scholarly journals EM BUSCA DA RESSIGNIFICAÇÃO DO ENSINO DE LÍNGUA INGLESA PARA OS ANOS INICIAIS DO ENSINO FUNDAMENTAL: RELATO DE EXPERIÊNCIA NA REDE MUNICIPAL DE EDUCAÇÃO DE NITERÓI IN SEARCH OF THE RESSIGNIFICATION OF ENGLISH LANGUAGE TEACHING TO THE FIRST YEARS OF ELEMENTARY SCHOOL: REPORT OF EXPERIENCE IN THE MUNICIPAL NITERÓI EDUCATION NETWORK

RevistAleph ◽  
2019 ◽  
pp. 76
Author(s):  
Jessica Fernandes N. da Cruz
Keyword(s):  
Elementary School ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Education Network

Este trabalho propõe a reflexão acerca do ensino de Língua Inglesa para os anos iniciais do Ensino Fundamental, no contexto da escola pública, em busca de um trabalho crítico com a linguagem e a formação cidadã. Por meio de um projeto interdisciplinar, a pesquisa teve como objetivo investigar o trabalho com gêneros discursivos multimodais, que permeiam as práticas de letramento sociais, utilizando a Internet como ferramenta de apoio pedagógico. A partir da aplicação de diversas atividades em uma turma do 5° ano, uma foi selecionada e analisada com o propósito de observar o desenvolvimento da habilidade de compreensão leitora. Apesar da resistência e dificuldade com o Inglês, percebeu-se que o ensino da língua tem a possibilidade de ir além de frasesisoladas e descontextualizadas.

scholarly journals O Ensino da Língua Inglesa e a Educação Infantil: O Distanciamento Entre a Escola Pública e a Privada / English Language Teaching in Early Childhood Education: The Distance Between Public and Private School

2021 ◽  
Vol 15 (57) ◽  
pp. 788-797
Author(s):  
Silvia Renata Gomes Freire ◽  
Pedro Fernando Dos Santos
Keyword(s):  
Elementary School ◽  
Public Schools ◽  
Private School ◽  
English Language ◽  
English Education ◽  
Language Teaching ◽  
English Language Teaching ◽  
Public And Private ◽  
School Teaching ◽  
Private And Public

Resumo: A Língua Inglesa é considerada o idioma mais falado do mundo, sendo caracterizado como a língua da comunicação e das relações internacionais. Cada vez mais o número de falantes deste idioma vem crescendo, e a necessidade de dominá-la passa a fazer parte da maioria da vida das pessoas, sendo frequente a busca por cursinhos durante a idade adulta, por necessidade de se inserir no mercado de trabalho. Esta procura decorre justamente da falta de incentivo que a aprendizagem de uma segunda língua recebe durante a infância, em que essa realidade se reflete de forma mais atenuada quando comparado às escolas privadas e públicas, em que uma oferece esse tipo de ensino desde a Educação Infantil, contudo a outra somente oferta a partir do Ensino Fundamental- Anos Finais. Nesse contexto, o presente artigo intitulado “O ensino da língua inglesa na educação infantil: o distúnciamento entre a escola pública e privada.” tem por objetivo analisar como se deu a introdução da Língua Inglesa no Brasil, bem como verificar a diferença entre o ensino do inglês na Educação Infantil das escolas públicas e particulares, ressaltando a importância e as vantagens de aprender um segundo idioma ainda na infância. A base teórica do trabalho se deu através de autores como Santos (2011), Rossato (2012), Kumaravadivelu (2013), constituindo assim uma pesquisa bibliográfica, que fez uso do método qualitativo para elaboração do escrito. A partir do exposto no decorrer do trabalho, foi possível concluir que as crianças, em razão do fator curiosidade, são mais propícias para aprender coisas novas, e portanto à introdução do ensino da L.I desde a infância é essencial para que o gosto por um novo idioma se desenvolva. Destarte, foi imprescindível também notar que as diferenças entre as instituições de ensino pública e privada, são fatores que dificultam o trabalho com o Inglês, em razão da muita ou pouca importância que ele recebe em cada instituição. Depreende-se que, a Língua Inglesa deveria ser mais valorizada principalmente no que tange sua relevância dentro da sociedade, o que implica dizer que quanto mais cedo for iniciada nas escolas, mais validos serão os conhecimentos adquiridos a partir dela, e por isso o ideal é que se inicie seu processo de aprendizagem ainda na infância, em conjunto com a Língua Portuguesa. Palavras-Chave: Escola pública; Escola privada; Ensino; Língua Inglesa; Infância. Abstract: The English language is considered the world’s most spoken language, being characterized as the communication and international relationships language. The number of people who speak this language has been increasing, and the need of knowing it precisely became a part of most of these people, so they search for lessons during their adulthood, to upgrade themselves in the business market. This need comes from the low encouragement received when it comes to bilingual education during the childhood, and this reality hits when we compare the public and private schools education, when one offers this type of education during the elementary school, and the other only introduces it from the late years in elementary school. With this in mind, the present article named “The English language teaching during the kindergarten: the gap between public and private school.” is focused in analyzing how the English language was introduced here in Brazil, and also verify the differences between the English education of private and public schools, being aware about the importance and benefits of learning a second language during the childhood. This article is based in works from authors like Santos (2011), Rossato (2012), Kumaravadivelu (2013), constituting a bibliographical research, using the qualitative method to formulate the article. From the above during this article, it was possible to conclude that children, from their curiosity, are more favorable to learn new things, so the introduction of the English education starting in their kindergarten it’s fundamental to develop interest for a new language. Thus, it was also essential to note that the differences between public and private educational institutions are factors that make working with English difficult, due to the high or low importance it receives in each institution. It appears that the English language should be more valued especially with regard to its relevance within society, which implies that the earlier it is started in schools, the more valid the knowledge acquired from it will be, and therefore the ideal is to start their learning process still in childhood, together with the Portuguese language. Keywords: Public School, Private School, Teaching, English Language, Childhood. 

