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Kapur, K. (2009) Teaching English at the primary level in India: An overview. In J.Enever, J. Moon & U. Raman (Eds.), Young Learner English Language Policy andImplementation: International Perspectives Reading: Garnet Education. 79-85.Kirkgöz, Y. (2009) English Language Teaching in Turkish primary education In J.Enever, J. Moon & U. Raman (Eds.), Young Learner English Language Policy andImplementation: International Perspectives Reading: Garnet Education. 189-195.Kubanek-German. (1998) Primary foreign language teaching in Europe - trends andissues. Language Teaching 31, 193-205.Kuchah, K. (2009) Early bilingualism in Cameroon: Where politics and educationmeet. In J. Enever, J. Moon & U. Raman (Eds.), Young Learner English LanguagePolicy and Implementation: International Perspectives Reading: Garnet Education.87-94.Kumaravadivelu, B. (2001) Toward a postmethod pedagogy. TESOL Quarterly. 35/4,537-560.Larson-Hall. (2008) Weighing the benefits of studying a foreign language at ayounger starting age in a minimal input situation. Second Language Research, 24,35-63.Lee, W. L. (2009) Primary English Language Teaching (ELT) in Korea: Bold risks onthe national foundation. In J. Enever, J. Moon & U. Raman (Eds.), Young LearnerEnglish Language Policy and Implementation: International Perspectives Reading:Garnet Education. 95-102.Li, D. F. (1998) ‘It’s always more difficult than you plan and imagine’: Teachers’perceived difficulties in introducing the communicative approach in South Korea.TESOL Quarterly, 32/4, 677-703.Littlewood, W. (2007) Communicative and task-based language teaching in EastAsian classrooms. Language Teaching, 40, 243-249.Martin, P., & Abdullah, K. (2003) English Language Teaching in Brunei Darussalam:continuity and change. In W. K. Ho & R. Y. L. Wong (Eds.), English Language Teachingin East Asia Today: Changing Policies and Practices Singapore: Eastern UniversitiesPress. 95-110.Mathew, R., & Pani, S. (2009) Issues in the implementation of Teaching English forYoung Learners (TEYL): A case study of two states in India. In J. Enever, J. Moon& U. Raman (Eds.), Young Learner English Language Policy and Implementation:International Perspectives Reading: Garnet Education. 113-120.McKay, S. (2003) Teaching English as an internatonal language: the Chileancontext. ELT Journal, 57/2, 139-148.Mee, C. Y. (2003) English Language Teaching in Singapore today. In W. K. Ho & R. Y.L. Wong (Eds.), English Language Teaching in East Asia Today: Changing Policies andPractices Singapore: Eastern Universities Press. 351-374.58 | Global Practices Young Learners
Mihaljević Djigunović, J. (2009) Impact of learning conditions on young FL learners’motivation. In M. Nikolov (Ed.), Early Learning of Modern Foreign Languages:Processes and Outcomes. Bristol: Multilingual Matters.Mitchell, R., & Lee, J. H.-W. (2003) Sameness and difference in classroom learningcultures: interpretations of communicative pedagogy in the UK and Korea.Language Teaching Research, 7/1, 35-63.Moon, J. (2000) Children Learning English. Oxford: Macmillan-Heinemann.Moon, J., & Nikolov, M. (2000) Research into Teaching English to Young Learners.Pécs: Pécs University Press.Nikolov, M. (2009b) The dream and the reality of early programmes in Hungary. InJ. Enever, J. Moon & U. Raman (Eds.), Young Learner English Language Policy andImplementation: International Perspectives Reading: Garnet Education. 121-129.Nikolov, M. (Ed.). (2009a) Early Learning of Modern Foreign Languages: Processesand Outcomes. Bristol: Multilingual Matters.Nikolov, M., & Mihaljevic Djigunovic, J. (2006) Recent research on age, secondlanguage aquisition, and early foreign language learning. Annual Review of AppliedLinguistics, 26, 234-260.Nunan, D. (2003) The impact of English as a global language on educationalpolicies and practices in the Asia-Pacific region. TESOL Quarterly, 37/4, 589-613.Nur, C. (2003) English Language Teaching in Indonesia: changing policies andpractical constraints. In W. K. Ho & R. Y. L. Wong (Eds.), English Language Teachingin East Asia Today: Changing Policies and Practices Singapore: Eastern UniversitiesPress. 