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Abstract

Teaching English at primary level is a challenging task in most European countries. The opinions vary on when the instruction should start, which approaches and techniques work best at this level, what kind of outcomes are desirable as well as what kind evaluation process should be applied. Recent findings of research studies support early beginning on one hand, however, the results show that the instruction must have clear aims, otherwise it can be even contra productive. This article describes the situation in teaching English at primary level in Slovak schools. The author considers both benefits and constraints of introducing English language as a compulsory subject to primary education. The most serious concern is the lack of qualified teachers but at the same time the author underlines the lack of tried-and-tested experience which would be available to teachers. Even though there is an effort to help teachers become qualified for teaching at primary level there are many problematic issues concerning target group of teachers, especially the level of their language command. On the other hand the author appreciates the possibility to start teaching foreign languages to early language learners since there are a lot of benefits learners can gain. The author describes a case study where young learners involved in meaningful learning experience demonstrate how far such experience can take them.
Procedia - Social and Behavioral Sciences 174 ( 2015 ) 2436 – 2443
Available online at www.sciencedirect.com
1877-0428 © 2015 Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license
(http://creativecommons.org/licenses/by-nc-nd/4.0/).
Peer-review under responsibility of the Sakarya University
doi: 10.1016/j.sbspro.2015.01.914
ScienceDirect
© 2015 Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license
(http://creativecommons.org/licenses/by-nc-nd/4.0/).
Peer-review under responsibility of the Sakarya University
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Zuzana Straková / Procedia - Social and Behavioral Sciences 174 ( 2015 ) 2436 – 2443
... The children need proper treatment for learning English for the upcoming competitive world. Strakova (2015) opines that if procedures of teaching are adequate with the prior knowledge of the principles of students' early language learning needs, both teachers and learners can get the reward from it. ...
... Only certificates will not function in the long run; instead, learning 'teaching' will matter. Strakova (2015) mentions that any 'fast track' training of primary teachers who need to learn 'teaching' makes a questionable result. So-called certification may create scopes for the low-quality teachers to work at the primary level. ...
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... Araştırmalar, aynı zamanda öğrencilerin bu becerilerini yeterince geliştireceği sosyal ortamların oluşmamasının da önemli bir eksiklik olduğunun altını çizmiş, bu aşamada öğretmenlere büyük bir rol düştüğünü vurgulamıştır. Bu doğrultuda, Strakova (2015) İngilizce öğreniminde doğru bir yöntem izlemenin önemi vurgulamış ve öğretmenlerin İngilizce öğretmenin incelikleri ve teknikleri konusunda eğitmesini önermiştir. Bu durumda öğretmenlerin özellikle yazma ve konuşma etkinliklerinde öğrencileri doğru ve etkili yönlendirmeler yapmaları gerektiğini söylemek mümkündür. ...
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... Araştırmalar, aynı zamanda öğrencilerin bu becerilerini yeterince geliştireceği sosyal ortamların oluşmamasının da önemli bir eksiklik olduğunun altını çizmiş, bu aşamada öğretmenlere büyük bir rol düştüğünü vurgulamıştır. Bu doğrultuda, Strakova (2015) İngilizce öğreniminde doğru bir yöntem izlemenin önemi vurgulamış ve öğretmenlerin İngilizce öğretmenin incelikleri ve teknikleri konusunda eğitmesini önermiştir. Bu durumda öğretmenlerin özellikle yazma ve konuşma etkinliklerinde öğrencileri doğru ve etkili yönlendirmeler yapmaları gerektiğini söylemek mümkündür. ...
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... Besides, they also found that the challenges faced teachers when teaching English for young learners are (1) lack of training, (2) lack of knowledge, and (3) lack of resources, (4) the government policy, (6) class size, (7) teachers' own skills and confidence in English, and time pressures. In line with the finding, Strakova (2015) identified that the challenge in teaching young learners lies on teachers' capability to teach young learners and lack of experiences they have. Thus, experience and knowledge of teacher are two essential factors that determine the success of teaching and learning process. ...
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... La formazione dei docenti di lingua inglese nella primaria è un campo tutt'ora poco investigato (Wilden & Porsch, 2017) e che necessita di maggiore interessamento e più opportuni interventi rivolti a tutti i docenti che operano in contesto europeo (Enever, 2014;Strakovà, 2014). Tra quanti se ne stanno occupando, è diffusa la convinzione che sia necessario dedicare maggiore attenzione alla formazione continua (in inglese CPD) 8 (Bokdam et al., 2014;Pang & Wray, 2017) spostando l'ago della bilancia dalla formazione iniziale alla formazione in servizio per correggere una evidente asimmetria (Terhart, 2014, citato in Wilden & Porsch, 2017 10) e far leva sulla ricorsività dell'azione rispetto alla sua unicità, che è un tratto distintivo della formazione iniziale. ...
... Relating to the topic discussed, Strakova (2015) highlights that the challenge in teaching young learners in Slovakia lies on teachers' capability to teach young learners and lack of experiences they have. This study implemented experiment methods which involved 55 students in experiment class and 55 students in control class. ...
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