scholarly journals Teachers’ Conceptualisations and Needs in Developing Foreign Language Literacy Skills at Primary Level / Konceptualizacije i potrebe učitelja u razvoju osnovnih vještina pismenosti na stranom jeziku u primarnom obrazovanju

2021 ◽  
Vol 23 ◽  
Author(s):  
Mateja Dagarin Fojkar ◽  
Tina Rozmanič
Keyword(s):  
Foreign Language ◽  
Primary Schools ◽  
English Language ◽  
Literacy Skills ◽  
English Language Teaching ◽  
Effective Teacher ◽  
Open Questions ◽  
Starting Point ◽  
Wide Range ◽  
Language Literacy

As many European countries have introduced English language teaching at pre-primary and primary levels, the need for effective development of foreign language literacy skills has proved to be essential. Traditionally, literacy is defined as the ability to read and write. However, broader definitions include understanding of a wide range of texts and the ability to communicate in multilingual environments. Most teacher education programmes do not provide sufficient training for the development of initial and basic foreign language literacy skills of learners, and teachers feel they do not receive enough support in this area. As a result, Slovenian pupils of English are the least proficient in reading of all the language skills, with 12% of them failing to reach A1 level in reading and 29% remaining at this level at the end of primary school (European Commission, 2012).The aim of the present study was to investigate the perceptions of English teachers (N=112) regarding the development of foreign language literacy skills in Slovenian primary schools. For this purpose, a questionnaire was used to research how teachers conceptualise the development of FL literacy, how they assess pupils’ difficulties with reading and writing tasks and the literacy areas in which they think they would need more support in their teaching. A quantitative approach and a content analysis of the open questions were used. The differences between the teacher groups were measured with the Chi-square test. The study indicated teachers’ restricted views on the meaning of literacy in the open questions, while the closed questions implied a broader understanding of the concept. Most teachers expressed a desire to gain more professional knowledge in this area. The results of the study will provide a starting point for developing more effective teacher training programmes in foreign language literacy and for supporting in-service teachers in developing foreign language literacy at primary level.Key words: primary education; professional development; reading; teachers’ perceptions; writing---Budući da su mnoge europske države uključile poučavanja engleskoga jezika na predškolskoj i osnovnoškolskoj razini, potreba za učinkovitim razvojem jezičnih vještina na stranom jeziku pokazala se važnom. Tradicionalne definicije određuju pismenost kao sposobnost čitanja i pisanja, a šire definicije pismenosti uključuju razumijevanje širokoag raspona tekstova i sposobnost komunikacije u višejezičnom okruženju. Većina programa obrazovanja učitelja ne osposobljava ih dovoljno za razvoj inicijalnih i osnovnih vještina pismenosti učenika na stranom jeziku, a sami učitelji smatraju da ne dobivaju dovoljno podrške u ovom području. Zahvaljujući tome najmanje razvijena jezična vještina slovenskih učenika engleskoga jezika je čitanje: 12 % učenika ne uspijeva dosegnuti A1 razinu čitanja, a 29 % učenika ostaje na ovoj razini na kraju osnovne škole (Europska komisija, 2012).Cilj ovog istraživanja bio je ispitati percepcije razvoja vještina pismenosti na engleskom jeziku učitelja engleskog (N = 112) u slovenskim osnovnim školama. Pri tome je korišten upitnik kojim se nastojalo utvrditi konceptualizacije razvoja pismenosti na stranom jeziku učitelja, njihove procjene učeničkih teškoća u čitanju i pisanju te područja pismenosti u kojima smatraju da im treba više podrške u poučavanju. U istraživanju je upotrijebljen kvantitativni pristup i analiza sadržaja za odgovore na pitanja otvorenoga tipa. Razlike između skupina učitelja izmjerene su Hi-kvadrat testom. Rezultati istraživanja ukazuju na učiteljsko ograničeno viđenje značenja pismenosti u pitanjima otvorenoga tipa, dok pitanja zatvorenoga tipa ukazuju na šire razumijevanje koncepta. Većina učitelja izrazila je želju za stjecanjem dodatnoga profesionalnog znanja u ovom području. Rezultati istraživanja predstavljaju polaznu točku za razvoj učinkovitijih programa obrazovanja učitelja u području pismenosti na stranom jeziku i podršku zaposlenim učiteljima u razvoju pismenosti na stranom jeziku na razini osnovne škole.Ključne riječi: čitanje; percepcije učitelja; pisanje; primarno obrazovanje; profesionalni razvoj

