Teaching Reading in English as a Foreign Language to Young Learners: A Global Reflection

2011 ◽  
pp. 315-358 ◽  
Author(s):  
Annie Hughes
Keyword(s):  
Foreign Language ◽  
Teaching Reading ◽  
Young Learners

scholarly journals W kierunku dwujęzyczności w edukacji wczesnoszkolnej – problemy nauczania czytania w języku obcym na przykładzie języka angielskiego

2017 ◽  
Vol 36 (1) ◽  
pp. 42-53
Author(s):  
Monika Kusiak-Pisowacka
Keyword(s):  
Foreign Language ◽  
Phonological Awareness ◽  
Detailed Analysis ◽  
Reading First ◽  
Reading Skill ◽  
Beginning Reading ◽  
Teaching Reading ◽  
Young Learners ◽  
Letter Sound ◽  
The Way

The article focusses on developing reading by Polish young learners of English as a foreign language. The discussion is conducted within a psycholinguistic componential perspective, which allows for a detailed analysis of various components that constitute the reading skill. Most attention is given to phonological awareness at the decoding stage of reading and its role in beginning reading. First, the author deals with syntactic and orthographic differences between reading in English and reading in Polish. The results of several cross-linguistic studies are presented to illustrate the importance of inter-lingual differences in reading in a foreign language. Then the article reports on the analysis of five coursebooks of English for Polish young learners. The study aimed to investigate how each of the coursebooks develops the reading skill. The analysis looked at the methods of teaching reading, types of reading tasks, the explicitness of phonological instruction, presentation of letter-sound correspondences and the development of other reading-related abilities. The results of the study revealed that the coursebooks differ in the way they teach beginning reading, raising important questions of both didactic and theoretical nature.

scholarly journals THE USE OF DIALOGIC READING IN READING ACTIVITY BY IMPLEMENTING CHARACTER BUILDING USING LOCAL BASED LITERATURE

Sebatik ◽  
2021 ◽  
Vol 25 (2) ◽  
pp. 762-766
Author(s):  
Puji Astuti Amalia ◽  
Arditiya Arditiya
Keyword(s):  
Foreign Language ◽  
Short Story ◽  
Shared Reading ◽  
Dialogic Reading ◽  
Teaching Reading ◽  
New Approach ◽  
Young Learners ◽  
Character Building ◽  
Reading Activity ◽  
Creativity And Innovation

Reading is considered as one of the most important skill in learning foreign language since it is used in all language skills. However, teaching reading is quite challenging. In Permata group, young learners seem not motivated in reading activity. Pre observation showed that learners were bored during the shared reading activity. Moreover there were no interaction during the activity.   Therefore, it takes teacher’s creativity and innovation to teach reading. This situation led the teacher to a new way of teaching reading, the teacher implemented a new approach in teaching reading by using dialogic reading. Moreover, the literature used by the teacher was a local based short story with the theme “Save Mahakam”. This study is a qualitative study in which the data was collected by observation and questionnaire. The study found that the dialogic reading and the short story did not only make the reading activity more interesting but they also helped the teachers to shape young learners’ characters. It found that there were some characters developed through the process of reading activity, such as 1) young learners have courage to speak, 2) young learners are friendly and sociable, 3) young learners are responsible with the environment, 4) young learners love reading, 5) young learners work in a team, 6) young learners think critically.

TEACHING READING COMPREHENSION BY USING DIRECTED ACTIVITIES RELATED TO TEXT (DRTA) FOR THE STUDENTS

Jurnal KATA ◽  
2017 ◽  
Vol 1 (2) ◽  
pp. 153
Author(s):  
Niza Syaveny
Keyword(s):  
Foreign Language ◽  
Teaching Methods ◽  
Teaching Method ◽  
Main Idea ◽  
Teaching Reading ◽  
Foreign Language Reading ◽  
Teaching Of Reading ◽  
Expert Theory ◽  
Reading Activities ◽  
Source Of Information