scholarly journals Whole-Language Approach: Improve the Speaking Ability at Early years School Level

2019 ◽  
Vol 13 (1) ◽  
pp. 15-28
Author(s):  
Gusti Yarmi
Keyword(s):  
New York ◽  
Elementary School ◽  
Foreign Language ◽  
Whole Language ◽  
English Language ◽  
Language Teaching ◽  
Early Years ◽  
English Language Teaching ◽  
Third Grade ◽  
Efl Learners

The purpose of this study was to find out the information whether the whole language approach can improve the speaking ability for third-grade students’ elementary school. The subjects of this study were 22 of the third-grade students of elementary school Rawamangun, East Jakarta. The method of the study was action research conducting using model of Kemmis and Taggart. Data collection and analysis using data triangulation techniques. The results of the study show that speaking ability is one of the important skills used to communicate so it needs to be developed for grade 3 elementary school students. The result showed that the whole language approach can be applied as a method in improving students' speaking ability for third-grade elementary school. Therefore, teachers need to develop a whole language approach to language learning. So that it, can improve students' speaking ability. Keywords: Elementary student 1stgrade, Speaking ability, Whole language approach References Abu-Snoubar, T. K. (2017). On The Relationship between Listening and Speaking Grades of AL-Balqa Applied University English as a Foreign Language Students. International Education Studies, 10(12), 130. https://doi.org/10.5539/ies.v10n12p130 Bayat, S. (2016). The effectiveness of the creative writing instruction program based on speaking activities (CWIPSA). International Electronic Journal of Elementary Education, 8(4), 617–628. Buckingham, L., & Alpaslan, R. S. (2017). Promoting speaking proficiency and willingness to communicate in Turkish young learners of English through asynchronous computer-mediated practice. System, 65, 25–37. https://doi.org/10.1016/j.system.2016.12.016 Chen, L., Cheng, J., & Chou, M. (2016). Literacy Development in Preschool Children: a Whole Language Curriculum. European Journal of Language Studies, 3(1), 24–49. Goodman, K. (1986). What‟s whole in whole language. Portsmouth: NH: Heinemann. Goodman, K. (2014). What’s Whole in Language in The 21 st Century? New York: Garn Press. Harmer, J. (1991). The Practice of English Language Teaching. The 3th Edition. London and New York: Longman Inc. Herbein, E., Golle, J., Tibus, M., Schiefer, J., Trautwein, U., & Zettler, I. (2018). Fostering elementary school children’s public speaking skills: A randomized controlled trial. Learning and Instruction, 55(October), 158–168. https://doi.org/10.1016/j.learninstruc.2017.10.008 Kemmis, S., & McTaggart, R. (1988). The action research planner (3rd ed.). Geelong, Australia: Deakin University Press. Khodadady, E., & Shamsaee, S. (2012). Formulaic sequences and their relationship with speaking and listening abilities. English Language Teaching, 5(2), 39–49. https://doi.org/10.5539/elt.v5n2p39 Leong, L., & Ahmadi, S. M. (2017). An Analysis of Factors Influencing Learners ’ English Speaking Skill. International Journal of Research in English Education, 2(1), 34–41. https://doi.org/10.18869/acadpub.ijree.2.1.34 Macintyre, P. D., Clément, R., Dörnyei, Z., & Noels, K. A. (2011). Conceptualizing