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was grammar-based. However, the children were particularly motivated andthe teacher maintained their interest through constant elicitation and conceptchecking,a lively pace and high energy. Indeed, in all the classes we observed,most children appeared very motivated and interested in learning English. Eventhough all the classes, with the exception of the UAE, took place in contexts wherethe children have little or no contact with English outside the classroom, there wasno evidence of the motivational problems identified in previous studies related tothe relevance of learning English. This may confirm Carless’s (2003) summationcited above that pedagogical factors may be more to do with what is happeninginside the class than with external factors.RecommendationsThe study uncovered a wide range of factors concerning the teaching of English toyoung learners globally from the perspective of teachers involved in implementingthese programmes. In particular, it shows that many of these factors are shared byteachers across different countries and contexts. The following recommendationsare based on the major findings of the study.Recommendation 1The pre-service and in-service training of teachers to teach young learnersneeds to be considerably strengthened. The needs of in-service teachers areparticularly acute, given that many did not start their careers as teachers ofEnglish or as teachers of young learners.Preferably, training programmes should be free, or very low cost, locally situated, ofshort duration, and focused. Given that the study, as well as the literature, shows thatteachers often find CLT approaches and methodologies confusing, training shouldfocus on aspects of language teaching for young learners that are highlighted asimportant by teachers, and on effective strategies reported in the research literatureon young learners. Based on this study, these include the following areas in particular:■■■■■■■■■■■■Identifying strategies for managing large classes and dealing with disciplineDealing with multi-level classes and with learners with a range of learningdisabilities/difficultiesDeveloping and maintaining motivationExamining the pros and cons of teaching grammar to young learnersPromoting key techniques and activities in language teaching to children, suchas storytellingUsing and expanding the use of materials and resources, including thoserequired by the syllabus and others, that can be exploited by the teacher■■ Assisting teachers to adapt pedagogic/syllabus models and methods to suitlocal conditions and contexts. Training should focus on the ‘particularity,practicality and possibility‘ (Kumaravadivelu, 2001) of pedagogies, rather thanthe wholesale implementation of western approaches.Global Practices Young Learners | 53