Young EFL Learners Dr. Ofra Inbar Beit Berl College &Tel-Aviv University Teacher Education and...
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Transcript of Young EFL Learners Dr. Ofra Inbar Beit Berl College &Tel-Aviv University Teacher Education and...
Young EFL LearnersYoung EFL Learners
Dr. Ofra Inbar Dr. Ofra Inbar Beit Berl College &Tel-Aviv UniversityBeit Berl College &Tel-Aviv University
Teacher Education and School Reform and Teacher Education and School Reform and DevelopmentDevelopment
Sixth Israeli-German Symposium, October, 2005Sixth Israeli-German Symposium, October, 2005
The content of the talkThe content of the talk
Language learning at a young ageLanguage learning at a young ageThe spread of EnglishThe spread of EnglishLearning English as a Foreign Learning English as a Foreign
Language (EFL) at a young ageLanguage (EFL) at a young ageKnowledge-Base for teaching EFL Knowledge-Base for teaching EFL
to young learners to young learners Research in-progress: Home Room Research in-progress: Home Room
teachers teaching English in grade teachers teaching English in grade One One
Should a language be introduced Should a language be introduced at a young age?at a young age?
Informal (home) environmentInformal (home) environment vs. formal school settingvs. formal school setting
Home (natural) environment:Home (natural) environment: Caretaker’s fluency and comfort in Caretaker’s fluency and comfort in
the languagethe languageRecognition of the advantages of Recognition of the advantages of
bilingualism – contribution to bilingualism – contribution to complex cognitive skills (Baker,1998; complex cognitive skills (Baker,1998; Bialystock, 2002; Hornberger, 2003)Bialystock, 2002; Hornberger, 2003)
Formal Schooling: Formal Schooling: 2 schools of thought2 schools of thought
AgainstAgainst Interference with L1Interference with L1 Research shows efficient learning Research shows efficient learning
takes place at older ages- ability to takes place at older ages- ability to utilize and transfer skills from L1 utilize and transfer skills from L1 (Cenzos, 2005; Mclaughlin, 1992 (Cenzos, 2005; Mclaughlin, 1992 Singleton, 2001)Singleton, 2001)
Learning FatigueLearning Fatigue Early exposure and more teaching Early exposure and more teaching
hours: not enough to ensure success hours: not enough to ensure success
For For
Affective factors: less inhibited; greater Affective factors: less inhibited; greater motivationmotivation
Oral ability, particularly pronunciation Oral ability, particularly pronunciation enhanced at a young age (Johnstone, enhanced at a young age (Johnstone, 1994; Marinova-Todd et al, 2000) 1994; Marinova-Todd et al, 2000)
Confidence as a language speakerConfidence as a language speakerNeed to know language(s): Need to know language(s):
Multilingualism is a key to successMultilingualism is a key to success
But: Beliefs regarding language But: Beliefs regarding language learning at schoollearning at school
Depend on: Purpose, setting, frequency, Depend on: Purpose, setting, frequency, teacher, resources, languageteacher, resources, language
Discussion: Somewhat PasséDiscussion: Somewhat Passé
Especially with regard to EnglishEspecially with regard to English
Why?Why?
English as a Lingua FrancaEnglish as a Lingua Franca
Emergence of English as a World Language due toEmergence of English as a World Language due to British colonialismBritish colonialism US powerUS power Advent technologyAdvent technology
About a billion people engaged in studying About a billion people engaged in studying English as a Second (ESL) or Foreign (EFL) English as a Second (ESL) or Foreign (EFL) Language: Only about 300,000 million L1 Language: Only about 300,000 million L1 English speakers (British Council, 2004; English speakers (British Council, 2004; Crystal, 2000)Crystal, 2000)
The Spread of English: 3 Circles The Spread of English: 3 Circles (Kachru, 1982)(Kachru, 1982)
Inner:Inner: Britain, USA, Canada, Australia, etc. Britain, USA, Canada, Australia, etc.
Outer:Outer: Nigeria, Singapore, India (New Englishes) Nigeria, Singapore, India (New Englishes)
ExpandingExpanding: Israel, Netherlands, Germany, etc. : Israel, Netherlands, Germany, etc.
EXPANDING
EXPANDING
OUTER
INNER
Currently: Distinction BlurredCurrently: Distinction Blurred
New Englishes in Outer Circles New Englishes in Outer Circles (Periphery) asserting their rights: (Periphery) asserting their rights:
Singlish in SingaporeSinglish in Singapore
Japanese EnglishJapanese English
Indian EnglishIndian EnglishExpanding Circle countries (like Israel Expanding Circle countries (like Israel
and Germany) embracing English as and Germany) embracing English as a semi-official languagea semi-official language
Native and Non-Native English Native and Non-Native English speakersspeakers
Who is a native speaker? Central or Who is a native speaker? Central or Periphery?Periphery?
Who is the best English teacher:Who is the best English teacher:
Native of standard (inner Circle) Native of standard (inner Circle) English or bilingual, non-native English or bilingual, non-native English speaker?English speaker?
Criteria for material selection and for Criteria for material selection and for assessment: Central? Local? English assessment: Central? Local? English as a Lingua Franca?as a Lingua Franca?
