The present study aims to report on the perceptions of a group of English as a foreign (EFL) teachers’ on content-based instruction (CBI) in English as a foreign language teaching and its ...effectiveness for primary school students. The teachers participating in the study offered English as a foreign language through CBI and they were interviewed about their perspectives in terms of CBI lessons and the nature of overall program. In-service English language teachers working with young language learners received questions about the effectiveness of CBI, the advantages and disadvantages of implementation of CBI and their experiences and observations with it. The results show that CBI is a major opportunity for language teachers to increase the quality of English instruction with young language learners. Teaching and learning through content is fun and worthwhile both for students and teachers. Data collected through focus group interview reveal that teachers have positive attitudes towards CBI and they are quite informed about the scope and effectiveness of this instructional program for young language learners. Findings of the present study have important implications for policy makers and educational planning in Turkey by creating authentic learning opportunities integrating content matter with foreign language instruction.
Bu çalışma ilkokul düzeyinde İngilizce öğreten bir grup İngilizce öğretmeninin içerik temelli yabancı dil öğretimi etkililiği üzerine olan algılarını raporlamayı hedeflemiştir. Katılımcı öğretmenler içerik temelli İngilizce öğretim programını temel alan bir kurumda İngilizce eğitimi vermiş ve bu programın genel hatları ve efektif oluşuyla ilgili durumları anlamak adına oluşturulan mülakatlara katılmışlardır. Erken yaş İngilizce öğrenenlerle çalışan hizmet içi İngilizce öğretmenlerine içerik temelli İngilizce öğretiminin etkililiği üzerine sorular verilmiş ve mülakatlarında içerik temelli İngilizce öğretiminin güçlü ve zayıf yönlerini ve kendi tecrübelerini bildiren paylaşımlarda bulunmuşlardır. Mülakatın içerik analizleri, içerik temelli İngilizce öğretiminin genel olarak yabancı dil eğitimine katkılar sunacağını göstermiştir. İçerik esaslı İngilizce öğrenimi ve öğretimi hem öğrenenler hem de öğretenler için hem öğretici hem de eğlenceli öğrenme fırsatları sunmaktadır. Hedef grup mülakatları ilgili öğretmen grubunun hem erken yaş öğrenenler için içerik temelli yabancı dil öğretimi ile ilgili gerekli bilgi ve beceri donanımına sahip olduklarını hem de katılımcı öğretmenlerin bu metoda pozitif tutum sergilediklerini bulgulamıştır. Bu çalışmanın bulguları eğitim politikası yapan ve program oluşturan yetkililere yabancı dil öğretiminde otantik ve içerik temelli öğrenme fırsatları sunmaları konusunda çıkarımlar sağlamayı hedeflemektedir.
This study aims to find out whether the use of teaching techniques, teaching media and the teaching process conducted by a teacher teaching English to young learners at a private bilingual school in ...Banda Aceh were based on the principles of teaching English to young learners. A qualitative method through descriptive design was applied in this study. To collect the data, an observation checklist was used during the observation. The data were then analysed by using the model of data reduction, data display, and conclusion. The findings of this study revealed that the teacher used seven types of teaching techniques, seven types of teaching media and ten teaching principles. Hence, this research is expected to enrich teachers' knowledge about teaching English to young learners by using appropriate techniques, media and based on the principles of teaching English to young leaners, especially in Aceh, Indonesia. Since the ways the teacher implemented the technique, used the media, and applied the principles in teaching English to young learners were considered successful, readers may benefit from applying them in the same area of teaching.
This study targets unveiling junior pre-service English-as-a-foreign-language teachers’ (N = 80) perceptions of the process they went through as preparing projects for young learners and their views ...about the effect of project-based learning on teaching English to young learners. The data gathered from a qualitative survey and semistructured interviews were analyzed using an inductive content analysis. The results indicated that while the participants encountered a number of difficulties in the preparation process, they believed the use of project-based learning could promote young learners’ English language learning, and preparing projects for young learners made them feel like a real teacher.
While relevant literature presents us different studies examining teaching English to young learners from an application and practice perspective, its theoretical side, i.e., how to instruct ...pre-service teachers in foreign language departments to teach the language to young learner profiles is still an area needing investigation. Conducted in English Language Teaching department at a state university in Turkey, this case study was purposed to evaluate the effectiveness of integrating articles into TEYL II course. The participants were 36 students taking TEYLII course in the third grade. The data of this case study were collected through open-ended questions and classroom observations. The data were analyzed through conventional content analysis. The results revealed that integrating articles into TEYL II course had educational, linguistic, affective and individual/group-work-related contributions to participants. Setting out from the results, it can be suggested that articles can be rich sources of theoretical content and offer a scientific base for discussion. Besides, article integration in courses with applicable content is also suggested. Keywords: Teaching English to Young Learners, Article Integration, Foreign Language Education, ELT Department, Case Study
The role that parents' involvement play in young learners' English learning process has been investigated in various contexts from different perspectives. This study aims to explore English language ...teachers' perceptions about the role of parental involvement in young learners' English language learning process. For this purpose, data were collected through a questionnaire which has 5 open-ended questions. The questionnaire was sent to 25 English language teachers working at three different private primary schools in Ankara. The collected data are then analyzed by adopting inductive content analysis. Five themes emerged based on the answers provided by the teachers which include: '(1) factors influencing students' achievement, (2) significance of parental involvement, (3) parents' way of involvement in English language teaching/learning process, (4) strategies that parents use to encourage parental involvement, and (5) teachers' need for further training on parental involvement'. The results indicate that the teachers are aware of the importance of parental involvement, yet they do not use any specific strategy to foster parental involvement. Also, teachers view themselves as the lead and main figures in young learners' English language development whereas they regard the parents only as one of the factors that assist young learners in learning English.
