Can Early Foreign Language Learning Contribute to the Shared Emotional and Motivational Landscape of a Primary School?

2006 ◽  
Vol 24 (4) ◽  
pp. 4-12 ◽  
Author(s):  
PHILIP HOOD
Keyword(s):  
Foreign Language ◽  
Primary School ◽  
Language Learning ◽  
Foreign Language Learning

scholarly journals The development of English grammar and reading comprehension by majority and minority language children in a bilingual primary school

2017 ◽  
Vol 7 (3) ◽  
pp. 419-442
Author(s):  
Anja K. Steinlen
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
Primary School ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Minority Language ◽  
Vital Role ◽  
Language Background ◽  
English Grammar ◽  
Language Groups

Both for the first language (L1) and for all additional languages (L2 or L3), grammatical knowledge plays a vital role in understanding texts (e.g., Grabe, 2005). However, little is known about the development and interaction of grammar and reading comprehension in beginning foreign language learning, especially with respect to children with a minority language background. This longitudinal study, therefore, examined minority and majority language children’s English grammar and reading comprehension skills. The children attended a German-English partial immersion primary school and were tested at the end of Grades 3 and 4. As expected, we found grammar to affect reading comprehension but also reverse effects. Most importantly, the results did not reveal any differences between the two language groups, irrespective of the test. Therefore, immersion primary school programs seem to be suitable for minority language children, and these children do not automatically represent an at-risk group for foreign language learning.

English language learning and teaching styles in two Turkish primary schools

2009 ◽  
Vol 37 (8) ◽  
pp. 1117-1128 ◽  
Author(s):  
Ilknur Pekkanli Egel
Keyword(s):  
Foreign Language ◽  
Learning Styles ◽  
Primary School ◽  
Language Learning ◽  
Primary Schools ◽  
Teaching Style ◽  
Teaching Styles ◽  
Foreign Language Learning ◽  
Primary School Students ◽  
School Students

Foreign language learning styles are aimed at facilitating students' learning and therefore the teaching style used is important in terms of matching learners' styles to their educational needs. The present study was aimed at investigating several dimensions of primary school students' language learning styles and the ways in which certain styles are shaped and favored by teachers' teaching styles. The primary aim was to find out whether or not the measures taken by the Turkish Ministry of Education regarding rectifying the shortage of teachers of English as a foreign language have had an effect on the learning styles of primary school students. The secondary aim was to examine the varying learning styles of EFL students in two primary schools and to establish whether or not there has been a change in these learning styles. Finally, the researcher examined whether or not the economic conditions of the schools had an influence on the students' learning styles.

scholarly journals PREPARATION OF FUTURE TEACHERS FOR DIGITALIZATION IN EARLY LEARNING OF FOREIGN LANGUAGES

2021 ◽  
pp. 203-215
Author(s):  
Anzhelika Solomakha
Keyword(s):  
Foreign Language ◽  
Primary School ◽  
Language Learning ◽  
Preschool Education ◽  
Foreign Language Learning ◽  
Foreign Languages ◽  
Digital Tools ◽  
Future Teachers ◽  
Digital Competence ◽  
Modern Technologies

The education system must respond to changes in society, its demands and needs of students at all levels, so the mission of modern pedagogical institutions of higher education is to train teachers ready and able to accept such challenges. The article presents the experience of the Department of Foreign Languages at the Pedagogical Institute of Borys Grinchenko Kyiv University in training students majoring in 012 "Preschool Education" and 013 "Primary Education" and methods of teaching them to implement digital tools in the process of forming foreign language communicative competence of 3-10 year-old children at preschool institutions and the New Ukrainian School. It should be noted that this work took place within the research on the scientific topic: "Strategy of foreign language teacher training in the context of European integration." The basis of the study is the understanding of the specifics of language as a means of communication, and therefore the emergence of new digital ways and tools of communication, their widespread penetration into various spheres of life naturally requires their use for educational purposes. In addition, the normative documents of the Ministry of Education and Science of Ukraine recognize information and digital competence as a component of professional competence of a teacher of any subject, which also requires modernization of components of teacher training in early foreign language learning. In the process of research we relied on the levels of digital competence of teachers defined in DigCompEdu and aimed to prepare future teachers of early foreign language teaching for the practical application of digital tools and instruments taking into account Generation Theory, Alpha children, current foreign language programs in modern conditions of educational institutions in Ukraine. In the process of research in the curriculum of disciplines "Modern technologies of teaching preschool children a foreign language" (specialty "Preschool education") and "Modern technologies of foreign language teaching in primary school" (specialty "Primary education") content modules "Organizational and pedagogical conditions of application of modern technologies of teaching foreign languages (FL) to preschool (PS) children / FL in PS”, “Digital technologies of teaching FL to preschool children / FL in PS”, “Media-based learning in early foreign language learning in PS / in primary school”,“ Technologies of blended learning of foreign languages in primary school” are introduced, within which theoretical, practical and methodical work takes place, the purpose of which is the formation of digital competence of future teachers.

scholarly journals Teaching modern foreign languages in primary classrooms in Uzbekistan: an overview

2019 ◽  
Vol 2 (5) ◽  
pp. 224-229
Author(s):  
Tajibev Gairatjon Shovdorovich ◽  
Nematjonov Sharifjon Rustamjonovich ◽  
Valiev Kobiljon Obidjonovich
Keyword(s):  
Foreign Language ◽  
Primary School ◽  
Language Learning ◽  
Educational System ◽  
Basic Education ◽  
Foreign Language Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
School Level ◽  
Background Information

This article aims to present foreign language learning in primary school as a part of educational system of Uzbekistan. Language policy concerning educational system is described briefly, but the main focus is on basic education in Uzbekistan and especially on primary foreign language education, its curriculum and aims. After presenting some sociolinguistic background information and a short outline of Uzbekistan’s school system in general, we will focus attention on different aspects of early language learning at primary school level. We will conclude our outline with some personal comments on current challenges and problem areas in the field of early foreign language learning in Uzbekistan.

scholarly journals Beliefs and experiences in the English classroom: Perspectives of Swedish primary school learners

2020 ◽  
Vol 10 (2) ◽  
pp. 257-281
Author(s):  
Maria Nilsson
Keyword(s):  
Foreign Language ◽  
Primary School ◽  
Language Learning ◽  
Negative Impact ◽  
Foreign Language Learning ◽  
Language Instruction ◽  
Language Learner ◽  
Target Language ◽  
Sense Of Agency ◽  
Classroom Context

This study investigates how Swedish learners make sense of and perceive English instruction and the process of foreign language learning in a target language-only primary school classroom. In small group discussions, 26 learners aged 9-10 were audio recorded while discussing questions related to their language learner beliefs and their classroom experiences. Learners expressed a strong consensus about the importance of both the teacher’s extensive target language input and the learners’ oral engagement, in alignment with the beliefs of the teacher. However, the analysis identified three mismatches among high anxiety learners in this context, related to incomprehensible teacher talk, social fear of making mistakes and classroom organization. As their voiced beliefs were at odds with their emotionally guided behavior of refraining from asking questions or volunteering to speak, their sense of agency was reduced. In this context, the target language-only approach appeared to have a negative impact on the emotional, organizational and instructional dimensions of foreign language instruction for many of the young learners. The findings illustrate the interrelated dynamics of beliefs, emotions and classroom context, and contribute to our understanding of learners’ foreign language anxiety and sense of agency in the primary foreign language classroom.

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