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Overall, a Good Test, but…—Swedish Lower Secondary Teachers’ Perceptions and Use of National Test Results of English
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In: Languages; Volume 7; Issue 1; Pages: 64 (2022)
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Language Assessment Literacy of Middle School English Teachers in Mexico
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In: Languages; Volume 7; Issue 1; Pages: 32 (2022)
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Linguistic and non-linguistic outcomes of a reading-while-listening program for young learners of English
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THE EFFICACIOUS IMPLEMENTATION OF GAMES INTO ELT TO YOUNG LEARNERS ...
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Developing oral expression during confinement with very young learners
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| 6 |
Effect of formulaic sequences on fluency of English learners in standardized speaking tests
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François, Jennifer; Albakry, Mohammed. - : University of Hawaii National Foreign Language Resource Center, 2021. : Center for Language & Technology, 2021. : (co-sponsored by Center for Open Educational Resources and Language Learning, University of Texas at Austin), 2021
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| 7 |
The Effects of Language Aptitude on L2 Development in Young Learners
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| 8 |
Impact of Interlocutor and Task on Second-grade One-way Chinese Immersion Students’ Language Use
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| 9 |
Teacher target language input and young learners’ aural comprehension of English
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In: ExELL (Explorations in English Language and Linguistics), Vol 9, Iss 1, Pp 1-25 (2021) (2021)
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| 10 |
THE YOUNG LEARNERS’ PERCEPTION TOWARDS ENGLISH INSTRUCTIONAL PRACTICES USING VIRTUAL PLATFORMS
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In: Journal of Applied Linguistics and Literature, Vol 6, Iss 2, Pp 181-193 (2021) (2021)
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| 11 |
A cross-sectional study on task type and negotiation of meaning in CLIL child-child interaction
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In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 35, 2021, pags. 183-204 (2021)
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| 12 |
Young learners and EFL learning: The impact of digital games on language learning in a multimodal environment ...
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| 13 |
The impact of policy change on the teaching of spoken English in primary schools in the north mountainous region of Vietnam
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Dang, Tram Quynh. - : Edith Cowan University, Research Online, Perth, Western Australia, 2020
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In: Theses: Doctorates and Masters (2020)
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Abstract:
In response to the pressing demand for English as an international lingua franca for socio-economic development, the Vietnamese government has recently undertaken the reform of foreign language education through the National Foreign Language 2020 Project. As part of this reform, English classes have been made compulsory from year 3 of primary school and a new English syllabus was introduced. An English textbook series for primary education was developed, based on a communicative language teaching approach, focussed on developing speaking and listening components and featured tasks reflecting child-focussed methods. Given training courses and seminars on the new curriculum and textbooks, primary English language teachers were put under pressure to implement the new syllabus and pedagogy, so that ELT changes would happen in primary schools across Vietnam. This multiple case study investigated how primary language teachers enacted the new English curriculum and its suggested pedagogy to develop learners’ oral English competence. Five English language teachers from three teaching contexts were involved as the cases of the study. The three research sites included one city school, one outskirts school, and two remote schools located in three provinces in the north mountainous region of Vietnam. At each site, data were collected through structured observations, analysis of teaching materials, and interviews with teachers and their students. A case-by-case analysis was undertaken, then findings were compared through a cross-case analysis to answer the research questions. Findings of the study indicated surface changes of English language teaching, but critical issues remaining at the deep level of the enactment of the pedagogies required. At the surface level, the primary language teachers across the three teaching contexts gained some knowledge of the new curriculum and teaching methods required after professional training courses. The study also found that primary ELT content and materials were consistent and child-focused across the different contexts of the case studies. This might have been a result of the teachers’ strong assumption that textbooks should drive the teaching. However, there was little evidence that teachers fully understood the intentions of the new curriculum and textbooks; and enacted the materials with pedagogical changes as expected. Analysis of classroom data showed that the quality of CLT practice and child-focused tasks promoted by the English language textbooks was generally poor. The study findings indicate that this lack of quality was related to the teachers’ lack of understanding of a CLT approach in practice and how to apply appropriate methods to teach ESL to young learners. It was also evident that the spoken English competence of the participating teachers, despite some improvement because of the reform process, remained inadequate to support teaching in English and conducting highly interactive CLT activities. Finally, the study identified factors that would support teachers in the implementation process including in-service training courses, new child-friendly textbook and electronic materials, and a few teaching facilities in schools. Those constraining teachers’ practice of the new pedagogies included the preservation of educational norms on language classes, such as teacher-centred approach, textbook driven teaching, centralising classroom management and noise intolerance. The teachers also reported other restraints, such as lack of ELT expertise supports, or lack of teaching aids to assist the teaching of English communicatively to young learners. The study identified core competences which would enable EFL teachers to implement a CLT syllabus. These are presented as a model which highlights the importance of a high level of spoken English language competence for EFL teachers. The other three areas of competence are knowledge of the subject, of the learners, and about the teaching method proposed by ESL literature. The study is significant in providing suggestions for Vietnamese ELT reform based on research evidence of classroom teaching practice. It is also worth presenting voices from teacher-implementers to Vietnamese top-down policy makers of what worked and what needed further actions.
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Keyword:
Curriculum and Instruction; curriculum innovation; EAL; EFL; Elementary Education; English for teaching; ESL; Language and Literacy Education; Language policy; teacher competence framework; teaching English to children; teaching English to young learners; young learners
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URL: https://ro.ecu.edu.au/cgi/viewcontent.cgi?article=3330&context=theses
https://ro.ecu.edu.au/theses/2328
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| 14 |
English as a foreign language : vocabulary acquisition in very young learners
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| 15 |
Introduction to the Special Issue: Learners’ outcomes and effective strategies in early second language learning.
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| 16 |
Robot-Assisted Instruction of L2 Pragmatics: Effects on Young EFL Learners’ Speech Act Performance
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Alemi, Minoo; Haeri, Nafiseh. - : University of Hawaii National Foreign Language Resource Center, 2020. : Center for Language & Technology, 2020. : (co-sponsored by Center for Open Educational Resources and Language Learning, University of Texas at Austin), 2020
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| 17 |
“I start learning English through speaking”: Social agency demand and inter-school readiness for Indonesian young English learners
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In: Indonesian Journal of Applied Linguistics, Vol 10, Iss 1, Pp 218-225 (2020) (2020)
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| 18 |
Exploring the role of strategy instruction: Young learners’ listening performance and strategy use
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In: Eurasian Journal of Applied Linguistics, Vol 6, Iss 3, Pp 415-441 (2020) (2020)
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| 19 |
Infusing moral content into primary school English textbooks: A critical discourse analysis
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In: Indonesian Journal of Applied Linguistics, Vol 10, Iss 1, Pp 251-260 (2020) (2020)
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TEACHERS’ PERSPECTIVES OF TEACHING ENGLISH TO YOUNG LEARNERS (A DESCRIPTIVE STUDY AT PRIMARY SCHOOLS IN KUDUS)
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In: ELT Worldwide: Journal of English Language Teaching, Vol 7, Iss 2, Pp 94-103 (2020) (2020)
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