English Primary Schools Research Articles

‘We fear the repercussions from parents’: primary school parents and teachers’ perspectives on the inclusion of LGBTQ+ issues in the English primary school curriculum

ABSTRACT This paper reports on findings from a survey conducted within a larger collaborative project, working with primary school teachers and parents to normalise conversations about LGBTQ+ issues in four English primary schools. Survey data from 96 teachers and parents highlight different perspectives on the inclusion of LGBTQ+ issues. Existing research shows teachers are often reluctant to address such issues, signalling various concerns, including fear of a negative parental reaction. Using quantitative analysis of Likert items combined with a qualitative analysis of open-ended comments, the study shows differences in perceptions between teachers and parents, and among participating parents. The findings show teachers are willing to address LGBTQ+ issues within the primary school curriculum with support from the majority of parents. Parental opposition to teaching about LGBTQ+ issues appears to be associated with some parents’ religious views and limited engagement with members of the LGBTQ+ community. Parents’ concerns largely focused on notions of childhood innocence and perceptions of age-appropriateness for teaching about/engagement with LGBTQ+ issues.

‘Gaming’ in the English primary school: ‘do whatever you need to do to make your data look good’

ABSTRACT In an international policy environment of intensified high-stakes accountability, pupil assessment data are an invaluable commodity and critical indicator of both school and teacher effectiveness. Teachers’ engagement with pupil data and the associated experiences of increased accountability are of great consequence, and highly contentious for perceptions and experiences of policy. In the context of the English primary school, this paper explores the progressively tactical nature of teachers’ enactment of assessment policy, and the impetus to ‘make the data look good’. It draws upon an empirical study of rich qualitative data from 42 interviews with 22 primary teachers employed in the South-East of England. The findings add to an evolving field about ‘gaming’, and particular consequences for teacher identity are discussed. The paper further advances insights about teachers’ experiences of ‘in-school assessment’ as pertinent for understanding gaming. It locates the pupil progress meeting as an iteration of teacher accountability and performativity, and particular site of contestation, and a specific contribution to knowledge in this regard.

Teachers’ Implementation of Communicative Language Teaching Approach in Primary School English Language Classrooms in Tanzania

This study presents findings on how teachers implement the Communicative Language Teaching (CLT) approach which is recommended in the English subject syllabus for primary education in Tanzania. It employed a qualitative approach and phenomenology design to explore the teachers’ experiences in using the CLT approach. Five public schools were selected based on comparably good performance in Primary School Leaving Examinations (PSLE) reviewed for four consecutive years (NECTA, 2013-2016). Data were collected through interviews with subject teachers, head teachers, ward educational officers (WEOs), district education quality assurers (DEQAs), and classroom observations. The study reveals that although teachers could explain the CLT techniques stipulated in the subject syllabus, when observed in classrooms most of the teachers were unable to use the CLT techniques. Some teachers were willing to use the CLT techniques, but large class sizes, teachers’ insufficient language proficiency, and inadequate teaching and learning resources hindered them from effectively implementing the CLT approach. It concludes that the CLT approach was adopted for implementation before sufficient training was provided to teachers who have to implement it. The government should dedicate to annually allocate adequate financial resources for the needed improved teaching and learning environment of the English subject in primary schools in Tanzania.

Perception of Primary School English Teacher with Non-English Educational Background towards Pedagogical Content Knowledge

Basic skills and knowledge that must be owned by a teacher is pedagogical content knowledge. Pedagogical content knowledge is all aspects related to teaching and learning activities in class, for example lesson planning, learning design, understanding of the curriculum, assessment, and mastery of knowledge of the subject matter being taught. This study aims to analyze non-educational English teachers perceive of pedagogical content knowledge, and determine the consistency between perception and implementation. This research involved three non-educational English teachers who teach in elementary schools. The method used is embedded mix-method where qualitative data is primary data and qualitative data is secondary data. There are three instruments used in the study, including questionnaires, observation sheets, and interview guides. Based on the results of the questionnaire obtained teachers' perceptions of pedagogical content knowledge is high. Then the results of the observations show very low data. To ensure the data obtained, interviews were conducted with teachers and the results showed that there was no consistency between perception and implementation. The inconsistency between perception and implementation is caused by the teacher's limitations in developing learning designs, the various characteristics and needs of students, and the general use of English by teachers and students because English is a content subject. Therefore, the implication of this research is that teachers can use technology to access learning resources, examples of lesson plans and designs, as well as take advantage of the environment around students.

