scholarly journals Motivation towards the foreign language (English) and regional language (Basque) in immersion schools: Does CLIL in the foreign language make a difference?

2021 ◽  
pp. 136216882110317
Author(s):  
Amparo Lázaro-Ibarrola ◽  
Raúl Azpilicueta-Martínez
Keyword(s):  
Foreign Language ◽  
School System ◽  
Primary Schools ◽  
Positive Attitude ◽  
School Context ◽  
Great Influence ◽  
Motivation To Learn ◽  
Integrated Learning ◽  
Young Learners ◽  
Regional Language

Motivation to learn languages strongly correlates with language achievement, and the school context has a great influence on the motivation of young learners (YLs). A key rationale for the implementation of content and language integrated learning (CLIL) programs, therefore, was pupil motivation. Very few studies have measured motivation in this context, especially in primary schools. Even fewer have done so in bilingual areas, where the continuation of widespread use of the regional language often depends on its presence in the school system and where CLIL reduces this presence. To address these gaps, motivation towards the foreign language (FL), English, and the regional language, Basque, was measured in 399 YLs of English (aged 10–12 years) in Basque immersion schools. The learners were divided into a CLIL group ( n = 230), with English as a foreign language (EFL) and CLIL lessons, and a non-CLIL group ( n = 169), which received only EFL lessons. Results showed that the CLIL learners had a more positive attitude towards English and a slightly lower motivation towards Basque. This suggests that increasing the amount of exposure to the foreign language (FL) via CLIL lessons improves the motivation towards English but could decrease the instrumental motivation towards the regional language.

scholarly journals Natural Approach in English Classes in Primary Schools: Teachers' Perception and Implementation

2018 ◽  
Vol 6 (2) ◽  
Author(s):  
Pranata Giri ◽  
L. P. Artini ◽  
N. N. Padmadewi
Keyword(s):  
Elementary Schools ◽  
Foreign Language ◽  
Primary Schools ◽  
English Teachers ◽  
Teaching English ◽  
Teachers Perceptions ◽  
Natural Approach ◽  
Young Learners ◽  
English Classes ◽  
Public Elementary Schools

This study aimed at investigating teachers’ perceptions about natural approach in teaching English for young learners and its implementation in public primary schools in Gianyar Regency, particularly on teachers’ perceptions on natural approach in teaching English for young learners, how the English teachers implement naturalistic values in teaching English as a foreign language in Gianyar regency, and teachers’ perceptions about naturalistic values for young learners related to the strategies in teaching English as a foreign language in classroom. The subjects of the study were 3 English teachers in 3 different public elementary schools in Gianyar Regency. The research design of the study was mixed methods. This study used three instruments: observation sheets, questionnaires, and interviews. The observation sheet was used to find out how teachers implemented the naturalistic values in teaching English for young learners. The questionnaire was used to find out teachers’ perceptions on natural approach and the interview was used to find out how teachers’ perceptions related to their strategies in teaching English for young learners in their classrooms. This study showed that the relation between teachers’ perceptions and the implementation found that there were few results indicated inconsistency between both of them. The data were also supported by the result of interviews.

Assessing storytelling as a tool for improving reading comprehension in the EFL primary classroom

2020 ◽  
Vol 19 (2) ◽  
pp. 169-196
Author(s):  
Tú Anh Hà ◽  
Andrea Roxana Bellot
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
Teaching Methods ◽  
Primary Schools ◽  
Content Type ◽  
Young Learners ◽  
Language Exposure ◽  
The Impact ◽  
Practical Implications

