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Excerpt 3:T: Ok. And now. Sit down. Ok. Look here.This is a duck.(some children repeat the word severaltimes)T: Now. Can you see a duck here? Canyou see a duck?(T points to a set of pictures).SS: Yeeees.T: Yes. Right here. Look! Ok. This is atoothbrush. Can you see a toothbrush?SS: No. No.T: This is a hairbrush. Can you see ahairbrush?SS: Yes.T: Yes?SS: Yes.T: Ok. Then, put a tick here. Ok. Put atick for a hairbrush. What’s this? Thisred thing. What is it? What’s this?S1: Bag.S2: Bag.T: It’s a ...?SS: A bag!T: It’s a schoolbag. That’s right. Canyou..? Can you see only schoolbag?SS: Yes.T: Yes. Ok. Put a tick for a schoolbag.What’s this?S3: Book.S4: A book.T: It’s a book. It’s a book. Can you seea book?SS: Yes.T: Put a tick for a book. What’s this?SS: A ruler.T: That’s right. Can you see a ruler?SS: Yes.T: Yes. Ok. And what’s this?S5: Pencil.S6: A pencil.SS: Pencil.T: A pencil. That’s right. Can you see apencil?SS: Uhuh!T: Uhuh! Put a cross for a pencil. (Twrites a tick and a cross on the board)You can’t find a pencil here. What’s this?It’s blue and yellow and it’s a..?SS: Drum. A drum.T: A drum. That’s right. Can you see adrum?SS: Yes.T: Ok. Put a tick. Tthis is a shoe. This is ashoe. Can you see a shoe?SS: Yes. Yes. Yes.T: Put a tick for a shoe. What’s thisyellow…?SS: Balloon.T: A balloon. Can you see a balloon?SS: Yes. Yes.T: Put a tick.S7: Da l’ mi to trebamo bojati? [Do wehave to colour this?]T: That’s right.(Teacher 72)170 | Early EFL Learning
The three excerpts illustrate three teaching approaches observed in Croatian YLclassrooms. They all show how teachers elicit vocabulary that they want to review.In Excerpt 1 the vocabulary relates to bathroom objects, in Excerpt 2 the teacherrevises fruit vocabulary, while in Excerpt 3 the teacher elicits words for differentobjects in order for YLs to fill in a textbook exercise.The first teacher carries out the activity relying on visual material (flashcards)in order to elicit vocabulary from learners. She uses L1 all the time, both whenfocusing on language and when trying to manage the class. Learners eitherprovide the elicited word in English or resort to L1. All her questions are closedquestions requiring single word answers. The teacher in Excerpt 2 also usesvisual material to elicit vocabulary. Her talk is characterised by some code mixing.It seems that by mixing L1 and L2 she is trying to make the L2 material moresalient. The questions she asks are both open and closed, and require learnersto think and make conclusions. She draws learners’ attention to linguistic aspectsby focusing on the meaning of stuctures (e.g., four for plural) and by directinglearners to the phonetic characteristics of English (e.g., rhyming of words). Thethird excerpt shows the teacher using the visual stimuli in a more communicativeway: she uses ‘wrong’ words (toothbrush), or asks YLs to guess the object on thebasis of a description (balloon). Although all her questions are also closed andresult in single L2 words as answers, her consistent use of English during theactivity gives the impression that these learners are immersed, to use Chomsky’swords, in a ‘rich linguistic bath’.Out-of-school exposure to EnglishAccording to their parents’ reports, YLs in this study had considerable contactwith English outside school. This is not surprising because English seems to beomnipresent in everyday life in Croatia through undubbed foreign TV programmes,the internet, and contacts with English-speaking people who visit Croatia astourists or for business purposes. YLs’ parents reported that over 20 per cent ofYLs spent two hours per week on average watching programmes in English, and alittle over one third spent five or more hours per week watching films, TV series orcartoons in English. Almost two thirds played computer games or watched videosin English. Exposure to English through listening to music in English was alsovery frequent: over 70 per cent of YLs spent between one and four hours a weeklistening to music. About 60 per cent of learners engaged in reading English booksor comics for an hour a week on average. About a quarter of YLs had no chance ofspeaking to someone in English, but over half of YLs would spend about an hour aweek speaking English to someone. Over 70 per cent used the internet to engagein the activities mentioned above.In Grade Two half the YLs reported having met a foreigner; in Grade Four closeto 80 per cent had a chance to meet someone who did not speak their L1. Over60 per cent said they could say something in English to them, and 80 per centreported that they were able to understand what the foreigner was saying.Very few YLs reported having English storybooks or dictionaries at home or thatthey ever used them.Early EFL Learning | 171
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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
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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 and 172: In all schools except one village s
Page 173: Excerpt 2:T: Yes it’s a tiny, tin
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,
Page 223 and 224: 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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