Ethiopian Early Grade English Teachers’ Preparedness to Teach Basic Reading Skills

Ethiopian children in early grades were found to be significantly nonreaders after 2–3 years of schooling regardless of linguistic variation. This is mainly attributed to the way children are taught basic literacy skills, which is attributed to teacher preparation and training. This research aimed to examine Ethiopian early grade teachers’ preparedness to teach basic reading skills. Five schools were randomly selected out of 44 public primary schools in the research site. Among 40 teachers of English in the selected schools, 32 teachers were willing to take knowledge assessment test and fill in the questionnaire. Two of knowledge test papers and two pieces of questionnaire were rejected because the responses were incomplete. The data were gathered from (n = 30) randomly selected primary schools English teachers by using a questionnaire and knowledge assessment test. Data analysis was done using Statistical Package for Social Sciences (SPSS Version 25.0). Descriptive statistics were calculated for the responses to knowledge test and questionnaire. Pearson’s correlation was calculated for the relationship among teacher preparation coursework emphasis, practicum attention, and teachers’ felt preparedness to teach basic reading after categorical data were transformed into scale. The results have shown that primary school English teacher preparation designated only certain lecture sessions of coursework and few of activities of practicum to teaching early reading. The average knowledge assessment test score of teachers was 43.4%; 21 (70%) of the teachers achieved below 50% while 9 (30%) of them achieved 50% and above. There is a statistically significant relationship among teacher preparation coursework emphasis, practicum attention, and teachers’ felt preparedness to help Ethiopian children learn to read. It can be concluded from the results that teacher preparation both in its courses and practicum activities did not place due emphasis on teaching teachers to teach basic reading skills. Participant English teachers also had knowledge gap about early reading instruction. Thus, participant English teachers were not adequately prepared to teach early grade reading. Teacher preparation coursework emphasis, practicum attention, and teachers’ felt preparedness to teach early grade reading have a strong positive relationship.

The threat of three-fold failure: ‘low attainers’ in English primary schools

Recent education research raises concerns about the damage low attainment designation can do to pupils’ self-worth but there has been little detailed exploration of the dynamics of this. Using in-depth interview data, this article explores how four pupils experience and respond to their low attainment, and their struggles to maintain their self-worth. It identifies three pressures they experience: the pressure to perform academically, to assume full responsibility for this performance and to maintain a positive mental attitude. I suggest that these can usefully be seen as forming a triangle of mutually reinforcing pressures that can put ‘low attainers’ in an impossible position where they feel shamed, blamed and stigmatised for their low attainment while expected to deny or overcome the distress this can cause them.

The Strategies used by Tunas Mekar School to Teach Autistic Children in Primary School English as A Second Language

The Strategies used by Tunas Mekar School to Teach Autistic Children in Primary School English as A Second Language

An Empirical Study on the In-service Training for Primary School English Teachers—The Case of a City in Northeast China

An Empirical Study on the In-service Training for Primary School English Teachers—The Case of a City in Northeast China

“Cansada, agobiada, frustrada”: Desafíos emocionales de docentes de inglés en primaria durante la pandemia: Estudio de caso en San Carlos, Costa Rica

Introduction. COVID-19’s health crisis put a hold on all educational processes worldwide. This was not the exception for Costa Rica at the Ministry of Education. In March 2020, it was proposed that distance education was going to be put into practice. Purpose. This paper focuses on the feelings the participants communicated during the study. This was part of a principal investigation that used a case study methodology based on inductive qualitative research. It had the purpose of describing the perceptions of four English primary school teachers from the Dirección Regional de Educación San Carlos (San Carlos Regional Education Office) regarding distance education during the sanitary emergency of COVID-19. Methodology. Data were collected through in-depth interviews, lesson plans, and video recordings of pedagogical mediation and professional contexts. The data were analyzed using semantic categories from content analysis (Hatch, 2002) and the Web Qualitative Data Analysis (webQDA) software (Costa et al., 2019). Results. Results suggest that teachers reported experiencing a range of emotions before and during the pandemic, with the majority being negative in nature. Among the most notable were uncertainty, stress, confusion, overwork, a sense of difficulty, sadness, and worry. Other feelings included discrimination, impotence, and disrespect towards the teachers and the families’ specific contexts. This study presents the teachers from their human dimension as professionals who endured the pandemic within their own educational contexts. The study also shows the importance of effective communication and taking into consideration psychological support to strengthen the emotional integrity of the teachers.

