'I don't ever want to leave this room': benefits of researching 'with' children

Pinter, Annamaria; Zandian, Samaneh

doi:10.1093/elt/cct057

Cited by 42 publications

(29 citation statements)

References 5 publications

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“…This study provides findings which are consistent with the work of scholars that highlight the role of children as social actors with a personal language learning agenda (Pinter and Zandian, 2014).…”

Section: Listening To Learners' Perspectivesupporting

confidence: 89%

“…In this line, alternative ways to approach data collection including children in research as active participants have been developed. Group interviews and focus groups (Pinter and Zandian, 2014;Yáñez and Coyle, 2011) are frequently used in researching with children. One of the main elements of this approach is to challenge the power gap in adult-child interaction.…”

Section: Researching With Young Language Learnersmentioning

confidence: 99%

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Chilean young learners’ perspectives on their EFL lesson in primary schools

Inostroza

2018

Act. Inv. en Educ.

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Latest research in the field of applied linguists suggests that giving children a participatory and active role in the development of their foreign language skills could help teachers reveal overlooked aspects of language learning. Furthermore, challenging the role given to children in language learning research could provide useful insights about the learning processes. In this regard, little is known in the field of primary English language teaching in Latin America. In the case of Chile, the Curriculum Framework for primary English language teaching considers the relevance of children’s experiences as part of their learning process; however, reference to their active involvement in this process is still scarce. This article aims at identifying the perspectives about the English lesson of a group of fourth graders from state-funded schools in Chile. Through an exploratory study of qualitative nature, the viewpoints of 16 children are collected through semi-structured group interviews. The data from the four group interviews are interpreted by content analysis resulting into two categories, and five subcategories related to likes, dislikes, perceived value of learning English, hands-on activities and feedback. The findings suggest that given the chance, children are able to consistently reflect on their learning process and experiences. These learners pointed out preferences for hands-on activities and the relevance of opportunities for obtaining feedback as contributing experiences for successful language learning. Similarly, these results illustrate that, by considering perspectives from outside applied linguistics, researchers could uncover factors present in the language learning process.

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Section: Listening To Learners' Perspectivesupporting

confidence: 89%

Section: Researching With Young Language Learnersmentioning

confidence: 99%

Chilean young learners’ perspectives on their EFL lesson in primary schools

Inostroza

2018

Act. Inv. en Educ.

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“…Despite the increasing interest in actively engaging students in educational research (McCallum et al, 2000), in foreign language research students are primarily involved as data sources (Pinter, 2014;Pinter & Zandian, 2014). According to Pinter (2014) this is due to the prevalent experimental positivist research tradition within these fields.…”

Section: Student Voice In Foreign Language-literature Teaching Researchmentioning

confidence: 99%

“…Despite the increasing interest in actively engaging students in research in subject areas such as sociology and education, in foreign language research students are either routinely excluded or primarily involved as objects of study (Pinter, 2014;Pinter & Zandian, 2014). However, excluding the voice of students from research leads to an incomplete picture of the educational system.…”

Section: Introductionmentioning

confidence: 99%

Connecting students and researchers: the secondary school student’s voice in foreign language education research

Bloemert

Paran

Jansen

2020

Cambridge Journal of Education

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The inclusion of student voice in foreign language research often relies mainly on a perspective that includes their voice as a data source, in spite of claims that the perspectives that include students as initiators should be at the fore. In this paper, the authors address the incongruity of this situation, arguing for a revision of current views. They discuss different conceptualisations of student voice in educational research, and argue that combinations of different perspectives on student voice provide unique insights that are necessary to develop our knowledge base. They then provide a detailed account of an empirical study in which an English as a foreign language (EFL) literature teaching and learning model was validated through collaboration and co-construction with secondary school students. They demonstrate the ways in which two different perspectives were combined within the project, resulting in a dialogical process, which then lends multidimensional support to the findings. ARTICLE HISTORY

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“…Although it has been a controversial issue among the linguists, educators and countries whether 'earlier is better' [1,2], teaching a foreign language to children is 'a global phenomenon' [3]. The aims of early language teaching are increasing the immersion time and getting benefit of physiological advantages.…”

Section: Introductionmentioning

confidence: 99%

Perceptions of English Teachers in Turkey and Germany

İnci¹,

Yıldız²

2019

ujer

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We can assert that teachers have a key role for the success of program implementations. Also, the compatibility of beliefs and pedagogical practices of the teachers is significant. Analyzing the perceptions of teachers on programs in different countries may provide us with comparative lenses to comprehend how primary English programs are applied in each country and teachers' beliefs about English teaching. Therefore, the aim of this study is to compare the perceptions of English teachers on primary school English programs in Turkey and the states of Germany (North Rhine-Westphalia, Baden Württemberg and Berlin). This is a qualitative case study based on data from the perspectives of teachers. Semi-structured interview form was used with the study group including primary school English teachers in Turkey and Germany. On the basis of data, it can be concluded that teachers in Turkey are not trained to teach children and do not get sufficient support for professional development whereas the teachers in Germany are class teachers with English degrees, because the teacher trainings in these countries are different. In addition, while the teachers in Turkey experience difficulties with various reasons, English teachers in Germany have no difficulty in implementing the English programs overall.

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'I don't ever want to leave this room': benefits of researching 'with' children

Cited by 42 publications

References 5 publications

Chilean young learners’ perspectives on their EFL lesson in primary schools

Chilean young learners’ perspectives on their EFL lesson in primary schools

Connecting students and researchers: the secondary school student’s voice in foreign language education research

Perceptions of English Teachers in Turkey and Germany

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