Purpose This paper aims to explore the effect of storytelling in helping children read and comprehend English in primary schools. Design/methodology/approach The study includes 44 eight-year-old students, being divided into two equal groups. They are Catalan/Spanish native speakers, and their English level is pre-A1 (CEFR). The two groups studied the same topic with similar vocabulary and grammatical structures; however, only the experimental group learnt with storytelling. A pre-test, a post-test and exercises were implemented and analyzed by using the Mann–Whitney test, the Wilcoxon signed rank test and the general linear model to verify the effect of storytelling, the impact of time and the interaction between time and storytelling. Findings The findings show that storytelling helps children remember, understand and use the vocabulary of a certain topic and a specific grammatical structure, which are compatible with the vocabulary and the structure in a given story. It also supports students in forming the habit of using particular pairs of words correctly, such as “snake-hiss,” “zebra-bray.” Storytelling proved to be as effective as other teaching methods, such as games and exercises to make a contribution in helping students improve their reading-comprehending of separate sentences. However, time and continued language exposure played a pivotal role in students’ progress of decoding a gapped paragraph and filling in the gaps with appropriate words, no matter what teaching methods were used (storytelling or others). Research limitations/implications The findings of the effect of storytelling on fostering students’ reading comprehension have implications for storytelling investigators in the field of teaching ESL. Investigators such as Wright (1995), Ellis and Brewster (1991, 2002, 2014), Cameron (2001), etc., strongly recommend the use of storytelling when teaching a foreign language. Then the findings of this paper contribute to confirm storytelling’s benefits in improving children’s reading abilities, especially in reading-comprehending separate sentences. Practical implications Regarding the practical implications of this case study, the findings of the role of storytelling and the role of time in improving students’ reading-comprehension have important implications for L2 English teachers, especially for the ones teaching English for young learners. Due to the fact that learners need time to become successful language users, who not only understand but also analyze and use language fluently without thinking much about the forms or the rules, teachers should not overanalyze language forms. Instead, they should provide learners with an inductive process of language exposure, including the use of storytelling. Storytelling provides young learners with language exposure and context-the natural environment to acquire language. Therefore, it can create a greater impact on learners for remembering vocabulary and understanding the meaning of a given text, as well as form some habits for foreign language learners, such as the use of some specific pairs of words, which has been shown in the findings of this project. This nurtures learner’s graduation to automaticity in using language and develops their reading-comprehension. Originality/value This paper is all originated from a study researching the effect of storytelling in helping students read and comprehend English by carrying out an experiment with two groups, namely, the control and the experimental in a semi private primary school in Tarragona, Spain. This study carries an important value, as it proves the effect of storytelling in improving students' ability of remembering vocabulary and understanding separate sentences, as well as points out the role of time in students' progress of mastering a foreign language.

scholarly journals IN-SERVICE TEACHERS' VIEWS ON DEVELOPING COMMUNICATIVE COMPETENCE AT PRIMARY LEVEL IN THE PROCESS OF TEFL IN SLOVAKIA

2021 ◽  
Vol 2 ◽  
pp. 279-285
Author(s):  
Klaudia Paulikova
Keyword(s):  
Foreign Language ◽  
Primary Schools ◽  
Communicative Competence ◽  
Great Influence ◽  
Language Education ◽  
Foreign Language Education ◽  
Qualitative Inquiry ◽  
Equal Opportunities ◽  
Primary Level ◽  
Balanced Development

Reaching communicative competence in a foreign language is one of the key objectives of the foreign language education policy of multiple European countries, including Slovakia. The unified concept of communicative competence provides learners with equal opportunities for mastering languages at their best and enables its development from the very beginning of learners' studies. In low proficiency levels (A1) in primary education teachers play a crucial role in developing communicative competence of their learners. Research in the field reveals that although teachers are aware of their great influence and importance in the development of communicative competence, they often do not provide sufficient circumstances for learners to reaching it. A qualitative inquiry conducted with a number of in-practice English teachers working in Slovak primary schools presents the importance of having balanced development in all the components of communicative competence in TEFL, its implementation into the lessons of English, as well as an overall view of teachers’ standpoints towards its development at the primary level.  The results show the tendencies of teachers to concentrate more on certain (especially linguistic) elements of communicative competence, whereas other competences (mainly of pragmatic character) are often neglected.

scholarly journals Improving Young Learners Vocabulary Mastery Through Game-Based Learning Using “MOFIN Mystery Box”

2021 ◽  
Vol 3 (2) ◽  
pp. 129-136
Author(s):  
Seftia Ani Fidyaningrum ◽  
Shafira Artanita Dewayanti ◽  
Nailul Authar
Keyword(s):  
Elementary School ◽  
Foreign Language ◽  
Teaching Methods ◽  
Primary Schools ◽  
Physical World ◽  
Age Group ◽  
Game Based Learning ◽  
Teaching English ◽  
Analysis Techniques ◽  
Young Learners