Developing Intercultural Competence As A Strategic Goal Of English Language Teaching At Primary Schools

2021 ◽  
Vol 03 (01) ◽  
pp. 39-42
Author(s):  
Sevara Ziyaboyeva ◽  
◽  
Marifat Kazakova ◽  
Dadaboyeva Lazokat ◽  
Mukhaddam Ibrokhimova ◽  
...  
Keyword(s):  
Foreign Language ◽  
Intercultural Communication ◽  
Intercultural Competence ◽  
Primary Schools ◽  
English Language ◽  
Language Education ◽  
Foreign Language Education ◽  
English Language Teaching ◽  
Self Development ◽  
Primary Schoolchildren

This article presents the problem of developing the ability of primary schoolchildren for the dialogue of cultures and to substantiate the concept of intercultural ability, or the ability to intercultural communication. Within the framework of this concept, primary foreign language education is interpreted as “a method and purposeful process of development and self-development of the personality of a younger student and his abilities for intercultural communication by managing a teacher and his educational activities, aimed at cognition and self-education, at revealing the potential of a student in the process of mastering a foreign language speech activity as a new way of communication in terms of interaction with a teacher, peers, including native speakers ”[3, p. 97].

Semiotics in foreign language teaching. Book illustrations as intersemiotic translation in English language course books

2011 ◽  
Vol 4 (2) ◽  
pp. 63 ◽  
Author(s):  
Makrina Zafiri ◽  
Evangelos Kourdis
Keyword(s):  
Foreign Language ◽  
Primary Schools ◽  
English Language ◽  
Language Teaching ◽  
Sixth Grade ◽  
English Language Teaching ◽  
School Students ◽  
Book Illustrations ◽  
Broad Variety ◽  
Teaching Curriculum

This article discusses a specifi c aspect of English language teaching as a foreign language in Greece. This subject is further aided by Semiotics and Translation through the synergy of semiotic systems incorporating the views of Charles S. Peirce. More specifi cally, after a brief survey of what existed in the past, concerning the teaching of English as a foreign language in Greek primary schools, readers will be introduced to the English language teaching curriculum for sixth grade primary school students which mentions non-verbal forms of communication, as well as to the role of course book illustrations. Both approaches focus upon the intersemiotic value of illustrations in connection with the texts that accompany them. This study proves that the sixth grade English course book includes a broad variety of visual systems which constitute the symbols and icons of the book according to Charles S. Peirce’s categorization.

Practitioners respond to Freda Mishan's ‘The Global ELT coursebook: A case of Cinderella's slipper?’

2021 ◽  
pp. 1-4
Author(s):  
David Connolly
Keyword(s):  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Wide Range

First of all, I would like to thank Freda Mishan (2021) for a fascinating and insightful article into English language teaching (ELT) coursebooks. She covers a wide range of perspectives and raises many important issues. Although I may have different views on some of these, I think she has done a great service in helping me look with fresh eyes at what many teachers take for granted: the humble yet ubiquitous ELT coursebook.

The Pedagogy of English Language Teaching using CBSE Methodologies for schools.

2021 ◽  
Vol 8 (3) ◽  
pp. 188-193
Author(s):  
Huma Hyder
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
National Development ◽  
Language Education ◽  
International Perspective ◽  
English Language Teaching ◽  
School Level ◽  
Education Policies

