Do Developments in Assessment Represent the ‘Coming of Age’ of Young Learners English Language Teaching Initiatives? The International Picture

2016 ◽  
pp. 19-41 ◽  
Author(s):  
Shelagh Rixon
Keyword(s):  
English Language ◽  
Coming Of Age ◽  
Language Teaching ◽  
English Language Teaching ◽  
Young Learners

scholarly journals Using Total Physical Response (TPR) Method on Young Learners English Language Teaching

2019 ◽  
Vol 3 (1) ◽  
pp. 26
Author(s):  
Cicih Nuraeni
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Word Choice ◽  
Young Learners ◽  
Teachers And Students ◽  
Post Test ◽  
Physical Response ◽  
Learning English

<p>The purpose of this study was to describe the use of Total Physical Response (TPR) method on young learners English Language Teaching (ELT) at Panti Asuhan Yauma. The method of the research is descriptive qualitative. In this research the researcher describes the activities carried out by teachers and students by using TPR method. The data resources are from teacher and students in Panti Asuhan Yauma Jakarta. The class consists of 30 students which their ages were around 5 to 11 years old. The data collected through observation in learning activities. The instruments were pre-test and post-test with 2 (two) criterion being assessed, namely vocabulary and comprehension. They were divided into 5 (five) elements such as accuracy of word, understanding each word, word choice, understanding the meaning, and speaking easily. The results showed that there was an improvement in vocabulary score about 27.40 and comprehension score about 28.77. The research finding first showed that when using the TPR method children enjoyed and were also very active in learning English. The researcher hopes that the study contributes to the activities of teaching and learning English, especially teaching English for young learners. It was proved by the score from pre-test and post-test.</p>

scholarly journals A Comparative study on English language teaching to young learners around the world

2017 ◽  
Vol 7 (3) ◽  
pp. 114-118
Author(s):  
Cansu Orsel ◽  
Fatih Yavuz
Keyword(s):  
English Language ◽  
Language Teaching ◽  
World Englishes ◽  
English Language Teaching ◽  
Lingua Franca ◽  
Outer Circle ◽  
Young Learners ◽  
The World ◽  
Expanding Circle ◽  
Inner Circle

Usage of the English language as Lingua Franca has caused an increasing demand on the English Language Teaching (ELT) in early childhood and according to Braj Kachru’s Three Circles Model of World Englishes as the Inner Circle, the Outer Circle, and the Expanding Circle the approaches to the Young Learners dramatically differs. Besides the features of English as a global language and the nature of early language learning, this paper also focuses on the comparison of the three different examples from the Three Circles Model of World Englishes. They are compared in terms of techniques that are used and the approaches to the Young Learners. The examples taken are from the official websites of the three countries from the Inner Circle, Outer Circle, and the Expanding Circle; respectively, New Zealand’s Ministry of Education, Indian Ministry of Human Resource Development, and the Turkish Board of Education and Instruction. Keywords: Young Learners, The World Englishes, Lingua Franca, Braj Kachru, English Language Teaching (ELT).

Comparing NLP and Communicative Approach: A Study on Spoken Performance in ELT

2018 ◽  
Vol 8 (2) ◽  
pp. 63-67
Author(s):  
H. Sezgi Sarac ◽  
Ozdag Daglioglu Yazici
Keyword(s):  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Classroom Setting ◽  
Neurolinguistic Programming ◽  
Learner Participation ◽  
Oral Production ◽  
Young Learners ◽  
Communicative Approach ◽  
High Level

 Applications based on Neurolinguistic programming (NLP) in English language teaching (ELT) provide various means to make learning more effective and involving. Nevertheless, research on NLP is often based upon descriptive rather than empirical research. Therefore, the aim of this study is to investigate the efficiency of NLP applications in ELT via comparing it with Communicative Approach (CA) to language teaching. In this study, a group of 4th grade students (N=20) was observed in a classroom in which CA techniques were applied. The students’ frequency of participation was recorded during two lessons. In another two classes with the same group of students, the learners’ frequency of participation was evaluated in a classroom setting where NLP techniques were applied. The results indicate that NLP-related applications are as efficient as CA applications in achieving high level of learner participation and oral production. Keywords: Neurolinguistic programming; language teaching; young learners

TEACHERS’ PERSPECTIVES TOWARD SUCCESSFULNESS OF ENGLISH LANGUAGE TEACHING TO YOUNG LEARNERS

2018 ◽  
Vol 12 (2) ◽  
pp. 96
Author(s):  
Siti Nurazizah ◽  
Maulidia Rachmawati Nur
Keyword(s):  
Elementary Schools ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Teaching English ◽  
Primary Level ◽  
Young Learners ◽  
Exploratory Case Study ◽  
Teachers Perspectives

<p>In response to the need of qualified teaching English in primary level, successful English teaching has become a crucial and challenging issue. This exploratory case study examines the perspectives of teachers regarding successful English language teaching for young learners. Data of this study was collected from multiple interviews with seven English teachers teaching in five Islamic Integrated Elementary Schools in Bogor that offer English as an additional language (EAL). The findings reveal that the participants of this study had relatively the same understanding or perspectives on teaching English for young learners on eight criteria among the nine criteria of successful English language teaching to young learners. It was also found that five criteria had 100% agreement and were in line with the theories of successful teaching English to young learners. There was one criterion that had 57% inlined result. There were three inlined criteria which were relatively the same amount with 86%. Therefore, the other criterion was not in accordance with the seven respondents with 0% agreement.</p>

scholarly journals Developing the English Language Teaching Skills of Saudi Teachers of Young Learners

2020 ◽  
Vol 13 (3) ◽  
pp. 20
Author(s):  
Ayman Sabry Daif-Allah ◽  
Fahad Hamad Aljumah
Keyword(s):  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Control Group ◽  
Teaching Skills ◽  
Control Group Design ◽  
Young Learners ◽  
Post Test ◽  
Quasi Experimental ◽  
The Impact

This study aimed at investigating the impact of a program on developing the English language teaching skills of pre-service English for Young Learners (EYL) Teachers. The sample of the study consisted of 70 English language major students in Qassim University. The researchers made use of the quasi-experimental pre-test post-test control group design and data were collected quantitatively by means of questionnaires and observation checklists used for pre- post testing. Results revealed the effectiveness of the program on developing the necessary English language teaching skills for pre-service EYL teachers. The study recommended introducing appropriate teaching practices in the EFL context in general and in elementary school settings in particular.

scholarly journals Practical Ideas on Developing Learner Autonomy for Young Learners

2021 ◽  
pp. 266-280
Author(s):  
Senem Üstün Kaya ◽  
İnci Keçik,
Keyword(s):  
Short Story ◽  
English Language ◽  
Language Teaching ◽  
Lesson Plan ◽  
Learner Autonomy ◽  
Theoretical Background ◽  
Language Teachers ◽  
English Language Teaching ◽  
Language Awareness ◽  
Young Learners

The aim of this study is to present a lesson and sample materials to provide language teachers with opportunities to enhance and maintain learner autonomy for young learners in English language teaching classes. To this end, a traditional short story for children was chosen, and activities were created to help young learners develop a deeper sense of language awareness as well as encourage them to control their own learning. Initially, this practical paper introduces the theoretical background to the study. It then presents the methodology section where a model that promotes learner autonomy is briefly described and, subsequently, the procedure section where the activities involved in the lesson plan are defined along with their relevance to learner autonomy. In the end, following the class observations, several implications and practical suggestions are provided.

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