Teaching English as a foreign language is a challenge for all teachers, especially teachers who teach English for young learners. Despite so many challenges, English is highly recommended to be taught to children in primary schools. Teaching English to young learners must begin with an introduction to vocabulary. Vocabulary is the foundation and most important aspect of learning any language. The challenge of teaching English to young learners is the level of English proficiency of the teachers, as well as some new obstacles, particularly in terms of techniques policy, teaching English for young learners also requires creativity to make learning fun, because children enjoy having fun and playing and they also easily side-tracked, so teachers should choose teaching methods that are appropriate for their age group, game-based learning can improve students' vocabulary mastery, motivation, and interest in learning. Children employ their senses of smell, touch, taste, sight, and hearing to investigate the physical world holistically. Therefore, it would be better if children learn to use touchable games like “MOFIN Mystery Box”. The purpose of this study is to find out whether the “MOFIN Mystery Box” media can improve students' vocabulary mastery at Sukamanunggal State Elementary School. This research is qualitative research. Data collection techniques using observation. The data analysis techniques used in this study are identification, classification, and description. The result of this study is “MOFIN Mystery Box” can increase students’ vocabulary mastery at Sukomanunggal State Elementary School.

scholarly journals model of CLIL teacher training and retraining center in the content of multilingual education

2021 ◽  
Vol 7 (Extra-D) ◽  
pp. 528-536
Author(s):  
Tanat Ayapova ◽  
Guldana Seidaliyeva ◽  
Dana Shayakhmetova ◽  
Bakhitgul Bukabaeva ◽  
Zada Kemelbekova
Keyword(s):  
Teacher Training ◽  
Secondary Schools ◽  
Foreign Language ◽  
Teaching Methods ◽  
School System ◽  
Teaching Staff ◽  
Integrated Learning ◽  
Teaching Materials ◽  
Multilingual Education ◽  
Methods And Techniques

This article is devoted to CLIL model (Content and Language Integrated Learning) in Kazakhstani school system and experience of training as well as retraining center in the content of multilingual education. The purpose of the article is to discuss the experience of CLIL teachers in the implementation of CLIL approach via teaching methods and techniques. At present, secondary schools have a number of problems in implementing content and language integrated learning (CLIL) such as the level of proficiency in a foreign language among subject teachers and lack of methodological competence. In conclusion, teaching staff face a few problems that require finding effective ways to prepare and design teaching materials for the CLIL class.

The impact of CLIL on pluriliteracy development and content learning in a rural multilingual setting: A longitudinal study

2018 ◽  
Vol 23 (5) ◽  
pp. 584-602 ◽  
Author(s):  
Xabier San Isidro ◽  
David Lasagabaster
Keyword(s):  
Longitudinal Study ◽  
Foreign Language ◽  
Language Learning ◽  
School Context ◽  
Integrated Learning ◽  
Content Learning ◽  
The Impact

Although CLIL (content and language integrated learning) programmes are now globally expanding, the number of studies that have examined their impact on both multiple language learning (students’ L1, L2 and English as a foreign language) and content learning are scarce. This study investigates the effects of a CLIL programme implemented in a rural multilingual school context in Galicia, Spain. Bearing in mind the deficiencies identified in previous CLIL research, this two-year longitudinal study secured the homogeneity of the CLIL and non-CLIL samples ( n = 44) before the actual implementation of the CLIL approach. Although both groups improved their competence in English after two years, the CLIL cohort made significantly greater progress. Interestingly, the CLIL students also outperformed their non-CLIL counterparts in both Spanish and Galician over the two school years, whereas content learning was not negatively affected. In the conclusions the importance of paying heed to the pedagogical features and the methodology employed in CLIL settings is underscored.

Course Material Adaptation for Content and Language Integrated Learning

2020 ◽  
Author(s):  
Kántor Lászlóné
Keyword(s):  
Foreign Language ◽  
Primary Schools ◽  
First Aid ◽  
Integrated Learning ◽  
The European Union ◽  
Material Development ◽  
Innovative Methods ◽  
Course Material ◽  
Ancient Times

Content and Language Integrated Learning (CLIL) – as a form of education when students learn non-language subjects in an additional language – had already existed in ancient times, but the term itself was adopted in 1994. The driving force behind its development in Europe was the birth of the European Union. If European citizens want to enjoy the benefits of an integrated Europe, they need to be able to communicate at least in one foreign language. According to the European Commission, CLIL is one of the innovative methods capable of improving the quality of language teaching. One of the obstacles to the general implementation of CLIL was initially the lack of appropriate teaching materials. It was examined whether there is adequate course material available for teaching first aid in English. The document analysis revealed that there is no suitable course material. A five-hour first aid course was held for Grade 8 students at three bilingual primary schools in Budapest. To do this, an introductory, a theoretical, a practical, a summary, and an assessment lesson were developed. This article presents the steps of course material development for Content and Language Integrated Learning and illustrates it with practical examples.