<p><em>Membaca merupakan keterampilan yang harus dikuasai oleh siswa dalam belajar bahasa Inggris sebagai bahasa asing. Membaca tidak hanya melihat atau membaca apa yang tertulis namun juga memahami isi bacaan sehingga pembaca memperoleh ilmu serta informasi dari bacaan tersebut. Beberapa komponen membaca yang dikemukakan oleh para ahli, seperti pemahaman ide pokok, ide pendukung, kosakata, serta tata bahasa, membuat guru harus cermat dalam mengaplikasikan metode dalam mengajar bahasa Inggris khususnya membaca. Directed Activities related to Text (DART) merupakan metode mengajar yang dapat diaplikasikan dalam kegiatan membaca. Metode ini diaplikasikan melalui aktivitas rekonstruksi dan analisis. Tujuan penulisan artikel ini adalah mendeskripsikan cara pengajaran membaca melalui metode DART. Penulisan merujuk kepada kajian kepustakaan yang mendukung teori DART dalam pengajaran membaca. Dengan adanya informasi mengenai DART yang didukung oleh teori para ahli, dapat dijadikan sumber informasi tentang metode pengajaran bahasa Inggris khususnya membaca yang dapat diterapkan oleh guru di sekolah menengah.</em></p><p><em><br /></em></p><p>Reading is a skill that must be mastered by students in learning English as a foreign language. Reading not only see or read what is written but also understand the contents of the reading therefore the readers get the knowledge and information from the text. Some reading components are suggested by experts, such as understanding the main idea, supporting ideas, vocabulary, and grammar, it makes the teachers must be careful in applying methods in teaching English, especially reading. Directed Activities related to Text (DART) is a teaching method that can be applied in reading activities. This method is applied through reconstruction and analysis activities. The purpose of writing this article is to describe how teaching of reading through the DART method. The article support by a literature review  of DART theory in teaching reading. The information about of DART supported by expert theory, it can be used as a source of information about English teaching methods especially reading that can be applied by teachers in high school.</p><p><em><br /></em></p>

Exploring young learners’ L2 development and perceptions of mixed-age and same-age peer interactions in EFL mixed-age classrooms

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Tomas Kos
Keyword(s):  
Foreign Language ◽  
Peer Interactions ◽  
Language Instruction ◽  
Data Sources ◽  
Foreign Language Instruction ◽  
Young Learners ◽  
Multiple Data ◽  
L2 Development ◽  
Post Test ◽  
Mixed Age

Abstract Although foreign language instruction in mixed-age (M-A) is gaining popularity (Heizmann and Ries and Wicki 2015; Lau and Juby-Smith and Desbiens, 2017; Shahid Kazi and Moghal and Aziz 2018; Thurn 2011), the research is scarce. Drawing from multiple data sources, this study investigated to what extent do peer interactions among M-A and same-age (S-A) pairs aid L2 development and how students perceive their interactions. In this study, the same learners (N=24) aged between 10 and 12 interacted with the same and different age partners during common classroom lessons in two EFL classrooms. The results suggest that both S-A and M-A peer interactions aided L2 development. Although S-A pairs outperformed M-A pairs on the post-test, the results are not statistically significant. The analysis of students’ perceptions revealed that the majority of students prefer working in S-A to M-A pairs. In addition to age/proficiency differences, factors such as students’ relationships and perceptions of one’s own and partner’s proficiency greatly impact how they interact with one another.

scholarly journals Motivation towards the foreign language (English) and regional language (Basque) in immersion schools: Does CLIL in the foreign language make a difference?

2021 ◽  
pp. 136216882110317
Author(s):  
Amparo Lázaro-Ibarrola ◽  
Raúl Azpilicueta-Martínez
Keyword(s):  
Foreign Language ◽  
School System ◽  
Primary Schools ◽  
Positive Attitude ◽  
School Context ◽  
Great Influence ◽  
Motivation To Learn ◽  
Integrated Learning ◽  
Young Learners ◽  
Regional Language

Motivation to learn languages strongly correlates with language achievement, and the school context has a great influence on the motivation of young learners (YLs). A key rationale for the implementation of content and language integrated learning (CLIL) programs, therefore, was pupil motivation. Very few studies have measured motivation in this context, especially in primary schools. Even fewer have done so in bilingual areas, where the continuation of widespread use of the regional language often depends on its presence in the school system and where CLIL reduces this presence. To address these gaps, motivation towards the foreign language (FL), English, and the regional language, Basque, was measured in 399 YLs of English (aged 10–12 years) in Basque immersion schools. The learners were divided into a CLIL group ( n = 230), with English as a foreign language (EFL) and CLIL lessons, and a non-CLIL group ( n = 169), which received only EFL lessons. Results showed that the CLIL learners had a more positive attitude towards English and a slightly lower motivation towards Basque. This suggests that increasing the amount of exposure to the foreign language (FL) via CLIL lessons improves the motivation towards English but could decrease the instrumental motivation towards the regional language.

scholarly journals Testing young foreign language learners’ reading comprehension: Exploring the effects of working memory, grade level, and reading task

2021 ◽  
pp. 026553222199148
Author(s):  
Tineke Brunfaut ◽  
Judit Kormos ◽  
Marije Michel ◽  
Michael Ratajczak
Keyword(s):  
Working Memory ◽  
Reading Comprehension ◽  
Foreign Language ◽  
Language Learners ◽  
Grade Level ◽  
Reading Test ◽  
Reading Task ◽  
Young Learners ◽  
The Impact ◽  
Comprehension Accuracy

