scholarly journals Non-native English teachers’ views on using music and songs in teaching English as a foreign language to primary school learners

2022 ◽  
Author(s):  
Teuta AGAJ AVDIU
Keyword(s):  
Foreign Language ◽  
Primary School ◽  
English Teachers ◽  
Teaching English

scholarly journals English Teachers' Perception and Classroom Practiceof Behaviourism Values in Bali Kiddy Primary School

2018 ◽  
Vol 6 (1) ◽  
Author(s):  
Karina Sukma
Keyword(s):  
Foreign Language ◽  
Primary School ◽  
Research Design ◽  
Quantitative Data ◽  
English Teachers ◽  
Teaching English ◽  
Teachers Perceptions ◽  
Young Learners ◽  
Young Learner ◽  
Descriptive Qualitative

This study describes teachers’ perception regarding behaviourism values in teaching English for young learners in Bali Kiddy Primary School. This study involved 3 English teachers of Bali Kiddy Primary School. The objectives of this study were (1) to find out the perceptions of the English teachers in Bali Kiddy Primary School on behaviourism values in teaching English for young learners, (2) to find out how do the English teachers implement behaviorism values approach in teaching English as a foreign language in Bali Kiddy Primary School, and (3) to find out teachers’ perceptions about behaviourism values related to their strategies in teaching English for young learners in the classroom. The data was collected through observation sheets, questionnaires, and interviews. The research design was mix method. The data were analysed through descriptive qualitative which supported by quantitative data.  The results indicated that the stated beliefs about behaviourism values in teaching English for young learner reflect their implementation in the classroom. There were some inconsistency between the perception and implementation based on teachers’ consideration on students’ condition

scholarly journals Primary school inclusive foreign language teaching features

2021 ◽  
pp. 44-50
Author(s):  
Olha Datskiv ◽  
Sofia Datskiv
Keyword(s):  
Secondary Education ◽  
Learning Environment ◽  
Foreign Language ◽  
Primary School ◽  
Language Teaching ◽  
English Teachers ◽  
Foreign Language Teaching ◽  
Educational Process ◽  
Teaching Methodology ◽  
Peer Evaluation

An integral part of the formation of the New Ukrainian School is an inclusive component, which forms a new philosophy of society based on the understanding of diversity and equality for all. Involvement in education and constant support of children with special educational needs should take place at all stages of receiving complete secondary education, especially in primary school. The paper discusses the features of inclusive foreign language teaching in primary school. Based on the research analysis, pedagogical observation of the educational process in English lessons in inclusive classes, the conclusion is made that it is important for primary school English teachers to use clear and comprehensive instructions before doing exercises and tasks, introduce and maintain the learning routine (greeting, a permanent place for writing homework, questions at the beginning and at the end of the lesson, etc.), change the types of tasks frequently, adapt previously used exercises to the new learning conditions, use scaffolding strategies. The article presents a set of exercises and tasks to use in English lessons when studying the topic “My home” in an inclusive 3rd grade of a general secondary education institution, as well as checklists for self-and peer evaluation of the inclusiveness of the learning environment for English teachers. The exercises and tasks of the set were tested in the 3rd-B grade of Ternopil schools No. 16 and No. 7. The final assessment of the educational achievements of students in English in the second semester of the 2020 / 2021 academic year confirmed the effectiveness and appropriateness of using these exercises and tasks in the English lessons. Checklists for self-and peer evaluation of the inclusiveness of the learning environment were tested and approved by English teachers and recommended for use in the educational process by foreign languages teaching methodology groups.

Traditional Singing Games in English for Teaching Modules Developed According to the Interests of Primary School Students

2021 ◽  
Vol 29 (2) ◽  
Author(s):  
Penka Kuneva
Keyword(s):  
Foreign Language ◽  
Primary School ◽  
Teaching And Learning ◽  
Teaching English ◽  
Primary School Students ◽  
School Students ◽  
Teaching Modules ◽  
Singing Games ◽  
Learning English

The report discusses traditional singing games in English and the benefits of their use in teaching English as a foreign language, especially in teaching modules developed according to the interests of primary school students. A review of scholarly articles has been made and some conclusions about using singing games in teaching and learning English as a foreign language has been presented.

