Leading Role of Educators in ELT for Young Learners

Abstract

Abstract-This paper discusses the leading role of Chinese educators in English Language Teaching (ELT) for young learners. English is a global language. ELT for children becomes especially popular in China when English was officially considered compulsory at primary school in 2001. National identity is the presentation of cultural identity, and alien culture helps children understand native culture from the outside perspective. Culture sensitive applications are required to be made in ELT by teachers. Educators' excellent presentation and students' well-established practice lead to full production, bringing the active intake from the passive input.Index Terms-Active Intake, Confucianism, English Language Teaching, Passive Input I. INTRODUCTION English plays a continued dominant role in language education. It is widely used in primary education throughout the world despite constantly changing between generations. Standard English is a global language, clearly considered the first language of the international education system. Many eager learners' passionate love of the language is absolute and they take efforts to make progress shown by increased fluency. Access to English is considered to meet the educational and economic needs of personal development and preparation for employment.English Language Teaching (ELT) programmes spread dramatically throughout China. For Chinese pupils, speaking in fluent English is now the weapon enabling them to have a sufficient say in international affairs. The enormous and explosive growth of ELL has been accompanied by the similarly significant expansion of ELT.Teacher education is one of the key factors of ELT. Teaching for young learners basically depends on cultural expectations about how children adhere to their traditional culture and how they conform to alien culture. ELT is to be done by fostering powerful cultural influence and emphasizing cultural achievements. A separation from exotic culture and native culture is a damaging way forward for both languages since the attainment target is to develop confidence and competence in a wide variety of situations. The educators should provide the ample and suitable opportunities to help children to practice the language both in and outside the classroom, and to learn more about the alien culture. This paper will, first of all, begin by discussing the relationships between Confucianism and language education. Then, we highlight the discussion of how western culture exerts undue influence on education in Confucianism-

National and Global Identity Perspectives of Textbooks: Towards a Sense of Global Identity

“…On the other hand, the current research shows that English textbooks promote values in the context of both global identity and national identity dimensions. On the other hand, this result is in line with the expectations of Du, & Li (2014). Thus, UNESCO sees global citizenship education as an opportunity to develop national identities (UNESCO, 2013).…”

“…In another study, Ukita (2019) emphasized that English language education should nurture universal values. Similarly, Du, & Li (2014) state that English language teaching and learning will contribute to national identity and universal values.…”

Bringing Interactional Identities into the Study of Classroom Interaction in ELT Education

“…Apart from English language teaching methods, approaches, or curricula, interactional identities in the ELT field are also mediated through socio-cultural traditions and dominant discourses about what language teachers and students should do within classroom interaction (see an elaboration of these traditions and discourses in Barkhuizen, 2017;and Varghese et al, 2005). For instance, other teachers' roles in classroom interaction under these perspectives may be as presenters, knowledge sharers, and models in developing, enriching, or even coaching students' target language use, thinking, cultural sensitiveness, professional learning, and systems of ideas and beliefs (for more of these roles, see Du, Yu, & Li, 2014;Holt-Reynolds, 2000;Izadinia, 2012;O'Dwyer & Atli, 2015;Sharplin, 2011). Cohen (1985) and Olshtain and Kupfergerg (1998) explain that English language teachers are the main actors in the classroom.…”

The enactment of teacher‐educator interactional identities in the classrooms of English language education

“…Nonetheless, in English language education, teacher‐educator interactional identities are generally perceived as the roles that indicate what they should be and do in the classroom by following guidelines of language teaching methods, approaches, and discourses (see Benson, 2013; Brown, 2007; Celce‐Murcia & Olshtain, 2000; Pritchard, 2009; J. C. Richards & Rodgers, 2014; Wright, 1991). Therefore, teacher‐educators should play the roles of presenters, knowledge sharers, and models in developing, enriching, or even coaching students' thinking, cultural sensitiveness, professional learning, and systems of ideas and beliefs (see Du et al, 2014; Izadinia, 2012; O'Dwyer & Atli, 2015). The fact is that their interactional identities are not exclusively the result of the assigned or pre‐established behaviors, functions, and responsibilities from those guidelines.…”