163-172.Oppenheim, A. N. (1992) Questionnaire design: Interviewing and attitudemeasurement. London: Continuum.Orosz, A. (2009) The Growth of Young Learners’ Vocabulary Size. In M. Nikolov (Ed.),Early Learning of Modern Foreign Languages: Processes and Outcomes. Bristol:Multilingual Matters.Pandian, A. (2003) English Language Teaching in Malaysia today. In W. K. Ho & R. Y.L. Wong (Eds.), English Language Teaching in East Asia Today: Changing Policies andPractices Singapore: Eastern Universities Press. 269-292.Pinter, A. (2006) Teaching Young Language Learners. Oxford: Oxford UniversityPress.Prapaisit de Segovia, L., & Hardison, D. M. (2008) Implementing education reform:EFL teachers’ perspectives. ELT Journal 63/2, 154-162.Qiang, W. (2009) Primary EFL in China: From policy to classroom practice. In J.Enever, J. Moon & U. Raman (Eds.), Young Learner English Language Policy andImplementation: International Perspectives Reading: Garnet Education. 131-140.Global Practices Young Learners | 59
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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
Page 11 and 12: A global study of primary English t
Page 13 and 14: Attitudes to English as a language
Page 15 and 16: How to make yourself understood by
Page 17 and 18: 1Perceptions and strategies oflearn
Page 19 and 20: and recently the use of metaphor ha
Page 21 and 22: Research methods explored to unders
Page 23 and 24: AgegroupNo. ofparticipantsGenderFMT
Page 25 and 26: This boy’s way of expressing his
Page 27 and 28: A breakdown of eight individual asp
Page 29 and 30: them vulnerable and fragile, ‘It
Page 31 and 32: It is likely that they perceived le
Page 33 and 34: ead what teacher is writing on the
Page 35 and 36: ReferencesBerendt, E. (2008, ed.) M
Page 37 and 38: Communication Difficulties, In A.L,
Page 39 and 40: 2Investigating global practicesin t
Page 41 and 42: Review of the LiteratureThe widespr
Page 43 and 44: training in its theoretical underpi
Page 45 and 46: 2003; Wedgwood, 2007) and teachers
Page 47 and 48: ationale and without a detailed con
Page 49 and 50: 3. South Korea: a mixed Grades 1 an
Page 51 and 52: How useful are the following in pla
Page 53 and 54: translation exercises 50.5%activiti
Page 55 and 56: Which of the following do you think
Page 57 and 58: was grammar-based. However, the chi
Page 59 and 60: Such materials should be:■■■
Page 61: Gorsuch, G. J. (2000) EFL education
Page 65 and 66: Appendix - Survey resultsGender:Yea
Page 67 and 68: Type of primary/elementary school y
Page 69 and 70: Which language do you mostly use in
Page 71 and 72: How useful are the following in pla
Page 73 and 74: 3A global study of primary Englisht
Page 75 and 76: per cent started learning English a
Page 77 and 78: Teacher DevelopmentMaley (quoted in
Page 79 and 80: Survey design and analysisQuestionn
Page 81 and 82: In terms of respondents’ experien
Page 83 and 84: I’m not a certified teacher … n
Page 85 and 86: they would like to attend further t
Page 87 and 88: 23 per cent of respondents said the
Page 89 and 90: have a good knowledge of the langua
Page 91 and 92: Graddol, D. (2008) How TEYL is chan
Page 93 and 94: Williams, M., Burden, R. & Lanvers,
Page 95 and 96: # Answer Response %1 Male 218 9%2 F
Page 97 and 98: Appendix 2 - Respondentsteaching co
Page 99 and 100: # Answer Response %1 It’s a good
Page 101 and 102: # Answer Response %1 Yes 666 29%2 N
Page 103 and 104: Appendix 4 - Professionaldevelopmen
Page 105 and 106: # Answer Response %1 Ministry of Ed
Page 107 and 108: Appendix 5 - Teachersatisfaction# A
Page 109 and 110: 4Confucius, constructivismand the i
Page 111 and 112: 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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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
Page 423 and 424:
Sayeedur RahmanAttitudes to English
Page 425 and 426:
Dr. Alan WatersPerceptions of Best
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The British Council works closely w
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