Teachers' Knowledge of English Young Learners In the Indonesian Context

Abstract

-Teachers' knowledge of the characteristics of their students, including English language young learners is important in supporting successful learning. This paper discusses teachers' knowledge of English learners in Jambi city of Indonesia. Thirteen secondary-trained EFL teachers teaching English to children at nine selected primary schools in Jambi were interviewed for data collection. A thematic data analysis conducted revealed that these teachers recognised several specific characteristics of primary school children that underlined their teachings such as innocence, curiosity in learning, limited attention span, and active user of English.Few themes emerging from responses of the participants relate to Indonesian cultural values, and others described characteristics of child's development.

Portraying Teacher’s Metacognitive Knowledge to Promote EFL Young Learners’ Critical Thinking in Indonesia

“…Children of grades 4, 5, and 6 enter the concrete operational stage that their experience of the world is expanding and their ability to think is increasing as well as their ability to reason systematically and logically enhances (Karea, 2016). They are able to interpret the same thing in different point of views since they are viewing from direct experiences in different contexts (Slavin, 2011).…”

“…The socio-emotional features of primary school children are essential to determine effective teaching of the EFL. As a result, EFL teachers should provide a learning environment that is psychologically safe and relaxed, free from anxiety but enable students to take risk in their learning (Karea, 2016). EFL teachers need to have a range of language experiences and delivery styles.…”

“…Another key feature of children is they possess various interests in learning. These interests influence their focus, dedication to learning and accomplishment (Halliwell, 1992in Karea, 2016. Children come to school with an integrated set of interests.…”

“…Children come to school with an integrated set of interests. It should be recognized in the process of curriculum design, material development and the selection of teaching strategies (Halliwel, 1992in Karea, 2016. Lower grade children learn second language through listening and practicing in a manner similar to their acquisition of their first language (Kersten & Rohde, 2013).…”

Ende

“… 1 These speakers are listed here alongside the data that they contributed, which can be accessed through the references: Paine Kurupel (P. Kurupel 2018), Donae Kurupel (D. Kurupel 2018), Sarbi Kurupel (S. Kurupel 2018), Karea Mado (Mado 2018), Warama Kurupel (Suwede) (Kurupel (Suwede) 2018a, b), Kaoga Dobola (Dobola 2018), Kwale Geser (K. Geser 2018), Wagiba Geser (W. Geser 2018a, b, c), Tonny (Tonzah) Warama (T. Warama 2018a, b), Jerry Dareda (Dareda 2018), Gloria Warama (Kurupel) (Warama (Kurupel) 2018), Namaya Karea (Karea 2018), Wendy Frank (Frank 2018), Winson Warama (W. Warama 2018), Maryanne Sowati (Kurupel) (Sowati (Kurupel) 2018), and Andrew Kaoga (Dobola) (Kaoga (Dobola) 2018a). …”