Willingness to Communicate in a L2: A Situational Model of L2 Confidence and Affiliation. The Modern Language Journal, 82(4), 545–562. https://doi.org/10.1111/j.1540-4781.1998.tb05543.x Marzuki, M., Prayogo, J. A., & Wahyudi, A. (2016). Improving the EFL Learners’ Speaking Ability through Interactive Storytelling. Dinamika Ilmu, 16(1), 15. https://doi.org/10.21093/di.v16i1.307 Moghadam, J. N., & Adel, S. M. R. (2011). The Importance of Whole Language Approach in Teaching English to Intermediate Iranian EFL Learners. Theory and Practice in Language Studies, 1(11), 1643–1654. https://doi.org/10.4304/tpls.1.11.1643-1654 Ngalimun, & Alfulaila. (2014). Pembelajaran Keterampilan Berbahasa Indonesia. Yogyakarta: Aswaja Pressindo. Nunan, D. (2018). Teaching Speaking to Young Learners. In The TESOL Encyclopedia of English Language Teaching (First Edit). John Wiley & Sons, Inc. https://doi.org/10.1002/9781118784235.eelt0715 Park, Hyesook & Lee, A. R. (2014). L2 learners’ anxiety. Comp. Educ., 50(1), 45–57. https://doi.org/10.1080/03050068.2013.871832 Phadung, M., Suksakulchai, S., & Kaewprapan, W. (2016). Interactive whole language e-story for early literacy development in ethnic minority children. Education and Information Technologies, 21(2), 249–263. https://doi.org/10.1007/s10639-014-9318-8 Saepudin, E., Sukaesih, S., & Rusmana, A. (2018). Peran Taman Bacaan Masyarakat (Tbm) Bagi Anak-Anak Usia Dini. Jurnal Kajian Informasi Dan Perpustakaan, 5(1), 1. https://doi.org/10.24198/jkip.v5i1.10821 Schwarzer, D. (2001). Whole language in a foreign language class: From theory to practice. Foreign Language Annals, 34(1), 52–59. https://doi.org/10.1111/j.1944-9720.2001.tb02802.x Seong, Y. (2017). Assessing L2 Academic Speaking Ability: The Need for a Scenario-Based Assessment Approach. Working Papers in Applied Linguistics & TESOL, 17(2), 36–40. Stark, H. L., Snow, P. C., Eadie, P. A., & Goldfeld, S. R. (2016). Language and reading instruction in early years’ classrooms: the knowledge and self-rated ability of Australian teachers. Annals of Dyslexia, 66(1), 28–54. https://doi.org/10.1007/s11881-015-0112-0 Tarigan, & Guntur, H. (1981). Berbicara Sebagai Suatu Keterampilan Berbahasa. Bandung: Angkasa. Tuan, N. H., & Mai, T. N. (2015). Factors Affecting Students’ Speaking Performance at Le Thanh Hien High SchoolTuan, N. H., & Mai, T. N. (2015). Factors Affecting Students’ Speaking Performance at Le Thanh Hien High School. Asian Journal of Educaitonal Research, 3(2), 8–23. Asian Journal of Educaitonal Research, 3(2), 8–23. Ur, P. (1996). A course in Language Teaching. Practice and Theory. Cambridge: Cambridge. University Press. Walter, C. (2010). Teaching ESL/EFL Listening and Speaking,. System, 38(1), 144–146. https://doi.org/10.1016/j.system.2009.11.002 Weaver, C. (1990). Understanding Whole Language from Principles to Practice. Toronto: Irwin Publishing. Wood, C., Fitton, L., Petscher, Y., Rodriguez, E., Sunderman, G., & Lim, T. (2018). The Effect of e-Book Vocabulary Instruction on Spanish–English Speaking Children. Journal of Speech, Language, and Hearing Research, 61(8), 1945–1969. https://doi.org/10.1044/2018_jslhr-l-17-0368 Yegani, H. (2017). The Effect of Task-based and Topic-based Speaking Activities on Speaking Ability of Iranian EFL Learners, 85–93.

scholarly journals Model Bahan Ajar Bahasa Inggris Untuk SD Berbasis Pendekatan Kontekstual

