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Excerpt 1:T: Daisy, Daisy se kupa [Daisy is having abath]. Pa što joj sve treba za kupanje [Sowhat does she need]? Er.. Helena?S1: Shampoo.T: Shampoo. Mhm. So this is a shampoo.Mhm, dobro, što joj još treba [good, whatelse does she need]?(T show a flashcard with a shampoo)S2: Ja, ja! [Me, me!] Soap.T: Soap. Tako je [That’s right]. Treba jojsoap [She needs soap]. So this is a ...(T shows a card with a soap in it)SS: Soap.T: Mhm. Onda treba joj, Damir [Then sheneeds, Damir]? Što joj treba još za kup...[What else does she need for a bath]?S3: Toothbrush.T: Toothbrush. Tako je [That’s right]. Štoće raditi sa toothbrush [What will she dowith it]?S3: Prati zube [Brush her teeth].T: Damir?S3: Prati zube [Brush her teeth].S2: I ja znam [I also know].T: Tako je prati zube. Tako je. [That’sright, brush her teeth. That’s right]S2: Učiteljice [Teacher]? I ovaj shampoo[This shampoo too]. Shampoo.T: To smo već rekli. [We have alreadysaid that]. Što nismo još rekli, Jana [Whathaven’t we said yet, Jana]?S2: Mogu ja [Can I]? Duck.S4: Hairbrush.T: Hairbrush. Što će raditi sa hairbrush[What will she do with the hairbrush]?S4: Češljati kosu [Brush her hair].S3: Duck! Prati kosu [Wash hair]! Duck!Duck! Duck ! Duck ! Duck !T: Sh…sh…sh...S5: Duck!T: Rea, što još treba [Rea, what elsedoes she need]?S6: Duck.T: Duck. Što će raditi sa duck [What willshe do with the duck]?S6: Igrati se [Play].T: Igrati se [Play]. (noise and shouting)Što nam još treba [What else do weneed]? (noise) I što nam je ostalo[What are we left with]? Što nismo jošrekli [What haven’t we said yet]?(noise).SS: Towel!T: Nećemo svi u jedan glas [We shallnot speak all at once]!SS: Towel!T: Nećemo svi u jedan glas [We shallnot speak all at once]!(noise)SS: Towel!T: Martina?S7: Towel.T: Towel tako je [That’s right]. Ajmostaviti na ploču ali moramo staviti iriječi, jel da [Let’s put this on the board,but we need to put the words too,don’t we]?SS: Da [Yes]!(T puts up cards with pictures andcards with words on the board).(Teacher 71)168 | Early EFL Learning
Excerpt 2:T: Yes it’s a tiny, tiny, tiny yellow line. Yes,come here please… no, no, no, no, no,she’s going to come. Come, Dora, yes.Put it on the left too. (pause) Thaaankyou! Goood! Waait a second. T: (…)What’s this? (murmur) Oh!S1: Apple!T: Mhmm…Ok this is very easy. Yes,come here Petre, put it on the right…here you are…S: Thank you.T: You’re welcome.(pause)T: It’s an apple. Je l’ to samo jedna ili ihima više? [Is it just one or are there moreof them?]SS: One. Jedna.[One] One.T: Only one. Kako znaš? [How do youknow?] Osim što vidiš sliku? [Apart fromseeing the picture?]S1: Zato što je- [Because it’s-] (pause)S1: Apple!T: Apple! A kako bi rekao recimo Fran daimaš four? [And how would you, Fran, sayif you had, say, four?]SS: Apples!T: Apples. Što dodamo? [What do weadd?]SS: ssssssss…S1: S! S!T: Good! What’s this?S2: Pear! [pi:r]SS: Pear! Pear! Pear! ([pi:r] [pi:r] [pi:r] )T: (short laugh)w, w, w, wait, wait, wait…(…)S3: Ti kažeš [You say] pear. [pi:r]S2: Yes. Pear. [pi:r]T: Well it’s wrong.S2: Ne! [No!]T: No, no, no, no…S2: Je! Je! [Yes! Yes !] (….)T: It’s a pear [pєər]. Aaaa s kojom seriječi rimuje pear? [Aaand which worddoes pear rhyme with?](short pause)S2: Bear.T: Bear! Ok. What colour is this pear?S2: Yellow. (short pause)S: Bear.(Teacher 77)Early EFL Learning | 169
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TeachingEnglishBritish Council ELTR
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British Council ELTResearch PapersV
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ContentsForewordJohn Knagg OBE 3Ove
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ForewordThe British Council aims to
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OverviewPerceptions and Strategies
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A global study of primary English t
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Attitudes to English as a language
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How to make yourself understood by
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1Perceptions and strategies oflearn
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and recently the use of metaphor ha
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Research methods explored to unders
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AgegroupNo. ofparticipantsGenderFMT
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This boy’s way of expressing his
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A breakdown of eight individual asp
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them vulnerable and fragile, ‘It
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It is likely that they perceived le
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ead what teacher is writing on the
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ReferencesBerendt, E. (2008, ed.) M
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Communication Difficulties, In A.L,
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2Investigating global practicesin t
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Review of the LiteratureThe widespr
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training in its theoretical underpi
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2003; Wedgwood, 2007) and teachers
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ationale and without a detailed con
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3. South Korea: a mixed Grades 1 an
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How useful are the following in pla
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translation exercises 50.5%activiti
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Which of the following do you think
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was grammar-based. However, the chi
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Such materials should be:■■■
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Gorsuch, G. J. (2000) EFL education
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Mihaljević Djigunović, J. (2009)
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Appendix - Survey resultsGender:Yea
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Type of primary/elementary school y
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Which language do you mostly use in
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How useful are the following in pla
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3A global study of primary Englisht
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per cent started learning English a
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Teacher DevelopmentMaley (quoted in
