scholarly journals Teaching English to Young Children

2015 ◽  
Vol 4 ◽  
pp. 26-33
Author(s):  
Ganga Ram Gautam
Keyword(s):  
Young Children ◽  
Teaching English ◽  
Primary Level ◽  
English Teaching ◽  
Professional Career ◽  
The Past

In the context of Nepal, teachers often prefer to teach at the higher level. In my professional career, I have met very few people who really enjoy teaching at the preprimary or primary level. According to them, teaching young children is very challenging and managing learning at that level is very difficult. My experience is different. I have taught the young children for some time in the past and I enjoyed it very much. Children bring a lot of energy and enthusiasm and if a teacher can make use of that energy in creating learning atmosphere in class, both the children and teacher enjoy being in the pre-primary and primary classes. This article presents some observations and activities to encourage teachers to teach English at the pre/primary level and make English teaching a fun experience. Journal of NELTA Surkhet Vol.4 2014: 26-33

scholarly journals ‘I was really, really shocked’: A sociological exploration of the transition experiences of English Youth Academy male footballers from school to work

2021 ◽  
pp. 101269022110054
Author(s):  
Nicola Hague ◽  
Graeme Law
Keyword(s):  
Young Children ◽  
Children And Adolescents ◽  
Thematic Analysis ◽  
School To Work ◽  
Structured Interviews ◽  
Professional Career ◽  
Professional Experiences ◽  
Transitional Experiences ◽  
The World ◽  
Different Types

The world of football arguably brings together and unites people in support of their teams and countries, while inspiring young children and adolescents to dream of a professional career. Existing research in the field has sought to begin to understand what professional footballers experience on their journey through the game. However, much of this UK-based research has focused on first team players and their professional experiences, including transitions from youth team to first team and to retirement. This study, therefore, aimed to examine players during their youth academy scholarship at one English Championship club. This study focused on the transitional experiences of youth players from school to the academy and their resulting embodying of a footballer’s identity. Twelve semi-structured interviews with players aged 17–19, were conducted and then analysed by thematic analysis using figurational sociology concepts. Three different types of transition were identified. Among other reasons, early specialisation in football was a prevalent factor that partly influenced the way the players experienced their transition. The transition into the academy coincided with the transition from youth to adulthood that was arguably anything but linear as players managed the dominant sub-cultures present in the club.

scholarly journals Young children's selective trust in informants

2011 ◽  
Vol 366 (1567) ◽  
pp. 1179-1187 ◽  
Author(s):  
Paul L. Harris ◽  
Kathleen H. Corriveau
Keyword(s):  
Young Children ◽  
Reliable Information ◽  
The Past ◽  
Selective Trust ◽  
History Of ◽  
Scientific Conception

Young children readily act on information from adults, setting aside their own prior convictions and even continuing to trust informants who make claims that are manifestly false. Such credulity is consistent with a long-standing philosophical and scientific conception of young children as prone to indiscriminate trust. Against this conception, we argue that children trust some informants more than others. In particular, they use two major heuristics. First, they keep track of the history of potential informants. Faced with conflicting claims, they endorse claims made by someone who has provided reliable care or reliable information in the past. Second, they monitor the cultural standing of potential informants. Faced with conflicting claims, children endorse claims made by someone who belongs to a consensus and whose behaviour abides by, rather than deviating from, the norms of their group. The first heuristic is likely to promote receptivity to information offered by familiar caregivers, whereas the second heuristic is likely to promote a broader receptivity to informants from the same culture.