2019 ◽  
Vol 21 (3) ◽  
pp. 231-240
Author(s):  
Herlina Usman ◽  
Nidya Chandra Muji Utami ◽  
Otto Fajarianto
Keyword(s):  
Elementary School ◽  
Research And Development ◽  
Mixed Methods Research ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Instructional Materials ◽  
Fifth Grade ◽  
Contextual Approach ◽  
Teaching Materials

To develop a model of English language teaching materials based on a contextual approach. English learning in elementary school is the mastery and increase in the number and enrichment of vocabulary to support the mastery of the four English language skills, namely speaking, listening, reading and writing. This study uses mixed methods, research and development of teaching materials in research, adapted from the models of Borg and Gall and models of Dick, Carey and Carey. The four stages in this research are (1) the stage of research and information gathering, (2) the stage of draft development, (3) the stage of testing and product revision, (4) the stage of finalization and dissemination. The results of the research and development were obtained in the fifth grade English language teaching material model. Through a series of stages of developing instructional materials, a product of English language teaching materials for the fifth-grade elementary school was obtained based on a contextual approach that fulfills the characteristics of good teaching materials that can be used by fifth grade students throughout Indonesia.

scholarly journals Integrating Local Cultural Animated Video as a Media in English Language Teaching to Promote Students’ Character in Gorontalo Elementary Schools

2019 ◽  
Vol 10 (2) ◽  
Author(s):  
Indah Wardaty Saud ◽  
Yurni Rahman
Keyword(s):  
Elementary School ◽  
Elementary Schools ◽  
Cultural Values ◽  
Elementary School Students ◽  
English Language ◽  
Language Teaching ◽  
English Teachers ◽  
English Language Teaching ◽  
English Learning ◽  
School Students

Attractive media for English as a foreign language at the elementary school needs to be elaborated with the cultural values. The aim is for students to have a fun and authentic learning experience because the media contains culture that they often see and even engage in. At the end, learning media integrated with local cultural values when applied to English learning in elementary schools can support the process of promoting students' characters. This study aims to find an animated video design with local cultural values in English language learning to promote the character of elementary school students in Gorontalo. It focuses on exploring students and English teachers perception towards integrating local cultural animated video in English language teaching media to promote students’ character. This study uses Research and Development design in the form of need analysis with mixed method data analysis. The respondents involve are 250 students in fifteen elementary schools in Gorontalo. The researcher uses questionnaire and interview to collect the data. The result shows that the students agreed that integrating animated video in English language teaching and learning are an interesting idea. They preferred choosing traditional games and songs as topics to be learnt with English. Meanwhile, the English teachers believed that the implementation of media or learning resources with Gorontalo cultural values can promote the character of elementary school students. However, teachers were unfamiliar with cultural integration in learning English. They have never found a media or source of learning English that covers Gorontalo culture. The culture that is considered necessary to be integrated together with English learning is Gorontalo tourism spots, and traditional dances and games.

scholarly journals Integrating Local Cultural Animated Video as a Media in English Language Teaching to Promote Students’ Character in Gorontalo Elementary Schools

2019 ◽  
Vol 10 (2) ◽  
Author(s):  
Indah Wardaty Saud ◽  
Yurni Rahman
Keyword(s):  
Elementary School ◽  
Elementary Schools ◽  
Cultural Values ◽  
Elementary School Students ◽  
English Language ◽  
Language Teaching ◽  
English Teachers ◽  
English Language Teaching ◽  
English Learning ◽  
School Students

Attractive media for English as a foreign language at the elementary school needs to be elaborated with the cultural values. The aim is for students to have a fun and authentic learning experience because the media contains culture that they often see and even engage in. At the end, learning media integrated with local cultural values when applied to English learning in elementary schools can support the process of promoting students' characters.This study aims to find an animated video design with local cultural values in English language learning to promote the character of elementary school students in Gorontalo. It focuses on exploring students and English teachers perception towards integrating local cultural animated video in English language teaching media to promote students’ character. This study uses Research and Development design in the form of need analysis with mixed method data analysis. The respondents involve are 250 students in fifteen elementary schools in Gorontalo. The researcher uses questionnaire and interview to collect the data. The result shows that the students agreed that integrating animated video in English language teaching and learning are an interesting idea. They preferred choosing traditional games and songs as topics to be learnt with English. Meanwhile, the English teachers believed that the implementation of media or learning resources with Gorontalo cultural values can promote the character of elementary school students. However, teachers were unfamiliar with cultural integration in learning English. They have never found a media or source of learning English that covers Gorontalo culture. The culture that is considered necessary to be integrated together with English learning is Gorontalo tourism spots, and traditional dances and games.

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