An English program like English For Holiday (EFH), is concerned with helping children to learn English. In relation to English Education Department of Universitas Ahmad Dahlan, the department has ...employed an EFH program to help children with English learning during their school break. To accomplish the continuous improvement of the program, it needs research related to it, as these kinds of research provides meaningful data and product, which are important for the improvement of the program’s quality. Generally, the ultimate aim of the research is to contribute to the establishment of a better EFH program, especially of English Education Department, Universitas Ahmad Dahlan. Specifically, this research aims to develop syllabus and material for EFH program of EED UAD. This research started in May and was complete in November 2020 at English Education Department of Universitas Ahmad Dahlan (UAD). It utilized Research and Development (R&D) type with ADDIE model initiated by McGriff (2000) which endeavors a development process encompassing five major stages i.e. analyze, design, develop, implement, and evaluation. The research results show that the EFH material is developed to fulfil the children’s needs of material for EFH program. The developed product offers an alternative solution to fill the children’s needs. Based on the evaluation, it is found out that the developed material is considered very good. Through this material, children participating in EFH program can learn English in an enjoyable way. Although the major target is to improve children’s speaking skill, through this material, children can learn and develop their other skills i.e. listening reading and writing as the developed material is written in an integrated way involving all four skills of English.
The introduction of languages, especially English, into the primary curriculum around the world has been one of the major language-in-education policy developments in recent years. In countries where ...English has been compulsory for a number of years, the question arises as to what extent the numerous and well-documented challenges faced by the initial implementation of early language learning policies have been overcome and whether new challenges have arisen as policies have become consolidated. This article therefore focuses on South Korea, where English has been compulsory in primary school since 1997. The issues raised by the introduction of English into the primary curriculum are reviewed and the current situation in South Korea is investigated. The results of a mixed methods study using survey data from 125 Korean primary school teachers, together with data from a small-scale case study of one teacher are presented. The study shows that, while some of the initial problems caused by the introduction of early language learning appear to have been addressed, other challenges persist. Moreover, the data reveal the emergence of a number of new challenges faced by primary school teachers of English as they seek to implement government policy.
Language teachers' struggles for professional legitimacy have emerged as an area of interest in the field of language teaching research. Grounded in Wenger's concept of 'trajectories of learning', ...the current study explored the fight for legitimate status of two primary school English language teachers in Vietnam. Data for this article were collected through life-history interviews in which the two participating teachers were encouraged to tell stories about the early days of their teaching careers. The findings of the study reveal that the participants struggled for professional legitimacy during the early stage of their teaching careers. Beyond the school setting, the two teachers encountered negative attitudes towards their teaching profession as teaching languages to young learners was not highly valued in society. Based on the findings, the study pointed to the issue of power relations which, although regarded as a barrier to teachers' professional legitimacy, is not adequately addressed in the concept of 'trajectories of learning'. The study also revealed some implications for legitimising language teachers' professional status.
This research aimed to uncover the teacher competences that are necessary to provide age-appropriate English language teaching to primary school students in Turkey. The Delphi technique was ...implemented to propose a list of competences created through consensus among a panel of experts that consisted of 15 teachers and 16 teacher educators. The data were collected by administering three questionnaires in three rounds. Central tendency and consensus were measured through median and inter-quartile range, respectively. The findings led to a list of 29 teacher competences which were categorised into five groups: 'theoretical and practical knowledge', 'knowing the young learner', 'planning and organising teaching', 'managing teaching', and 'competence in English'. Implications were made for improving the effectiveness of English language teaching to young learners: these included the design of pre-service and in-service teacher education programmes to equip teachers with the necessary skills and knowledge to teach English to young learners.
Celotno besedilo
Dostopno za:
BFBNIB, DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
This article reports a 2-year case study (2003–2005) on teachers’ instructional practices, and the impact of teacher understandings and training upon the teachers’ implementation of the Communicative ...Oriented Curriculum (COC) initiative in the context of a major curriculum innovation in teaching English to young learners in Turkish state schools. Using multidimensional qualitative research procedures, comprising classroom observations, teacher interviews and lesson transcripts, a picture is developed of how 32 teachers implemented COC. Results showed that teachers’ instructional practices ranged along the transmission and interpretation teaching continuum, and teachers’ understandings and their prior training had an impact on the extent of their implementation of the curriculum initiative. The study highlights the need to provide
continuous teacher training and teacher development opportunities,
particularly during the critical first few years of the innovation process to promote the implementation of curriculum innovation in Turkish primary education.
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