Progressive Globalization established the necessity of workforce to possess excellent communication skills in multiple languages. Areas such as tourism, trade, media, technology, science, and others use common languages. However, countries like China, South Korea, and so forth discussed the need to teach one foreign language at primary as well as secondary school level and hence developed education policies that focused on teaching English as a foreign language or second language. Some countries like Malaysia, Philippines, Singapore, and India already have English language as a second official language. Hence, English Language Education was considered as second foreign language which was accepted and now it is considered as a symbol of aspiring quality education in a national as well as international perspective. In 21st century, English is considered as an international link language which is been widely accepted by people across the world. Although, English language has a historical heritage of British Empire, it is best used to develop an individual’s cultural, technological, scientific and material needs that competes with the society. It is believed that language learning is not just acquiring the skills of listening, speaking, reading, and writing. Language learning is also about the language competence and the ways communicative competence has been applied in an integrated manner. English language learning is not just an educational issue, it also addresses the issues of the society, national development, and personal advancement. In the present scenario, English Language acquired an inclusive place in most of the societies, especially in India. As a result, English Medium Schools have gained immense popularity which responds to aspiration of the people. This paper tries to present the significance of English as a Second language. The main purpose of this paper is to explore the significant pedagogies or methodologies used in schools to teach English as English language plays a crucial role in the education sector.

scholarly journals “I start learning English through speaking”: Social agency demand and inter-school readiness for Indonesian young English learners

2020 ◽  
Vol 10 (1) ◽  
pp. 218-225
Author(s):  
Sri Setyarini ◽  
Bachrudin Musthafa ◽  
Ahmad Bukhori Muslim
Keyword(s):  
School Readiness ◽  
English Learners ◽  
Primary Schools ◽  
English Language ◽  
National Curriculum ◽  
Critical Factor ◽  
Literacy Skills ◽  
School Level ◽  
Social Agency ◽  
Young Learners

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.

scholarly journals An Investigation into Teachers Practices of Teaching Early Reading and Practical problems in Its Implementation

2020 ◽  
Vol 5 (1) ◽  
pp. 97
Author(s):  
Minwuyelet Andualem Desta
Keyword(s):  
Phonemic Awareness ◽  
Primary Schools ◽  
English Language ◽  
Early Reading ◽  
Language Teachers ◽  
English Language Teaching ◽  
Oral Fluency ◽  
West Gojjam ◽  
English Language Teachers ◽  
West Gojjam Zone

The purpose of this study was to investigate practices of teaching early reading, and challenges teachers face in its implementation at the Ethiopian primary schools. The study was carried out in 224 grade two government primary schools found in the Amhara National regional State, west Gojjam zone, Ethiopia, in 2019/2020 academic year. To attain this objective, a descriptive research design was employed. The participants of the study were 112 English language teachers enrolled in the primary schools at Dembecha woreda, Jiga woreda, Jabitehinan woreda, and Bure woreda in west Gojjam zone. Interview, questionnaire, and observation were used to gather data. The findings revealed that teachers failed to practice the teaching of early reading in line with the purposes and principles of teaching early reading. Teachers used traditional way of teaching approach in teaching reading. The study also showed that teachers are deficiently trained regarding phonological awareness, alphabetic principle, reading comprehension, oral fluency, vocabulary, and phonemic awareness. Besides, lack of teachers training, lack of materials, and unrelated educational qualification were major impediments of teachers while implementing teaching early reading. Finally, it was recommended that teachers be given trainings about methods of English language teaching in general, and teaching early reading in particular.

scholarly journals Level teaching of the English language in schools of Kazakhstan: perception and understanding of the reform by teachers

2020 ◽  
Vol 100 (4) ◽  
pp. 136-144
Author(s):  
A Litovkina ◽  
◽  
D Zhorabekova ◽  
A Issabekov ◽  
◽  
...  
Keyword(s):  
Foreign Language ◽  
General Education ◽  
English Language ◽  
Language Teaching ◽  
International Standards ◽  
English Language Teaching ◽  
School Level ◽  
Teaching English ◽  
Quality Of Teaching

This article is devoted to the analysis of the current state of level teaching of the English language in schools in Kazakhstan. The introduction of the Common European Framework of References for Languages in the process of foreign language education in Kazakhstan entailed significant changes that made it possible to im-prove the quality of teaching English, bring it closer to international standards, and ensure its competitiveness at the global level. However, research has shown that in order to achieve this goal, it is necessary to take into account the awareness and opinion of teachers. This article is an exploratory study examining the application of CEFR in the English language teaching system in general education schools in Kazakhstan, with emphasis on the knowledge and opinions of teachers. The article also provides a brief overview of world experience in the practical application of the principles of CEFR in teaching English. This study used a survey for English teachers as the primary data collection method. The results of the study showed that there are difficulties at the school level that affect the final result of proficiency in English language teaching. Nevertheless, thanks to the adopted language policy, the country is undergoing a progressive development of foreign language ed-ucation and purposeful work is being carried out to ensure the quality of teaching English, which is reflected in almost all program documents for the development of education.

