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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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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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The Effects of Language Aptitude on L2 Development in Young Learners
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Impact of Interlocutor and Task on Second-grade One-way Chinese Immersion Students’ Language Use
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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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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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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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Young learners and EFL learning: The impact of digital games on language learning in a multimodal environment ...
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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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English as a foreign language : vocabulary acquisition in very young learners
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Introduction to the Special Issue: Learners’ outcomes and effective strategies in early second language learning.
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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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“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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Abstract:
Preserving Indonesian as a national identity and institutional readiness to perform the national curriculum 2013 instruction has become a critical factor in the exclusion of English as a compulsory subject at the elementary school level. This leaves rooms for teachers’ confusion and creativity, leading to various practices at different school clusters, depending on parental demands and school readiness. This study thus tries to cast light on the social agency demand and inter-school readiness for young learners in the Indonesian EFL pedagogical contexts. This instrumental case study portrays the practices of English language teaching at three clusters of Indonesian primary schools; local, national, and independent, as well as responses of parents and students to these practices. Involving 4-6 grade students and English teachers of six primary schools, the data were garnered through classroom observation, interviews, and document analysis. The findings revealed that although teaching English to young learners is somehow communicative and fun, it more emphasises literacy skills (reading, writing, and grammar), particularly at local schools as the majority cluster across the country. Since English is a non-phonetic language, this literacy-focused practice is rather contradictory to what parents as social agencies expect, that is, to develop their children’s English oral proficiency. The study also offers ways by which teachers and schools can accommodate this social agency’s needs for speaking skills by focusing more on student-centred and oral English proficiency activities and assessment.
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Keyword:
english for young learners; interschool readiness; Language. Linguistic theory. Comparative grammar; LC8-6691; P101-410; social agency demand; speaking skill; Special aspects of education
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URL: https://doi.org/10.17509/ijal.v10i1.25062 https://doaj.org/article/bf3736cb3aa54856b0596725fe03e3f5
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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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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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