scholarly journals “The Good Start Method for English” or how to support development, prevent and treat risk of dyslexia in children learning English as a second language

2016 ◽  
Vol 47 (3) ◽  
pp. 265-269 ◽  
Author(s):  
Katarzyna M. Bogdanowicz ◽  
Marta Bogdanowicz
Keyword(s):  
Primary Schools ◽  
English Language ◽  
Research Literature ◽  
English Language Teaching ◽  
Psychomotor Development ◽  
Older Students ◽  
Foreign Language Acquisition ◽  
Published Report ◽  
Sensory Learning ◽  
Phonological Awareness Training

Abstract Children with developmental dyslexia and at its risk have difficulties in the acquisition of foreign languages, especially non-transparent English. The problems of such pupils concern various aspects of the language system but in particular relate to the ability to read and spell. The research literature dedicated to effective preventative methods and dyslexia treatment suggests that both children with dyslexia and at its risk need phonological awareness training and multi-sensory learning. It is also known that prevention and early treatment is more effective than therapeutic intervention used in older students. Experts in foreign language acquisition recommend that children have contact with longer oral texts and live language (e.g., poems and songs). A recently-published report on the methods of English language teaching in Polish primary schools shows that the lessons conducted there do not realise the majority of the aforementioned recommendations. As a consequence, they do not serve any pupils including those with dyslexia and at its risk. A method which meets most of the demands mentioned above is “The Good Start Method for English”. It is a new program of teaching the English language designed for five to seven-year-olds, which at the same time ensures support for the psychomotor development of children, leading to acceleration in learning progress.

scholarly journals An Investigation into Teachers Practices of Teaching Early Reading and Practical problems in Its Implementation

2020 ◽  
Vol 5 (1) ◽  
pp. 97
Author(s):  
Minwuyelet Andualem Desta
Keyword(s):  
Phonemic Awareness ◽  
Primary Schools ◽  
English Language ◽  
Early Reading ◽  
Language Teachers ◽  
English Language Teaching ◽  
Oral Fluency ◽  
West Gojjam ◽  
English Language Teachers ◽  
West Gojjam Zone

The purpose of this study was to investigate practices of teaching early reading, and challenges teachers face in its implementation at the Ethiopian primary schools. The study was carried out in 224 grade two government primary schools found in the Amhara National regional State, west Gojjam zone, Ethiopia, in 2019/2020 academic year. To attain this objective, a descriptive research design was employed. The participants of the study were 112 English language teachers enrolled in the primary schools at Dembecha woreda, Jiga woreda, Jabitehinan woreda, and Bure woreda in west Gojjam zone. Interview, questionnaire, and observation were used to gather data. The findings revealed that teachers failed to practice the teaching of early reading in line with the purposes and principles of teaching early reading. Teachers used traditional way of teaching approach in teaching reading. The study also showed that teachers are deficiently trained regarding phonological awareness, alphabetic principle, reading comprehension, oral fluency, vocabulary, and phonemic awareness. Besides, lack of teachers training, lack of materials, and unrelated educational qualification were major impediments of teachers while implementing teaching early reading. Finally, it was recommended that teachers be given trainings about methods of English language teaching in general, and teaching early reading in particular.

scholarly journals IMPACT OF AUDIO-VISUAL AIDS ON TEACHING LEARNING PROCESS OF ENGLISH LANGUAGE AT PRIMARY LEVEL

2020 ◽  
Vol 01 (01) ◽  
pp. 71-77
Author(s):  
Irfan Ullah Khan ◽  
Muhammad Saqib Khan ◽  
Haroon Rehan
Keyword(s):  
Learning Process ◽  
Primary Schools ◽  
English Language ◽  
English Language Teaching ◽  
Visual Aids ◽  
Head Teachers ◽  
Primary Level ◽  
International Language ◽  
Study Population ◽  
Teaching Learning

English is an international language and plays a pivotal role in our education system that is why different methods are used for English language teaching learning process at primary level to improve learning teaching process, that is why the present study was conducted to highlight the audio-visual aids’ role in process of teaching learning at the level of primary education. All the teachers and head teachers of Southern Districts Primary schools in Khyber Pakhtunkhwa were study population. The study sample consisted of 100 head-teachers (50 female and 50 male) and 300 teachers (150 males & 150 females). By nature, the study was survey, researcher developed personally instrument to collect data from respondents and thus analyzed, tabulated, and construed the data in the light of study objectives. The statistical tools like mean and SD were used for data analysis. The present study highlighted that audio visual aids make the learners able learn English language easily and in an interested way.

scholarly journals KENDALA PENGAJARAN BAHASA INGGRIS DI SEKOLAH DASAR (PROBLEMS OF ENGLISH TEACHING IN ELEMENTARY SCHOOL)

2018 ◽  
Vol 3 (2) ◽  
pp. 244
Author(s):  
Rina Listia Sirajuddin kamal
Keyword(s):  
Elementary School ◽  
Primary Schools ◽  
Teaching And Learning ◽  
English Language ◽  
English Language Teaching ◽  
Modern World ◽  
English Teaching ◽  
Young Learners ◽  
The Government ◽  
Set Up

AbstractProblems of English Teaching in Elementary School. The Indonesian government hasacknowledged the importance of English by putting it into the education system for fivedecades. English has been integrated to secondary school for a long time. The Englishlanguage is exerting even stronger influence in the modern world and has become aninternational language. There are also advantages of introducing a foreign languagefor young learners. The government of Indonesia has therefore set up the policy tointroduce English language in primary schools. This policy is optional. It depends onschool and community demands. The government does not provide teachers andcurriculum. Schools and community are in charge to provide teachers, curriculum andfacilities. Teachers are one of the most important parts in the discourse of educationand the process of teaching and learning in schools. It was this that interested to researchtheir perceptions of English language teaching for primary students.Keywords: english for young learners, teachers’ perception, teaching constrainstAbstrakKendala Pengajaran Bahasa Inggris di Sekolah Dasar. Pemerintah Indonesia telahmengakui pentingnya bahasa Inggris dengan menempatkan ke dalam sistem pendidikanselama lima dekade. Bahasa Inggris telah diintegrasikan ke sekolah menengah untukwaktu yang lama . Bahasa Inggris yang mengerahkan pengaruh yang lebih kuat didunia modern dan telah menjadi bahasa internasional. Ada juga keuntunganmemperkenalkan bahasa asing untuk pelajar muda. Oleh karena itu, pemerintahIndonesia telah menyiapkan kebijakan untuk memperkenalkan bahasa Inggris disekolah dasar. Kebijakan ini bersifat opsional. Hal ini tergantung pada tuntutan sekolahdan masyarakat. Pemerintah tidak menyediakan guru dan kurikulum. Sekolah danmasyarakat bertanggung jawab untuk menyediakan guru, kurikulum, dan fasilitas.Guru adalah salah satu bagian yang paling penting dalam wacana pendidikan danproses belajar-mengajar di sekolah. Inilah yang menarik untuk meneliti persepsi merekatentang pengajaran bahasa Inggris untuk siswa SD.Kata-kata kunci: bahasa Inggris untuk pelajar muda, persepsi guru, mengajarconstrainst

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