scholarly journals Language Teachers’ Emergency Remote Teaching Experiences During the COVID-19 Confinement

2021 ◽  
Vol 23 (2) ◽  
pp. 121-135
Author(s):  
Catalina Juárez-Díaz ◽  
Moisés Perales
Keyword(s):  
Online Education ◽  
English Language ◽  
Faculty Members ◽  
Language Teachers ◽  
English Language Teaching ◽  
Online Questionnaire ◽  
Teaching Experiences ◽  
Open Questions ◽  
Digital Gap ◽  
Negative Feelings

This study describes 26 English language teaching faculty members’ and 32 preservice English as a foreign language teachers’ emergency remote teaching experiences and emotions. Verbal data gathered through an online questionnaire with open questions were analyzed using semidirected content analysis. Most faculty and all students reported negative feelings, which were connected with some faculty members’ focus on delivering content without interaction and with insufficient Internet access. Some students’ autonomy allowed them to overcome the first of these challenges. Teachers with online education training reported better experiences. Thus, universities and the State must provide more training and equipment to close the digital gap and ensure effective emergency remote teaching.

scholarly journals Labels and Realities: The Relevance of Terms like ESL and EFL in a Linguistically Complex World

2021 ◽  
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Native Language ◽  
World Englishes ◽  
English Language Teaching ◽  
Complex World ◽  
Special Issue ◽  
Expanding Circle ◽  
Long Time ◽  
Efl Students

For a long time, ELT (‘English language teaching’) scholars and practitioners have used terms like ‘ESL’ (‘English as a second language’) and ‘EFL’ (‘English as a foreign language’) unquestioningly to describe the English used by people outside the so-called ENL (‘English as a native language’) circle. For example, ELT practitioners may conveniently refer to students from places like China, Vietnam and Thailand as EFL students. Interestingly, we find counterparts of such terms in ‘World Englishes’ studies; Braj Kachru’s ‘Inner Circle English’, ‘Outer Circle English’ and ‘Expanding Circle English’ essentially refer to ENL ESL and EFL respectively. Despite the popularity of such terms in scholarly circles, the problems associated with their use have not often been explored in depth. Nevertheless, some authors have described such problems. For example, commenting on the distinction between ESL and EFL, Nayar (1997, p. 10) states, “a great deal of referential fuzziness within the two and denotative overlap between the two are making the terminological distinctions unclear, impractical, and ineffective or, worse still, in some cases inauspicious and irrelevant.” This special issue aims to further examine the use and relevance of these terms.

scholarly journals Interculturality in English Language Teaching – A Small Study with Portuguese Teachers

e-TEALS ◽  
2018 ◽  
Vol 8 (1) ◽  
pp. 107-125
Author(s):  
Ana Ponce de Leão
Keyword(s):  
Foreign Language ◽  
Intercultural Competence ◽  
English Language ◽  
Communicative Competence ◽  
Language Education ◽  
Language Teachers ◽  
English Language Teaching ◽  
Intercultural Communicative Competence ◽  
Language Teacher ◽  
Teachers Perceptions

Abstract UNESCO and many other organisations worldwide have been working on approaches in education to develop tolerance, respect for cultural diversity, and intercultural dialogue. Particularly, the Council of Europe has laid out guiding principles in several documents to promote intercultural competence, following Byram’s and Zarate’s efforts in integrating this important component in language education. The commitment to developing the notion of intercultural competence has been so influential that many countries, e.g., Portugal, have established the intercultural domain as a goal in the foreign language curricula. However, this commitment has been questioned by researchers worldwide who consider that action is needed to effectively promote intercultural competence. The research coordinated by Sercu, for example, suggests that, although foreign language teachers are willing to comply with an intercultural dimension, their profile is more compatible with that of a traditional foreign language teacher, rather than with a foreign language teacher, who promotes intercultural communicative competence. In this study, I propose to examine teachers’ perceptions and beliefs about intercultural communicative competence in a cluster of schools in Portugal and compare these findings with Sercu’s study. Despite a twelve-year gap, the present study draws similar conclusions.

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