awareness. When pre-service teachers are aware of their emotions, they feel more in control of students in the classroom and make better decisions during the teaching and learning process.
English language learning is an integral part of basic education in Indonesia today. However, not all students have equal opportunities to learn English. Elementary school children in Kucur village, ...in particular, are among those who lack sufficient access to learning English outside the classroom due to their family circumstances. Fortunately, there is a Learning Center called Cakrawangsa managed by the local youth organization (Karang Taruna) in Krajan hamlet, Kucur village. This center provides educational assistance to students. However, the center lacks permanent human resources to support students in learning English. In 2021, the community engagement team from Ma Chung University conducted once-a-week fun English learning sessions. Based on the evaluation results of the program, the participants greatly enjoyed the fun learning approach delivered by the Ma Chung University community engagement team. However, some students still struggled to memorize English vocabulary and pronounce it accurately. Therefore, the proposing team suggests a supplementary English learning program using an enjoyable method that has the potential to enhance vocabulary mastery. Based on conducted studies, the proposing team has developed a relevant board game tailored to the students' environment as an engaging and effective tool to support English language teaching.
Textbook Analysis of "Grow with English Book 1" Aulia, Najla Nurul; Ambarwati, Evi Karlina
ELTALL : English language teaching, applied linguistic and literature,
03/2023, Letnik:
4, Številka:
1
Journal Article
Recenzirano
Odprti dostop
Textbooks play an important role in teaching and learning. Hence, textbooks are required to meet the standard. The purpose of this study is to find out whether the book "Grow with English book 1" is ...appropriate to be used as teaching material. Content analysis was conducted by using the standard criteria from Badan Standar Nasional Pendidikan or National Education Standards Agency as well as the criteria of Cunningsworth (1995)'s theory. It was found the book met all the criteria, i.e. material, language, material presentation, and graphical aspects. It can be concluded that the book is suitable to be used in English classroom at elementary school level.
Despite a number of previous studies investigating online learning during the COVID-19 outbreak, more needs to be reported about TEYL teachers’ insightful experiences in photovoice. To fill this gap, ...the current phenomenological case study aimed at exploring TEYL teachers’ experiences in enacting MALL during the distance learning period amidst the COVID-19 pandemic using photovoice. Two teachers were recruited as the study participants. The data were garnered from the participants’ photovoice collections depicting critical incidents and interviews. The results showed that MALL was perceived as a powerful instructional method in distance English learning amidst the COVID-19 pandemic. The teachers reported that they encountered several obstacles caused by unstable internet networks, difficulty in direct supervision of young learners, and the requirement of extra effort to prepare interesting teaching materials. On a positive note, MALL has benefited the teachers by enriching their experiences using various mobile applications for their English language instructions. The enactment of MALL has also foregrounded parents’ important roles in monitoring their children’s use of mobile devices. Drawing from the findings, this research implies that photovoice can be used to explore teachers' and students’ life experiences with distance learning in Indonesian teacher education.
This article discusses policies governing the English curriculum in Indonesian primary schools. English, as local content or as an extracurricular subject delegated to each school, creates inequality ...in primary school education as some primary schools offer English learning and many do not, for various reasons such as a lack of qualified human resources at TEYL, or insufficient facilities. This ambivalence eventually creates problems at the primary education level, including a lack of clarity regarding careers for English teachers in primary schools. This results in a limit on the number of tertiary institutions that provide English-teaching education for EYL, so that primary schools in turn employ classroom teachers who have no credentials to teach English in the classroom. This ambivalence would not have occurred if the government had made a firm decision on the existence of English as a subject in Indonesian primary schools. Therefore, the authors of this article make an argument for the importance of mastering English as an international language (EIL) for young learners in non-English-speaking countries, especially in this era of rapid technological development. This article suggests that the government should immediately establish a clear policy regarding the status of English as a primary school subject, and that the curriculum policy in primary schools should no longer designate English as a local content or extracurricular subject, but rather as a compulsory subject which automatically adjusts learning outcomes based on student demographic characteristics. The implication of this article is that English lessons can be taught to all young learners through an eclectic approach.
Micro-teaching has been criticized for its artificial nature, limited practice period, and inadequate feedback. Giving preservice teachers in-situ opportunities that they can collaborate on lesson ...planning, teach, and receive peer feedback can assist in addressing these drawbacks. To that end, an intervention study was devised to provide in-situ microteaching for preservice English teachers (PT). Following the intervention, we solicited PTs' feedback on the impact of the collaborative in-situ microteaching experience on their pedagogical knowledge development. A total of 41 PTs participated in the 14-week intervention program offered as part of the Teaching English to Young Learners (TEYL) course. Both quantitative and qualitative data were collected during this intervention study. A survey created by the researchers was used to gather quantitative data, and the reflection papers submitted by the participating PTs served as a source of qualitative data. The results revealed that participants rated the experience as having a moderate overall contribution to their pedagogical knowledge development. Collaborative in-situ microteaching (CiM) had a slightly higher influence on student teachers’ lesson delivery skills than on their lesson planning skills. As per the qualitative data, the most frequently mentioned benefits were acquiring expertise in classroom management, material development and lesson planning, and getting to know young learners.
Although teacher identity has become an emergent theme in the fields of both general education and language teaching, there have been few investigations into the identity of teachers of language to ...young learners. This paper reports on a study that explored the identity of six primary school English-language teachers in Vietnam. Data for the paper were collected through life-history interviews in which the participating teachers were encouraged to use metaphors as a means to understand themselves and their work. The findings reveal that the participating teachers projected their images as teachers of English to young learners through a wide range of metaphors, which were subsequently classified into five groups: ‘artists’, ‘mothers’, ‘trial judges’, ‘intercultural promoters’ and ‘democrats’. These findings offer important insights into primary school English-language teachers’ multiple identities, the particularity of teaching language to young learners, and Vietnamese teachers’ construction of identities in relation to the local context. They also offer some implications for the fields of teaching English to young learners and second language teacher education.
The paper presents an action research project developed in the practicum of the Master Degree in Teaching English in Primary School at the University of Minho, Portugal, focusing on expressive ...reading and the dramatization of stories in a 4th grade English class. The project objectives were: to identify initial perceptions of children about English language learning; to analyse their receptivity to expressive reading and the dramatization of stories in English; and to understand the effects of expressive reading and the dramatization of stories on learning. After a phase of context analysis, four teaching sequences were developed around four picture stories, with a particular focus on one of the stories that was dramatized and presented publicly. Data was collected through learner questionnaires and informal observations of learner performance. Results allowed us to conclude that the pedagogical experience was successful in this class. It promoted children’s contact with stories in English and stimulated their interest for expressive reading and the dramatization of stories, along with the development of language skills.