scholarly journals Foreign Language (FL) Teaching and Learning in Primary Schools in Europe: Beliefs and Realities

2019 ◽  
Vol 2 (3) ◽  
Author(s):  
Maria Kihlstedt
Keyword(s):  
Foreign Language ◽  
Learning Outcomes ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Teacher Involvement ◽  
Foreign Languages ◽  
The European Union ◽  
Young Learners ◽  
Unrealistic Expectations ◽  
Time Of Instruction

ince 2001, theCommon European Reference Framework for Languages(CEFR) is the main reference for teachers of foreign languages in Europe. However, difficulties of applying the CEFR and attaining the expected learning outcomes in the FL have been witnessed among teachers, especially as regards young learners. This paper aims at examining the underpinnings that lie behind the policy of foreign languages for young learners in the European Union. Focus will be on primary schools, starting ages and time of instruction. An illustration of the “unrealistic” expectations of learning outcomes with the CEFR will be given, considering empirical research evidence on learning a FL in preschool and primary schools. Some possible pedagogical solutions, such as CLIL (Content and Language Integrated Learning), teacher involvement and technology-mediated TBLT (Task-based Language Teaching) will also be discussed.

scholarly journals TEACHERS’ PERSPECTIVES OF TEACHING ENGLISH TO YOUNG LEARNERS (A DESCRIPTIVE STUDY AT PRIMARY SCHOOLS IN KUDUS)

2020 ◽  
Vol 7 (2) ◽  
pp. 94
Author(s):  
Sri Endang Kusmaryati
Keyword(s):  
Foreign Language ◽  
Primary School ◽  
Primary Schools ◽  
English Language ◽  
Teaching English ◽  
School Students ◽  
Primary School Teachers ◽  
Young Learners ◽  
Teachers Perspectives

ABSTRACTIn Indonesia teaching English at primary schools aims to introduce English language as a foreign language. The policy of Departemen Pendidikan Nasional, No.0487/14/1992, Chapter VIII and Undang-undang Sistem Pendidikan Nasional, No.060/U/1993 explains that English can be incorporated into the curriculum of local content at primary schools. The English proficiency of primary school graduates should be appopriate and useful to prepare the to learn English at the higher level. Students of primary schools are young learners who have their own characteristics. Young learners take great pleasure in playing games. Therefore, teaching English for primary schools students must be well designed in accordance with the characteristics of the students. This study is a survey that aims to investigate teachers’ perspectives of teaching English to young learners in Kudus. Further, it inspects their problems in teaching English in their schools. A questionnaire is distributed to the targeting primary school teachers in Kudus. The result reveals that there are 67% of the teachers who agreed that English is appropriately  taught at primary schools, while 33% of the teachers disagreed. Teachers’ problems in teaching English to primary schools students, among others are the limited time allotments, students’ proficiencies in vocabulary and pronunciation, students’ interests, limited facilities, textbook, media and learning materials, and too many students in the classroom. Besides, the primary school students are young learners who are very active and like to break the rules.

scholarly journals Assessment of Young Learners’ Foreign Language in Slovenian Primary Schools

2005 ◽  
Vol 2 (1-2) ◽  
pp. 167-184
Author(s):  
Mihaela Brumen ◽  
Branka Čagran ◽  
Shelagh Rixon
Keyword(s):  
Foreign Language ◽  
Primary Schools ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Primary Level ◽  
Learning And Teaching ◽  
Young Learners ◽  
Teachers Experiences ◽  
Teachers Attitudes ◽  
The Right

Assessment should regularly and systematically be integrated into the process of learning and teaching. That is, it should reflect the kinds of activity that regularly occur in class and with which pupils are familiar. It should have a strong diagnostic function that will provide useful information to teachers and learners in enabling them to take stock of where they are and if necessary to adapt their particular strategies. The research reported in this article focuses on an investigation of Slovenian foreign language teachers’ experiences and attitudes toward the assessment of primary learners of a foreign language. By means of a survey questionnaire we present the characteristics of teachers’ assessment in practice, and teachers’ attitudes toward assessment at the primary level. The survey shows that all teachers assess their young learners of foreign languages, more often numerically than with comments. They also believe that they are responsible for assessment, just as they believe that teachers and young learners alike have the right to these the results.

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