Developing Language Curricula for Young Language Learners

Rixon, Shelagh

doi:10.1007/978-3-030-02899-2_15

Cited by 6 publications

(16 citation statements)

References 18 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The idea of exclusive TL use became a central feature of the communicative language teaching paradigm, initially developed to promote communicative competence and native-like proficiency in adult learners, and where the L1 should be suppressed in the classroom (Copland & Yonetsugi, 2016). In the case of YLLs, no specific pedagogy was developed (Rixon, 2019) but the exclusive TL ideals paralleled assumptions that children absorb languages with ease, are uninhibited and motivated and feel comfortable in monolingual classrooms (Copland & Yonetsugi, 2016).…”

Section: Language Use In Theorymentioning

confidence: 99%

“…In the case of beginner learners, the authors conclude, comprehension is always bilingual. As for communicative language teaching, Rixon (2019) argues that this is a relevant approach in primary school only if it is understood as a strive to make teaching engaging, meaningful, and child-friendly. However, orchestrating such interactions, rather than traditional language study, puts a high demand on teachers (Copland & Ni, 2019).…”

Section: Language Use In Theorymentioning

confidence: 99%

See 1 more Smart Citation

Examining the qualitative aspects of language use in English teaching for young learners

Nilsson

2022

NJLTL

View full text Add to dashboard Cite

Teachers’ use of the target language is a crucial aspect of instructed language learning, especially so in the case of English teaching in primary school, which aims to foster motivation, confidence and oral engagement in English, but also support the overall development of each child. Although contemporary research rejects exclusive target-language use, monolingual approaches are still regarded good practice in many educational settings, as they are thought to promote learning. Yet, language learning is a cognitive, but also a social and emotional endeavor, and language use in the classroom therefore needs to be considered beyond the cognitive and linguistic dimensions of language input. The professional discourse, however, lacks a comprehensive and nuanced way of describing the various classroom functions, consequences and motives that may underpin the use of the target language and the first language. The Teaching through Interactions framework (Hamre et al., 2013) was developed to capture teacher effectiveness and quality in primary education in general. This article argues that examining language use through the socioemotional, organizational and instructional domains of instruction that are outlined in this model, facilitates our understanding of the various considerations at play in the language classroom and highlights the close link between quality and language use in the primary classroom. The framework may be useful for teachers, teacher educators and student teachers to identify, systematize and share their deliberations in relation to language choice, and advance the professional discourse at all levels of education.

show abstract

Section: Language Use In Theorymentioning

confidence: 99%

Section: Language Use In Theorymentioning

confidence: 99%

Examining the qualitative aspects of language use in English teaching for young learners

Nilsson

2022

NJLTL

View full text Add to dashboard Cite

show abstract

“…In the case of Indonesia, English is allocated in a modest time, thus, various supported activities should be carried out. Rixon (2019) suggests child-friendly activities for EYL by integrating topics and task-based learning. It is also suggested to practice thematic learning for students in Indonesian primary schools because students can achieve language skills and abilities to communicate in various discourses (Mujahidah et al, 2022;J.…”

Section: Introductionmentioning

confidence: 99%

Ar-Rohmah English week: Expanding English for Young Learners program in an Indonesian Islamic primary school

Setyaningrum

Farah²,

Sumarsono

et al. 2023

jcse

View full text Add to dashboard Cite

English is an elective subject at Indonesian primary schools and every school is allowed to offer English for providing young learners (YLs) opportunity to practice English for communication in global society. Moreover, English is introduced earlier in primary education as an extra-curricular activity as well as a locally-tailored school subject. This community service program aims at facilitating the sixth graders with extended activities to support the English for Young Learners (EYL) program that they have attended for six years and preparing them with initial experience before enrolling in English a compulsory subject class in lower secondary education. Ar-Rohmah English Week was conducted for 60 minutes within four working days with activities to enhance the YLs’ English listening, speaking, reading, and writing. Four activities were selected based on the learners’ needs within meaningful activities such as Virtual Tour to the USA, Reading Theater, Students’ Activities Journaling which infuses Islamic content, and Act Out and Presentation. All of those activities were also designed by addressing the United Nations Sustainable Development Goals 2030 (UN SDGs 2030) number 4 on quality education. With their English proficiency, all students are expected to be able to compete in mastering various knowledge in facing global challenges in the future.

show abstract

“…Ellison (2019) also specified it as "hard" CLIL when it is related to a content-driven intention. Since CLIL involves dual focuses on content and language, it requires a qualified teacher's knowledge of planning the most appropriate learning program (Rixon, 2019;Shin & Crandall, 2014), which is relevant to the YLs' development pattern, temperament, motivation, and interest (Pinter, 2011).…”

Section: Introductionmentioning

confidence: 99%

“…Seminal studies empirically convinced that translanguaging is a strategic scaffolding to be planned in providing the flexibility to use various languages, supported by multimodalities in the semiotic system (Fernández-Fontecha et al, 2020;García & Wei, 2015;Nikolov & Mihaljević Djigunović, 2019;Rixon, 2019;Williams, 2020). Translanguaging refers to a communicative language function of accepting the input in one language and producing output in another (Zein, 2019).…”

Section: Introductionmentioning

confidence: 99%

Translanguaging as a Scaffolded Practice in a Primary School Content and Language Integrated Learning Context During the COVID-19 Pandemic

Setyaningrum¹,

Setiawan²,

Anam³

2022

EUROPEAN J ED RES

View full text Add to dashboard Cite

<p style="text-align: justify;">Translanguaging enables students to communicate in multiple languages in an English-dominant classroom. It has received considerable attention from scholars in content and language integrated learning (CLIL). Its implementation in primary schools in European countries has been adopted in Asian countries, including Indonesia. This study employed a narrative inquiry investigating a teacher who taught first graders both content matter and English during the COVID-19 forced-remote learning. Furthermore, data were gathered using semi-structured interviews to guide the participant in narrating CLIL science teaching experiences. Virtual observations were carried out eight times to obtain evidence of translanguaging practiced. Due to forced-remote learning, the results indicated that the teacher had to find the most convenient ways to instruct the young students without adding to their burden. Furthermore, it was reported that scaffolding by translanguaging was planned systematically by valuing the students’ L1 and alternating it with English as the target language. The findings also discussed the practical implications of this study to maintain young learners' (YLs) engagement through translanguaging strategies.</p>

show abstract

Developing Language Curricula for Young Language Learners

Cited by 6 publications

References 18 publications

Examining the qualitative aspects of language use in English teaching for young learners

Examining the qualitative aspects of language use in English teaching for young learners

Ar-Rohmah English week: Expanding English for Young Learners program in an Indonesian Islamic primary school

Translanguaging as a Scaffolded Practice in a Primary School Content and Language Integrated Learning Context During the COVID-19 Pandemic

Contact Info

Product

Resources

About