Metalinguistic awareness in the multilingual EFL classroom: a study of grade 5–7 students in Norway

ABSTRACT This article compares metalinguistic awareness among emerging bilingual and multilingual learners of English in Norwegian primary school. Participants were 120 students in grades 5–7 (aged 10–13) attending mainstream English classes in Norway and were divided into three groups based on a linguistic background questionnaire: an L1 Norwegian group, a Multilingual group without English at home, and an English group with English at home. All participants completed a test of metalinguistic awareness (using sentences in English, with questions presented in both English and Norwegian), and a statistical analysis was then conducted to compare the performance of the different linguistic groups. While a simple comparison of means showed no significant differences between groups, a multiple regression controlling for grade level and academic achievement showed that linguistic group did significantly predict performance once these variables were accounted for, with the Multilingual group scoring higher than the L1 Norwegian group, and the English group scoring highest.

Knowledge-Building in Classroom: A Multimodal Semantic Wave Model

The generation of meaning in discourse is regarded as the process of knowledge-building, which can be analyzed by semantic waves. Combining the deep learning systems and polynomial fitting method, we present a method to compute multimodal semantic waves. With this method, four representative examples are discussed for the knowledge-building of Chinese, English, Mathematics and Science subjects in Chinese primary schools. From the multimodal semantic waves of these subjects, we can clearly observe the differences between the processes of knowledge-building. Besides, it is advantageous for the proposed method that the value of multimodal semantic waves at any given future time can be predicted by an nth-order polynomial, which may help to study practical classroom discourse.

Stakeholder perceptions of primary school education about food sustainability and farm animal welfare in England

ABSTRACT Background There is growing consensus on the negative impacts of food production on the natural environment and planetary viability. UK society is also increasingly concerned about the impact of intensive farming systems on the billions of sentient farmed animals within them. In liberal democracies and capitalist economies, enlightened citizens and informed consumers are key to the solution to environmental crises, such as anthropogenic climate change. Despite this, there is minimal provision for food sustainability and farm animal welfare in England’s National Curriculum. Purpose To investigate the views of stakeholders on the provision of food sustainability and farm animal welfare education in English primary schools. Sample Ten stakeholders selected for their knowledge or interest in food sustainability and farm animal welfare education. Design and methods In-depth, semi-structured interviews, analysed naturalistically within an interpretivist framework. Results Barriers to teaching food sustainability and farm animal welfare reported by stakeholders were restraints caused by the curriculum, the need and lack of funding, a lack of teacher knowledge about the topic, and concerns about its controversy. Best methods identified for teaching were teaching from an early age and throughout all of schooling, adopting a cross-curricular approach, facilitating learning in a hands-on way, and not waiting for change from government reform. Conclusion This research informs the debate on the provision of food sustainability and farm animal welfare education in English primary schools. Given that the environmental crisis is a global one, and that sentient animals are farmed across the world, the research may also inform discussion on inclusion of food sustainability and farm animal welfare outside of the English education context.

The The effect of mobile application to promote learning English for primary school students

This study aims to investigate the impact of mobile learning apps on primary school students' motivation and performance in English using Mayer's Cognitive Theory of Multimedia Learning. Monotonous traditional education lowers student motivation, lowering student performance in English. This will also impact their performance in English. Mobile learning applications built on Mayer's Cognitive Theory of Multimedia Learning may be one way to increase students' motivation, which will help them solve problems more effectively and boost their performance. A pre-experimental study design was used, in which one group was examined with a comparison within a single group observed through time in the control group. A primary school's 26-year-five students were the samples discovered through purposive sampling. A questionnaire examined the effectiveness of motivation. In the meantime, students' performance was evaluated using an achievement test. Validity and reliability tests have been conducted on each instrument. To examine the impact of motivation and performance, a Wilcoxon Signed Rank-test is used to compare the mean before and after the intervention. During the intervention, a semi-structured interview was undertaken to learn more about how students perceived Mayer's Cognitive Theory of Multimedia Learning-based mobile learning apps. The data from the interviews were analysed using thematic and coding analysis. As a result, the intervention can improve student performance in primary school English with significant mean changes, supported by the data from encouraging responses from the interview session.