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Survey design and analysisQuestionn
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In terms of respondents’ experien
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I’m not a certified teacher … n
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they would like to attend further t
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23 per cent of respondents said the
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have a good knowledge of the langua
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Graddol, D. (2008) How TEYL is chan
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Williams, M., Burden, R. & Lanvers,
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# Answer Response %1 Male 218 9%2 F
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Appendix 2 - Respondentsteaching co
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# Answer Response %1 It’s a good
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# Answer Response %1 Yes 666 29%2 N
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Appendix 4 - Professionaldevelopmen
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# Answer Response %1 Ministry of Ed
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Appendix 5 - Teachersatisfaction# A
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4Confucius, constructivismand the i
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of the sustainability of initiative
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HeilongjiangXinjiangInner MongoliaL
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Method No of interviews Numbers off
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Zhang Huilin also expressed approva
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When I came back … I was teaching
Page 121 and 122: vocabulary; and songs and storytell
Page 123 and 124: asked] can you still use CLT at Sen
Page 125 and 126: ural areas of Shaanxi province. Li
Page 127 and 128: after their return. Non-participati
Page 129 and 130: Chisolm, L. (ed) (2004) Changing cl
Page 131 and 132: 5Pulling the threads together:curre
Page 133 and 134: Review of literatureThis literature
Page 135 and 136: commitment to language rights (Toll
Page 137 and 138: SummarySo, taking into account rese
Page 139 and 140: ‘symbolic domination’ (Bourdieu
Page 141 and 142: Research that focuses heavily on in
Page 143 and 144: and she [the EAL LA advisor] builds
Page 145 and 146: ■■■■Planning L1 use careful
Page 147 and 148: ■■■■■■A community with
Page 149 and 150: for teachers and children. Forthcom
Page 151 and 152: Basit, T. N. (2009) ‘White Britis
Page 153 and 154: Hall, C. J., Smith, P. H., & Wicaks
Page 155 and 156: Sellers, R. M., Smith, M. A., Shelt
Page 157 and 158: School Location Number of pupils Of
Page 159 and 160: School Participants Nature of parti
Page 161 and 162: ecently where they had all the pare
Page 163 and 164: 6Early EFL learning in context -evi
Page 165 and 166: Early EFL learning in CroatiaBackgr
Page 167 and 168: SampleA total of 173 young EFL lear
Page 169 and 170: School 73- a village school with ar
Page 171: In all schools except one village s
Page 175 and 176: The three excerpts illustrate three
Page 177 and 178: time. At the very start of early FL
Page 179 and 180: YLs’ answers to the question abou
Page 181 and 182: As these explanations clearly show,
Page 183 and 184: Socio-economicstatusLearningenviron
Page 185 and 186: Medved Krajnović, M. and Letica Kr
Page 187 and 188: 7Attitudes to English as alanguage
Page 189 and 190: learners’ aspirations. Such appro
Page 191 and 192: country can either be characterised
Page 193 and 194: In addition there are several madra
Page 195 and 196: The overall picture in terms of lit
Page 197 and 198: give them a small token of apprecia
Page 199 and 200: Field notes and photographsIn addit
Page 201 and 202: know English become a team leader o
Page 203 and 204: English for computing and mobile ph
Page 205 and 206: Or:Bangla is our language. No one w
Page 207 and 208: highly respected people - all thing
Page 209 and 210: professions, and with providing a s
Page 211 and 212: And while there may be a need for m
Page 213 and 214: Erling, E. J. and P. Seargeant (eds
Page 215 and 216: Appendix: Interview scheduleQuestio
Page 217 and 218: 8Learner autonomy: Englishlanguage
Page 219 and 220: ability to take charge of one’s l
Page 221 and 222: One key argument for us here, then,
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The final study we discuss here is
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MethodologyResearch QuestionsThis p
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c. Critical reviewWe asked an acade
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emind those who had not. Two days a
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epresenting each orientation functi
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it’s just trying to help students
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• Feasibility• DesirabilityClas
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able to choose the main topic, the
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The small percentage of teachers wh
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it as a set of skills or abilities
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Workshop Topic Goals1 What is learn
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ReferencesAl-Shaqsi, T. S. (2009) T
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Johnson, K. E. (2006) The sociocult
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Appendix 1: The QuestionnaireEnglis
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StatementStrongly disagreeDisagreeU
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Section 3: Your Learners and Your T
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Appendix 2: Sample InterviewSchedul
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Appendix 3: Descriptive statisticsf
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Statement26. Promoting autonomy is
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they will learn, for what reason th
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Workshop 2: Learner Autonomy in the
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16. I try to promote it by not answ
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3. Using the above framework, what
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“I don’t feel students like to
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Workshop 5: Doing Teacher Research
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. However we collect data, we must
