Teacher Learning in Action: Reflection on Responses to an Evidence-Based Task on Teaching English to Young Learners

Ellis, Melanie

doi:10.1007/978-3-030-75726-7_11

Cited by 1 publication

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“…Children's test papers showed examples of difficulty with grapheme-phoneme correspondences (GPCs), such as 'brid' (bread), and 'chiken' (chicken), arising from differences in the GPCs of Polish and English. Observation tasks conducted as part of a methodology course by teacher education students (undergraduate, 11 and postgraduate, 10), in grades 3-4 in 16 different schools, reported similar impressions (see Ellis, 2021).…”

Section: Early Efl Reading In the Polish Contextmentioning

confidence: 93%

Supporting young L2 English learners with word recognition: design of early reading materials

Ellis

2022

Neofilolog

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This theoretical article presents a case for a new approach to the teaching of word recognition in English as a foreign language to young learners in Polish early years education, arguing that there is a need for greater attention to explicit instruction in alphabetic principles, selected phonics and decoding skills. Research in first language (L1) English and foreign language (L2) development of word recognition skills is outlined. Differences between the orthographies of Polish and English are highlighted. Approaches used in L1 early reading instruction are contrasted with those commonly applied in L2 settings. The need for more explicit instruction is rationalized on the basis of a brief description of impressions from 20 hours of classroom observation. The second part of the paper presents some principles for the design of materials to introduce alphabetic principles of English and elements of phonics to support word recognition, with examples. The ability to recognize words rapidly and with ease is a key skill, which, unless mastered early, could potentially have a negative impact on the whole of a child’s language education.

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Section: Early Efl Reading In the Polish Contextmentioning

confidence: 93%

Supporting young L2 English learners with word recognition: design of early reading materials

Ellis

2022

Neofilolog

View full text Add to dashboard Cite

show abstract

Teacher Learning in Action: Reflection on Responses to an Evidence-Based Task on Teaching English to Young Learners

Cited by 1 publication

References 44 publications

Supporting young L2 English learners with word recognition: design of early reading materials

Supporting young L2 English learners with word recognition: design of early reading materials

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