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Jelena Mihaljević DjigunovićEarly EFL learning in context – evidence from a countrycase studyZagreb University, CroatiaJelena Mihaljević Djigunović is a Professor of SLA and TEFL at Zagreb University.Her main interests centre round teaching modern languages to young learners, theage factor, individual differences, and FL teacher education. Having participatedin several research projects on FL learning and teaching, she has publishedextensively in national and international journals. Her publications include tworesearch books and over 100 papers, as well as a number of EFL teachingmaterials.Address for communication: jmihalje@ffzg.hrViv EdwardsConfucius, constructivism and the impact of continuingprofessional development on teachers of English in ChinaUniversity of Reading, UKViv Edwards is Professor of Language in Education at the University of Readingwhere she is also Director of the National Centre for Language and Literacy. Sheis editor of the international journal, Language and Education, and has publishedwidely in the area of learning and teaching in multilingual classrooms and, morerecently, on issues relating to Chinese students in UK education.Address for communication: v.k.edwards@reading.ac.ukHelen EmeryA global study of primary English teachers’ qualifications,training and career developmentUniversity of Essex, UKDr. Helen Emery is a Senior Lecturer in the Department of Language andLinguistics at the University of Essex. She has taught in the fields of Englishlanguage, Education and Applied Linguistics in Brunei, Egypt, Hong Kong, Nigeria,Oman and The UAE. She is Assistant Director of postgraduate research in theDepartment, and directs several undergraduate and postgraduate programmes inTEFL. Her research interests focus on L1 and L2 reading and spelling developmentof young learners, L2 Teacher Education and Teacher Development. She is the jointcoordinator of the IATEFL Young Learners and Teenagers special interest group.Address for communication: hemery@essex.ac.uk414 | Contributors
Elizabeth J. ErlingAttitudes to English as a language for internationaldevelopment in rural BangladeshThe Open University, UKElizabeth J. Erling was the principal investigator for this project. She is Lecturerin English Language Teaching at The Open University and has been a majorcontributor to ‘English in Action’, an English-language learning and teachereducation development project in Bangladesh (funded by DFID). Her researchexplores English as a language for international development as well as othertopics in world Englishes, language policy, teacher professional developmentand English for academic purposes. She has published articles in journals suchas World Englishes, English Today, Language Policy and Innovations in LanguageLearning and Teaching. She has recently edited, with Philip Seargeant, a volume onEnglish and International Development (Multilingual Matters, 2012).Sue GartonInvestigating global practices in teaching English to younglearnersAston University, UKDr Sue Garton is Senior Lecturer in TESOL and Director of PostgraduateProgrammes in English at Aston University, UK. She taught English in Italy for manyyears, especially at undergraduate level. Her research interests are in languageteacher education, classroom interaction and language teaching policy and practice.She has co-edited, with Keith Richards, a collection of papers about the discoursesof TESOL entitled Professional Encounters in TESOL: Discourses of Teachers inTeaching. Her latest book, From Knowledge to Experience in ELT is co-authored withJulian Edge and is part of the Oxford Handbooks for Language Teachers series.Qumrul Hasan ChowdhuryAttitudes to English as a language for internationaldevelopment in rural BangladeshUniversity of Dhaka, BangladeshQumrul Hasan Chowdhury is a Lecturer in the Institute of Modern Languages,University of Dhaka. Qumrul did an MA in TESOL at the Institute of Education (IOE),University of London with Centenary Scholarship. Prior to that, Qumrul receivedhis BA in English and MA in Applied Linguistics and ELT from Dhaka University. Healso participated in a ten-month Foreign Language Teaching Assistantship (FLTA)program at North Carolina State University and the University of North Carolinaat Chapel Hill, USA with a Fulbright Scholarship. His research interests coverlanguage, culture and identity and English in diverse world contexts.Contributors | 415
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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
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asked] can you still use CLT at Sen
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ural areas of Shaanxi province. Li
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after their return. Non-participati
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Chisolm, L. (ed) (2004) Changing cl
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5Pulling the threads together:curre
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Review of literatureThis literature
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commitment to language rights (Toll
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SummarySo, taking into account rese
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‘symbolic domination’ (Bourdieu
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Research that focuses heavily on in
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and she [the EAL LA advisor] builds
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■■■■Planning L1 use careful
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■■■■■■A community with
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for teachers and children. Forthcom
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Basit, T. N. (2009) ‘White Britis
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Hall, C. J., Smith, P. H., & Wicaks
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Sellers, R. M., Smith, M. A., Shelt
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School Location Number of pupils Of
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School Participants Nature of parti
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ecently where they had all the pare
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6Early EFL learning in context -evi
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Early EFL learning in CroatiaBackgr
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SampleA total of 173 young EFL lear
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School 73- a village school with ar
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In all schools except one village s
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Excerpt 2:T: Yes it’s a tiny, tin
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The three excerpts illustrate three
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time. At the very start of early FL
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YLs’ answers to the question abou
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As these explanations clearly show,
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Socio-economicstatusLearningenviron
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Medved Krajnović, M. and Letica Kr
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7Attitudes to English as alanguage
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learners’ aspirations. Such appro
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country can either be characterised
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In addition there are several madra
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The overall picture in terms of lit
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give them a small token of apprecia
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Field notes and photographsIn addit
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know English become a team leader o
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English for computing and mobile ph
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Or:Bangla is our language. No one w
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highly respected people - all thing
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professions, and with providing a s
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And while there may be a need for m
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Erling, E. J. and P. Seargeant (eds
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Appendix: Interview scheduleQuestio
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8Learner autonomy: Englishlanguage
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ability to take charge of one’s l
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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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Page 369 and 370: LolaI will do it, I will classify m
Page 371 and 372: LolaUm how do I, how do I review th
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Page 375 and 376: http://youtu.be/gDU-5M1qg9wAliceAnd
Page 377 and 378: This is a good example of ‘dramat
Page 379 and 380: Immediately after Alice has produce
Page 381 and 382: who perhaps prefer to stick closely
Page 383 and 384: Alicereas .. if you just think ^ ..
Page 385 and 386: HelenaDebbieHelenaDebbieHelenaDebbi
Page 387 and 388: JohnI think that’s very good beca
Page 389 and 390: Kovecses, Z. (2006) Metaphor: A Pra
Page 391 and 392: 12Computers and learnerautonomy: tr
Page 393 and 394: established in that students are as
Page 395 and 396: table between the interviewer and i
Page 397 and 398: It is also worth noting here that o
Page 399 and 400: favourites’; TF ‘I have a flash
Page 401 and 402: “added value” to SACs. Indeed,
Page 403 and 404: important generic matters arising f
Page 405 and 406: Figura, K., and Jarvis, H. (2007) C
Page 407 and 408: Appendix - Questionnaire(with colla
Page 409 and 410: 5. How often do you usually use com
Page 411 and 412: Computer-basedmaterials - withcompl
Page 413 and 414: NSTOTAL 41% (50) 49.2% (60) 9.8% (1
Page 415 and 416: ContributorsSaleh Salim Al-BusaidiL
Page 417: Mi Mi ChoongPerceptions and strateg
Page 421 and 422: Albert LeePerceptions and strategie
Page 423 and 424: Sayeedur RahmanAttitudes to English
Page 425 and 426: Dr. Alan WatersPerceptions of Best
Page 427: The British Council works closely w
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