The pedagogy of teaching English to young learners: Implications for teacher education
DOI:
https://doi.org/10.25170/ijelt.v12i1.1469Keywords:
English for Young Learners, language pedagogy, TESOL, teacher education, Second Language AcquisitionAbstract
EYL (English for Young Learners) is a global phenomenon, and yet research is laden with reports suggesting teachers’ difficulty in developing appropriate EYL pedagogy (e.g. Butler, 2015; Copland, Garton & Burns 2014; Emery, 2012; Garton, Copland & Burns, 2011; Le & Do, 2012; Zein, 2015, 2016a, 2016b). This chapter reports on a study that investigated the perspectives of twenty-six (26) teachers on the appropriate pedagogy needed to teach in the EYL classroom. Data were collected through semi-structured interviews. The findings demonstrate that in the EYL classroom larger emphasis needs to be given to the young learners rather than the language. The findings show that developing a child-friendly pedagogy in the EYL classroom is of vital importance; it is at the core of EYL pedagogy. This brings implications for TESOL teacher education at pre-service and in-service levels in the sense that TESOL teacher educators need to design courses aimed to foster child-friendly pedagogy. The chapter specifically argues for TESOL teacher education to make stronger emphasis on child individual differences (IDs). This is necessary in order to equip teachers with appropriate working knowledge in second language acquisition (SLA) that is prerequisite to the development of EYL teaching expertise.
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Brown, H.D. (2007). Teaching by principles: An interactive approach to language pedagogy (3rd ed.). New York: Pearson, Longman.
Bogdan, R.B., and Biklen, S.K. (2007). Qualitative research for education: An introduction to theory and methods (5th ed.). Needham Heights, MA: Allyn & Bacon.
Butler, Y.G. (2005). Comparative perspectives towards communicative activities among elementary school teachers in South Korea, Japan and Taiwan. Language Teaching Research, 9(4), 423-446.
Butler. Y.G. (2015). English language education among young learners in East Asia: A review of current research (2004–2014). Language Teaching, 48, 303-342.
Cook, V. (2008). Second language teaching and learning (4th ed.). New York: Routledge.
Chen, C. (2012). Planning and implementation of elementary
school English education in Taiwan. In B. Spolsky & Y-I. Moon (Eds.). Primary school English-language education in Asia: From policy to practice (pp. 129-144). New York: Routledge.
Copland, F., Garton, S., and Burns. A. (2014). Challenges in teaching English to Young Learners: Global perspectives and local realities. TESOL Quarterly, 48(4), 738-762.
Dörnyei, Z. (2006). Individual differences in second language acquisition. AILA Review, 19(1), 42-68.
Ellis, R. (2010). Second language acquisition, teacher education and language pedagogy. Language Teaching, 43(2), 182-201.
Emery, H. (2012). A global study of primary English teachers’ qualifications, training and career development. ELT Research Papers 12-08. London: British Council.
Enever, J. (2014). Primary English teacher education in Europe. ELT Journal, 68(3), 231-242.
Fromkin, V., Rodman, R., and Hyams, N. (2014). An introduction to language (10th ed.). New York: Cengage Learning.
Garton, S., Copland, F., and Burns, A. (2011). Investigating global practices in Teaching English to Young Learners. ELT Research Papers 11-01. London: British Council.
Harmer, J. (2007). The practice of English language teaching (4th ed.). Harlow: Longman.
Kabilan, M.K., and Veratharaju, K. (2013). Professional development needs of primary school English language teachers in Malaysia. Professional Development in Education, 39(3), 330–351.
Kang, D.H. (2012). Primary school English education in Korea: From policy to practice. In B. Spolsky & Y-I. Moon (Eds.). Primary school English-language education in Asia: From policy to practice (pp. 59-82). New York: Routledge.
Kaplan, R.B., Baldauf, R.B. Jr., and Kamwangamalu, N. (2011). Why educational language plans sometimes fail. Current Issues in Language Planning, 12(2), 105-124.
King, N., and Horrocks, C. (2010). Interviews in qualitative research. London: SAGE Publication.
Le, V.C, and Do, T.M.C. (2012). Teacher preparation for primary school English education: A case of Vietnam. In B. Spolsky and Y-I. Moon (Eds.). Primary school English-language education in Asia: From policy to practice (pp. 106-121). New York: Routledge.
Maulana, R., Opdenakker, M.C., Brok, P.D., and Bosker, R. (2011). Teacher-student interpersonal relationships in Indonesia: Profiles and importance to student motivation. Asia Pacific Journal of Education, 31(1), 33-49.
Nassaji, H. and Cumming, A. (2000). What is in ZPD: A case study of a young ESL student and teacher interacting through dialogue journals. Language Teaching Research, 4, 95-121.
Nunan, D. (2003). The impact of English as a global language on educational policies and practices in the Asia-Pacific region. TESOL Quarterly, 37(4), 589−613.
Nunan, D. (2011). Teaching English to young learners. Annaheim, CA: Annaheim University Press.
Pérez, B. (1997). Constructs children use in developing first and second language literacy. Early Child Development and Care, 127(1), 157-165.
Pinter, A. (2009). Teaching young language learners. Oxford: Oxford University Press.
Poulou, M. (2005). The prevention of emotional and behavioural difficulties in schools: Teachers’ suggestions. Educational Psychology in Practice, 21(1), 39–54.
Richards, J.C. (2015). Key issues in language teaching. Cambridge: Cambridge University Press.
Tsui, A.B. (2009). Teaching expertise: Approaches, perspectives, and characterization. In A. Burns and J.C. Richards. (Eds.), Cambridge guide to second language teacher education (pp. 190-197). Cambridge: Cambridge University Press.
Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Wu, X. (2012). Primary English education in China: Review and reflection. In B. Spolsky and Y-I. Moon (Eds.). Primary school English-language education in Asia: From policy to practice (pp. 1-22). New York: Routledge.
Zein, M.S. (2015). Preparing elementary English teachers: Innovations at pre-service level. Australian Journal of Teacher Education, 40(6), 104-120.
Zein, M.S. (2016a). Pre-service education for primary school English teachers in Indonesia: Policy implications. Asia Pacific Journal of Education, 36(S1), 119-134.
Zein, M.S. (2016b). Professional development needs of primary EFL teachers: Perspectives of teachers and teacher educators. Professional Development in Education.
Zein, M.S. (2016c). Factors affecting the professional development of elementary English teachers. Professional Development in Education, 42(3), 423-440.
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2017-05-31
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