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9Using e-learning to developintercu
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through English. This has resulted
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learning (for example Belz and Thor
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the ‘flow’ of each interview. T
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intercultural awareness in intercul
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Students’ course evaluation5.054.
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sometimes I don’t know how to exp
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Extract 9Niti: it will be useful
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20191817161514131211109876543210Int
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Tables 5 and 6 are important in ill
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5.04.54.03.53.02.52.01.51.00.50.0Qu
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Furthermore, in the interviews the
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Despite these limitations there are
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Notes1. Awareness in this definitio
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Suktrisul, S. (2004) Elearning in T
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You have also been asked to keep a
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you will consider why comparisons b
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B. It will allow me to meet and con
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11. Culture and language are linked
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7. I liked doing this course online
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Teaching and learning6. How would y
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10‘Tanggap, tiklop, tago’(recei
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In what follows, thus, we first exp
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What do those with experience of de
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ecause the sound system is not func
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No. Question Mean SD7. Only trainin
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No. Question Mean SD12. Trainers sh
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I: The tendency is trainers will be
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focus group data, and some of the r
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Demonstration lessonsThe second mai
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FG4: When we are in large groups. B
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No matter how much you aspire for a
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was downed and most of the weakness
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Also, as the mean for Q.55 indicate
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Taken as a whole, this part of the
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3. Please see Appendix A for furthe
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Kennedy, C. (1988) Evaluation of th
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Appendix A: Questionnairerespondent
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cannot see our own eyes. So it’sb
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FGs:clarify that just a little bit
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11How to make yourselfunderstood by
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ackward-pointing gestures that are
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British university and a Spanish Er
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sort of repetition is particular pr
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has. Of course, the lecturer does n
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such as Spanish will express the di
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In the context of this part of thei
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LolaI will do it, I will classify m
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LolaUm how do I, how do I review th
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The gesture that was first introduc
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http://youtu.be/gDU-5M1qg9wAliceAnd
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This is a good example of ‘dramat
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Immediately after Alice has produce
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who perhaps prefer to stick closely
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Alicereas .. if you just think ^ ..
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HelenaDebbieHelenaDebbieHelenaDebbi
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JohnI think that’s very good beca
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Kovecses, Z. (2006) Metaphor: A Pra
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12Computers and learnerautonomy: tr
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established in that students are as
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table between the interviewer and i
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It is also worth noting here that o
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favourites’; TF ‘I have a flash
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“added value” to SACs. Indeed,
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important generic matters arising f
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Figura, K., and Jarvis, H. (2007) C
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Appendix - Questionnaire(with colla
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5. How often do you usually use com
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Computer-basedmaterials - withcompl
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NSTOTAL 41% (50) 49.2% (60) 9.8% (1
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ContributorsSaleh Salim Al-BusaidiL
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Mi Mi ChoongPerceptions and strateg
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Elizabeth J. ErlingAttitudes to Eng
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Albert LeePerceptions and strategie
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Sayeedur RahmanAttitudes to English
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Dr. Alan WatersPerceptions of Best
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The British Council works closely w
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