Young Learners of EnglishYoung Learners of English
Wide spreadWide spreadLanguage prestigeLanguage prestigeParental pressure: social Parental pressure: social
mobilitymobilityThe younger the better The younger the better
regardless of research regardless of research findingsfindings
How Young is Young?How Young is Young?
Home environment: birthHome environment: birth
School: School: Foreign language teaching in the US- 12Foreign language teaching in the US- 12 Europe: varies: often 9-10 (or earlier)Europe: varies: often 9-10 (or earlier) Cambridge Young Learners’ test: 7-12Cambridge Young Learners’ test: 7-12 Israel and other “expanding countries”Israel and other “expanding countries” The younger the better move to lower The younger the better move to lower
age. Currently: grade one age. Currently: grade one Sometimes kindergarten Sometimes kindergarten
What Knowledge-Base is What Knowledge-Base is required for teaching EFL to required for teaching EFL to
young learners young learners
Knowledge of the languageKnowledge of the language Knowledge about the language Knowledge about the language Knowledge how to teach he language Knowledge how to teach he language Knowledge about teaching young Knowledge about teaching young
childrenchildren Knowledge about teaching the language Knowledge about teaching the language
to young childrento young children
Home Room Teachers Home Room Teachers Teaching EnglishTeaching English
A common phenomenon in some European A common phenomenon in some European and Asian countriesand Asian countries
In Israel: Began 5 years ago in the town of In Israel: Began 5 years ago in the town of Ra’ananaRa’anana
Reasons:Reasons: Rooted in educational philosophical thoughtRooted in educational philosophical thought Availability, convenienceAvailability, convenience Economically viable Economically viable
Knowledge on how to teach Knowledge on how to teach English to young learnersEnglish to young learners
Till recently: Lack of training in EFL teacher education programs
(Program component in Beit Berl since 2001)
Who has the advantage
Programs for teaching EFL to Programs for teaching EFL to young learners: Pertinent issuesyoung learners: Pertinent issues
Goals: exposure, fun, or academic?Goals: exposure, fun, or academic? Listening/speaking or literate skills?Listening/speaking or literate skills? Use of target language (English) vs. local Use of target language (English) vs. local
language (Hebrew; German), and for what language (Hebrew; German), and for what purpose?purpose?
Integration with in-going topics (taught in Integration with in-going topics (taught in the local language)the local language)
Literacy?Literacy? Assessment?Assessment? Coordination with programs for the older Coordination with programs for the older
learners?learners?
Relevance to IsraelRelevance to Israel
The Younger the better: move to The Younger the better: move to introduce English at younger ages introduce English at younger ages
One of the flagships of the current One of the flagships of the current Ministry of Education policyMinistry of Education policy
Vast spread of first grade English Vast spread of first grade English initiativesinitiatives
In-Progress Research:In-Progress Research:Home Room teachers Home Room teachers
teaching English in Grade teaching English in Grade OneOne
Headed by Prof. Elana Shohamy, Headed by Prof. Elana Shohamy, Tel-Aviv University Tel-Aviv University
Initiated and Initiated and Funded by the Israeli Funded by the Israeli Ministry of EducationMinistry of Education
Pertinent IssuesPertinent Issues
Programs (3 programs are being examined)Teacher’s Knowledge-Base (English teachers vs. home room teachers)Attitudes of the public (high level administrators, principals, parents)Students: achievements, attitudes, self-assessment
Research ToolsResearch Tools
Large SampleLarge Sample Teachers’ questionnaires (home room and Teachers’ questionnaires (home room and
English)English) Principals’ questionnairePrincipals’ questionnaire Interviews (administrators, program Interviews (administrators, program
developers)developers)
Sample of 7 schools:Sample of 7 schools: Parents’ questionnaireParents’ questionnaire Classroom observationsClassroom observations Teacher interviewsTeacher interviews Students’ research toolsStudents’ research tools
Students’ Research ToolsStudents’ Research Tools
Listening comprehension quiz Listening comprehension quiz (N=250)(N=250)
Individual oral interaction interviews Individual oral interaction interviews (N=54)(N=54)
Attitude questionnaires (N=250)Attitude questionnaires (N=250)Self-Assessment questionnaires Self-Assessment questionnaires
(N=250)(N=250)
Some initial observationsSome initial observations
Teaching of English in grade 1 in Teaching of English in grade 1 in Israel is extremely commonIsrael is extremely common
Both teaching models exist (home Both teaching models exist (home room and English teachers) room and English teachers)
Programs: different objectives and Programs: different objectives and modes of implementation (one modes of implementation (one program – home room teachers only)program – home room teachers only)
Student Research ToolsStudent Research Tools
Specific age appropriate and Specific age appropriate and language level considerations language level considerations
format (whether individual, group or format (whether individual, group or class)class)
choice of item and task typeschoice of item and task typeschoice of contexualized, age-relevant choice of contexualized, age-relevant
stimulistimuli
Comparative Research Comparative Research Study?Study?
Similar phenomena in Germany?Similar phenomena in Germany?Possibilities for joint and Possibilities for joint and
comparative research?comparative research?
Contact Information:Contact Information:
[email protected]@bezeqint.net