Nonossifying fibroma. Four cases and review of the literature

1997 ◽  
Vol 87 (2) ◽  
pp. 66-69 ◽  
Author(s):  
A Glockenberg ◽  
E Sobel ◽  
JF Noël
Keyword(s):  
Young Children ◽  
Lower Extremity ◽  
Children And Adolescents ◽  
Lytic Lesion ◽  
Long Bones ◽  
Review Of The Literature ◽  
The Past ◽  
Nonossifying Fibroma ◽  
Metaphyseal Region

Nonossifying fibroma is a benign, lytic lesion that occurs in young children and adolescents. Radiographically, the lesion is multilocular and sharply demarcated. It often occurs at the metaphyseal region of long bones of the lower extremity and is usually eccentrically located. Four cases of nonossifying fibroma occurring during the past 7 years are presented with a review of the literature.

scholarly journals Penggunaan Alih Kode Instruktur dalam Proses Belajar Mengajar Bahasa Inggris di ELC Education Manado

2019 ◽  
Vol 6 (2) ◽  
Author(s):  
Mardyane Mandang
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Qualitative Method ◽  
Language Teaching ◽  
Code Switching ◽  
Point Of View ◽  
Teaching English ◽  
English Teaching ◽  
Teaching Point

This study focussing on the use of code switching produced by instructors in English teaching and learning process based on Sosiolinguistics and language teaching point of view. This research uses qualitative method and records the process of teaching English and interviews the instructors and students as a technique of this research to find the importance of code switching. The data were transcripted and analyzed use the concepts of Wardhaugh and Suwito about types of code switching and functions of code switching use the concept of Margana. The research shows that there are 4 types of code switching intern, extern, metaphorical dan situasional code switching. Extern code switching are code switching from English to Indonesian (i.e. do you know what day is tomorrow? Besok hari apa?) and English to Manado Malay (i.e. you know what I mean? Mangarti nda?). Intern code switching is code switching from Manado Malay to Indonesian (i.e. besok hari libur jadi nda ada les. Lesnya nanti minggu depan). Metaphorical code switching is a code switching without any changing topic. Situasional code switching is a code switching with changing topic. Also, there are 7 types of code switching, they are repetition, clarification, exploration, explanation, giving assignment, checking students’ understanding and giving warning/suggestion. It can be concluded that there are 4 types of code switching produced by instructors in English teaching and learning process. They are extern, intern, metaphorical and situasional code switching. Besides, there are 7 functions of code switching. They are repetition, clarification, exploration, explanation, giving assignment, checking students’ understanding and giving warning/suggestion.Keywords : Code switching, Instructors utterences, English teaching and learning   process                      

scholarly journals Taiwanese Mothers' Motivations for Teaching English to Their Young Children at Home

2012 ◽  
Vol 2 (2) ◽  
pp. 133-144 ◽  
Author(s):  
Yi-Chen Lan ◽  
Jane Torr ◽  
Sheila Degotardi
Keyword(s):  
Young Children ◽  
Teaching English ◽  
At Home

scholarly journals The Information Communication Technology Implementation in English Teaching During The Covid-19 Pandemic

2021 ◽  
Vol 5 (2) ◽  
pp. 109-127
Author(s):  
Yuliana Yuliana
Keyword(s):  
Language Learning ◽  
Technology Implementation ◽  
Review Literature ◽  
Computer Assisted ◽  
Ministry Of Education ◽  
Teaching English ◽  
English Teaching ◽  
Performance Based Assessment ◽  
Teachers And Students ◽  
And Performance

Online learning has become a requirement during the COVID-19 pandemic. The Ministry of Education asks the teachers and students to use online classes during the pandemic. Teaching English using ICT is a challenging condition for teachers. Not all teachers are familiar with ICT. This paper aims to describe the ICT Role and implementation in Teaching English during the COVID-19 pandemic. Method: this is a literature review. Literature was searched in Science Direct and Google Scholar databases. Keywords were COVID-19, English Teaching, ICT, implementation, role. Results revealed that ICT in English Teaching is started from CALL (Computer Assisted Language Learning), TELL (Technology-Enhanced Language Learners), LMS (Learning Management System), and blended learning. YouTube and WhatsApp are preferred to be done because it is practical. Performance-based assessment is important during teaching English subject because students can learn how to perform, speaking, and debating during the performance. In conclusion, there are many systems available for teaching English using ICT. The systems are CALL, TELL, LMS, blended, WhatsApp, YouTube, and Performance-Based Assessment. The main goal is students’ understanding of the English subjects. The choice depends on study goal, teachers’ and students’ preference also feasibilities.  

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