scholarly journals A SURVEY ON CRITICAL LITERACY AS A PEDAGOGICAL APPROACH TO TEACHING ENGLISH IN INDONESIA

2018 ◽  
Vol 7 (3) ◽  
pp. 531 ◽  
Author(s):  
Gin Gin Gustine
Keyword(s):  
Foreign Language ◽  
Critical Literacy ◽  
English Language ◽  
Methodological Approach ◽  
Group Discussion ◽  
English Teachers ◽  
Teaching English ◽  
Efl Context ◽  
The Usa ◽  
Approach To Teaching

In English-as-a-Foreign-Language (EFL) context, Foreign-Language (EFL) context,critical literacy as an alternative approach to teaching language and literature may be considered as something new, compared to its origin in some English-speaking countries such as Australia or the USA. Teachers wishing to adopt critical literacy stance in their class are often left with little knowledge or experience on what critical literacy is and how to develop this approach in their class. This article discusses the result of a survey involving twenty one English teachers in a teacher education university in Bandung, West Java province, Indonesia, related to their knowledge on critical literacy as an approach to teaching English language. Result of questionnaires followed up by a focus group discussion reveals that although these teachers have been teaching English for approximately five to seven years in different levels of schools, some teachers show lack of knowledge on critical literacy as a methodological approach to teaching English. Finally, this article concludes with suggestions for English teachers to develop a critical literacy-oriented classroom.

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.

scholarly journals AN ANALYSIS OF THE IMPLEMENTATION OF LEARNING AND INNOVATION SKILLS IN 21ST CENTURY EDUCATION IN TEACHING ENGLISH AS FOREIGN LANGUAGE IN SMA NEGERI 2 SINGARAJA

2020 ◽  
Vol 8 (2) ◽  
pp. 42
Author(s):  
H. Prayoga ◽  
N. N. Padmadewi ◽  
D. A. E. Agustini
Keyword(s):  
Foreign Language ◽  
21St Century ◽  
English Teachers ◽  
English Teacher ◽  
Research Subjects ◽  
Teaching English ◽  
21St Century Education ◽  
English As Foreign Language ◽  
Skills Learning ◽  
Different Levels

The 21st century education brings changes in the classroom practices that are increasingly complex along with the development of the technology. This demands the teachers to adapt their teaching and insert 21stcentury skills in the classroom. This research aimed data analyzing how English  teachers implements learning and innovation skills of 21st century education in teaching English as a foreign language in SMA Negeri 2 Singaraja. A mixed-method was implemented as the method in this study. The research subjects were4 English teachers in SMA Negeri 2 Singaraja. Due to pandemic situation of Corona virus, the data were collected using questionnaire and interview without observations. The results of the questionnaire and interview showed that English teacher inserted learning and innovation skills in their objectives and activities in lesson plans and the English teacher taught the students by inserting the learning and innovation skills. However, the teachers faced problems especially in choosing appropriate materials for their students who are in different levels of abilities.Keyword: 21st century skills, learning and innovation skills

scholarly journals VERBAL AND NONVERBAL LANGUAGE: PRE-SERVICE TEACHERS’ DECISIVENESS IN TEYL

2021 ◽  
Vol 21 (1) ◽  
pp. 1-12
Author(s):  
Yuli Astutik ◽  
Oikurema Purwati
Keyword(s):  
Foreign Language ◽  
Elementary Students ◽  
Teaching Practice ◽  
English Teachers ◽  
Research Subjects ◽  
Teaching English ◽  
Essential Point ◽  
Verbal Language ◽  
Young Learners ◽  
Different Levels

The ability to communicate in the classroom is an essential point for teachers to convey lessons material well. Some experts state that communication is a form of verbal and nonverbal language. This study analyzes how pre-service teachers prepare to become professional English teachers in teaching English as a foreign language. By using two different theories, Brown (2007) and Hall (1959), the researchers investigate the extent to which pre-service teachers use verbal and non-verbal language in the practice of teaching English to elementary students. In collecting data, researchers conducted observations and interviews to research subjects. The researchers then analyzed the data in several stages and made conclusions. In a nutshell, all pre-service teachers with different levels, low and competent, use verbal and nonverbal language during their teaching practice. However, they have different academic contributions to their performance in teaching English to young learners.

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