Extensive research has demonstrated the impact of working memory (WM) on first language (L1) reading comprehension across age groups (Peng et al., 2018), and on foreign language (FL) reading comprehension of adults and older adolescents (Linck et al., 2014). Comparatively little is known about the effect of WM on young FL readers’ comprehension, and even less within testing contexts. Young FL readers are still developing their L1 reading skills and general cognitive skills (e.g., attentional regulation abilities). Completing FL reading tests might be particularly taxing on their WM, and differences in WM capacity – as well as other learner and task characteristics – might create construct-irrelevant variance in test performance. In this study we investigate the effects of WM, grade level, and reading task on young learners’ FL reading test performances. Ninety-four young English language learners (Grades 6–7) in Hungary completed the TOEFL® Junior™ Comprehensive’s reading test and a WM test battery. Our mixed-effects model predicted significantly higher comprehension accuracy among learners with higher WM capacity, and among learners in Grade 7 compared to learners in Grade 6. Reading task differences were not associated with significant comprehension accuracy differences. We discuss the implications of our findings for testing young learners’ FL reading comprehension.

scholarly journals The development of a CEFR-based scale for assessing young foreign language learners’ writing skills

Linguistica ◽  
2014 ◽  
Vol 54 (1) ◽  
pp. 241-259
Author(s):  
Karmen Pižorn
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Classroom Assessment ◽  
Writing Skills ◽  
Age Group ◽  
Young Learners ◽  
Foreign Language Learners ◽  
The Common ◽  
Literacy Research ◽  
Insight Into

The Common European Framework of Reference (CEFR) was designed with adults in mind, which is clearly reflected in the six levels encompassing a range of proficiency that represents lifelong learning. Therefore, any use of the CEFR levels as a basis for describing the ability of young learners requires adapting the content of each level, as well as identifying which levels on the scale are appropriate for children.The present article examines the contribution that feedback, in the form of an assessment scale, can make to valid classroom assessment of the writing of young learners, in the age group of 9–13 years. It shows that a scale of descriptors adapted from the CEFR can play a central role in this assessment. The article presents the AYLLIT (Assessment of Young Learner Literacy) research project, which developed a CEFR-based writing scale and guidelines for teachers, enabling them to provide their students with feedback, and to gain a clearer insight into their students’ progress. After describing the procedures followed in the project, the article examines the extent to which its outcomes may enable teachers to give feedback that could contribute to valid classroom assessment.

scholarly journals THE APPLICATION OF INSTRUCTIONAL MEDIA IN TEACHING ENGLISH TO YOUNG LEARNERS

2021 ◽  
Vol 4 (4) ◽  
pp. 581
Author(s):  
Tiya Winola
Keyword(s):  
Foreign Language ◽  
Study Design ◽  
Free Access ◽  
Instructional Media ◽  
Teaching English ◽  
Case Study Design ◽  
Young Learners ◽  
The Media ◽  
Young Learner

In Indonesia, English is a foreign language, hence not easy to teach English to young learner in Indonesia, thus, need something interesting to teach English to young learners, one of which uses instructional media. Instructional media as a tool needed to facilitate the teachers in presenting the material, but many English teachers in Indonesia find it difficult to use instructional media in the classroom. This study aims to (1) how the teacher applied the instructional media in the classroom. (2) to investigate problems faced by the teacher, and (3) elaborate the teacher's strategies in solving problems using the instructional media. This study was conducted a case study design, by using observation and interviews to collect data. In the investigation teachers do not have free access to use the media provided at school. Thus, they faced obstacles to provide proper media in classroom. Therefore this paper described certain strategies to solve teacher problems in using instructional media in the class. Keywords:        Teaching English, Instructional media, Young learners

scholarly journals TRACING NATIVE TEACHER TALK AND CLASSROOM INTERACTION IN EFL CONTEXT

2020 ◽  
Vol 3 (1) ◽  
pp. 33
Author(s):  
Jihan Aisah Kirahla ◽  
Peptia Asrining Tyas
Keyword(s):  
Foreign Language ◽  
Research Design ◽  
Learning Process ◽  
Classroom Interaction ◽  
Teacher Talk ◽  
Efl Context ◽  
Young Learners ◽  
Language Classroom ◽  
Interview Guide ◽  
The Way

Since teacher talk is a necessary input for the students in an EFL (English as a Foreign Language) classroom, the objectives of this study are analyzing the categories of teacher talk and the classroom interaction in young learners’ classroom at reputable English Courses in Malang. This study used descriptive qualitative as the research design by using an observation sheets and an interview guide as the instruments. Besides, the researcher recorded the audio for every meeting. The result shows that, the teacher talk used in the classroom has been classified as direct teacher talk covering informing something, giving directions, and justifying students’ authority. For the classroom interaction in the class, it was found that the way students responded to their teacher’s talk was by individually. Further, it was found that direct teacher talk was implemented in the learning process and the implementations of this teacher talk were also connected with the way the students respond to their teacher talk

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