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some cases, and the global spread of tourism is increasingly offering other morelucrative work opportunities for people with a good level of education and highlevels of English. If the profession is to retain its best teachers, then efforts haveto be made to keep teachers happy. Keeping teachers happy could be achievedthrough the implementation of the recommendations made above. The currentstudy did not seek to find out exactly which aspects of their job make teachershappy, however it did uncover some interesting findings in this respect. Access togood quality training and development is valued highly; earning enough moneyto support your family is also rated as important, but money on its own is not thedriving force behind a teacher’s job satisfaction.ReferencesAbdullah, M.M., Uli, J. & Parasuraman, B. (2009) Job satisfaction among secondaryschool teachers. Jurnal Kemanusiaan Vol13.Baker, J. & Westrup, H. (2000) The English language teacher’s handbook. London,UK: Continuum.Cameron, L. (2001) Teaching languages to young learners. Cambridge, UK:Cambridge University Press.Carnoy, M., Gove, A.K. and Marshall, J.H. (2007) Cuba’s academic advantage.Stanford, CA: Stanford University Press.Chodiah, I. (2008) English in primary school: gem in the mud. Paper presented atthe Bangalore conference, “The way forward: learning from international experienceof TEYL”, 3–6 January, 2008. RIESI: Bangalore, India.Djigunovic, J.M. (2009) Impact of learning conditions on young FL learners’motivation. In Nikolov, M. (ed) Early Learning of Modern Foreign Languages. Bristol,UK: Multilingual Matters.Edge, J. & Garton, S. (2009) From experience to knowledge in ELT. Oxford, UK:Oxford University Press.Enever, J., Moon, J. & Raman, U. (2009) Young Learner English Language Policy andImplementation: International Perspectives. Garnet Education: Reading, UK.Farrel, J.B. & Oliveira, J. (1993) Teachers in developing countries: Improvingeffectiveness and managing costs. (EDI seminar series) Washington, DC: WorldBank.Garton, S., Copland, F. & Burns, A. (2011) Investigating global practices in TeachingEnglish to Young Learners. British Council ELT Research papers, 11/01.Geeves, R. & Bredenberg, K. (2005) Contract teachers in Cambodia. Report writtenby the International Institute for Educational Planning, UNESCO.Graddol, D. (2006) English Next: Why global English may mean the end of “Englishas a foreign language”. British Council.86 | Primary English Teachers
Graddol, D. (2008) How TEYL is changing the world. Paper presented at theBangalore conference, “The way forward: learning from international experience ofTEYL”, 3 – 6 January, 2008. RIESI: Bangalore, India.Graddol, D. (2010) English Next India. British Council.Harmer, J. (2007) The practice of English language teaching. Harlow, UK: Longman.H.H. The Dalai Lama & Cutler, H.C. (1998) The art of happiness. London, UK: Hodder& Stroughton.Hoque, S. (2009) Teaching English in primary schools in Bangladesh: Competenciesand achievements. In Enever, J., Moon, J. & Raman, U. (eds) Young learner Englishlanguage policy and implementation: International perspectives. Reading, UK:Garnet Education.Howard, A. (2012) Teaching English to young learners: primary to ELT or ELT toprimary? In Emery, H. & Gardiner-Hyland, F. (eds) Contextualising EFL for younglearners: International perspectives on policy, practice and procedures. Dubai, UAE:TESOL Arabia.Hsu, H. & Austin, L. (2012) Teacher and pupil experiences of EYL state schoolclasses: A Taiwanese case study. In Emery, H. & Gardiner-Hyland, F. (eds)Contextualising EFL for young learners: International perspectives on policy,practice and procedures. Dubai, UAE: TESOL Arabia.Kgwadi, B. (2008) Teaching of English to young learners in South African schools:Subject and policy implementation. Paper presented at the Bangalore conference“The way forward: learning from international experience of TEYL”, 3 – 6 January,2008. RIESI: Bangalore, India.McGreal, C. (2009) Why Rwanda said adieu to French. Guardian weekly on-line,16 January, 2009: www.guardian.co.uk/education/2009/jan_16/rwanda-englishgenocideretrieved on 20 April, 2010.Moh, F.A. (2009) The teacher development by radio project in Nigeria. InEnever, J., Moon, J. & Raman, U. (eds) Young learner English language policy andimplementation: International perspectives. Reading, UK: Garnet Education.Mukund, M. (2009) Introduction of English from Grade 1 in Maharashtra, India. InEnever, J., Moon, J. & Raman, U. (eds) Young learner English language policy andimplementation: International perspectives. Reading, UK: Garnet Education.Nakabugo, M.G., Opolot-Okurut, C., Ssebunga, C.M., Maani, J.S. & Byamugisha,A. (2008) Large class teaching in resource constrained contexts: Lessonsfrom reflective research in Ugandan primary schools. Journal of InternationalCooperation in Education, 11/3, 85-102.Nikolov, M. (2009a) Early modern foreign language programmes and outcomes:Factors contributing to Hungarian learners’ proficiency. In Nikolov, M. (ed) EarlyLearning of Modern Foreign Languages. Bristol, UK: Multilingual Matters.Primary English Teachers | 87
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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,
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 and 62: Gorsuch, G. J. (2000) EFL education
Page 63 and 64: Mihaljević Djigunović, J. (2009)
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: have a good knowledge of the langua
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
Page 113 and 114: HeilongjiangXinjiangInner MongoliaL
Page 115 and 116: Method No of interviews Numbers off
Page 117 and 118: Zhang Huilin also expressed approva
Page 119 and 120: 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
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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
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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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