Emotional Education in Primary School English from the Perspective of Affective Filter Hypothesis

Emotional Education in Primary School English from the Perspective of Affective Filter Hypothesis

Story-based Grammar Teaching in Primary School English Education in China: A Mixed-Methods Study

Story-based Grammar Teaching in Primary School English Education in China: A Mixed-Methods Study

Assessing First-Cycle Primary School English Language Teachers’ Speaking Proficiency

This study aimed to assess the speaking proficiency of English teachers in the first-cycle primary school employed a convergent mixed design method, with a specific focus on the East Wollega Zone. Utilizing sophisticated probability sampling, fifteen and ten English teachers underwent randomly assigned Oral Proficiency Tests and classroom observations, respectively. Descriptive statistical analysis uncovered a notable deficiency in overall speaking proficiency, as indicated by a combined mean score of 2.65, falling below the required standard. Independent sample t-tests revealed subpar Oral Proficiency Test outcomes for both male and female teachers, with p-values exceeding .05 for all components except pronunciation. Through a comprehensive assessment integrating quantitative and qualitative approaches, this study consistently highlighted below-average speaking proficiency among English teachers. The results emphasize the imperative for targeted interventions and professional development initiatives to elevate the speaking proficiency of primary-level English teachers. The research provides critical insights by identifying specific areas of deficiency in speaking proficiency, particularly in pronunciation. These findings underscore the intricate nature of language proficiency and serve as a foundational guide for future research and policy considerations to enhance English language instruction in the early stages of education, addressing identified proficiency gaps and fostering a more effective learning environment.

Portrait of teaching English in primary school under Kurikulum Merdeka: Teachers' voices

The changes in the national curriculum in Indonesia have been regular since independence day. It is an action taken to improve the quality of education given the demands of both the era and society, as well as to prepare for more competitive outcomes. This study concerns teachers' perceptions of the current curriculum (Kurikulum Merdeka). It is important to see how it is going in the practical field, particularly in teaching English in primary schools. Six English teachers from six different schools in Indonesia took part as participants in the current study. They were interviewed in two modes, onsite and online, to share their views regarding the Merdeka curriculum implementation. The result shows that both schools and policymakers have done several things regarding implementation. Meanwhile, along with its implementation, challenges exist, including time allotment, students’ proficiency, and students' motivation. Therefore, the findings should be taken seriously to improve the quality of teaching English at the primary level. Keywords: English; primary school; Kurikulum Merdeka; policy

The impact of the COVID-19 pandemic on the physical activity environment in English primary schools: a multi-perspective qualitative analysis.

The COVID-19 lockdowns and social distancing measures, including school closures, had a major impact on children's physical activity in England, with data showing an initial reduction in activity in the short-term post-lockdown phase of the pandemic followed by a recovery on average in the medium-term post-lockdown period. The school environment is an important context for child physical activity. The purpose of this study is to understand the changes that took place to school physical activity environments once schools reopened after lockdowns. This information will improve understanding of why changes to children's physical activity have occurred over the course of the pandemic and the implications for future promotion of physical activity in schools. Interviews with parents (n = 43), school staff (n = 18) and focus groups with 10- to 11-year-old children (participant n = 92) were conducted at two time points: between September-December 2021 and February-July 2022. Interview and focus group guides covered the impact of the pandemic on child physical activity and changes to this over time. The framework method was used for analysis. Three themes and three subthemes were generated: (1) the return to school; (2) over-pressured staff and environment and (3) the uneven impact of the pandemic. Theme 3 consists of three subthemes: (a) retained pandemic policies, (b) impact on physical activity culture and (c) different children need different things. Conducting this research in schools during ongoing COVID-19 disruptions was a challenge and may have limited school and participant participation, particularly school staff. The parent interview sample is predominantly female, active and of higher socioeconomic status, so the experiences of male, less active and lower socioeconomic parents are limited. This study suggests that the impact of COVID-19 on child physical activity is uneven, affecting some children more than others. Future work is therefore needed to explore the details of this potential diverging experience. The COVID-19 pandemic, school closures and post-lockdown school policies have impacted upon primary school physical activity environments. The post-lockdown school environment is highly pressured, impacting the extent to which schools can support and encourage child physical activity. Future research is needed to further explore the impact of post-lockdown changes on physical activity environments in schools, particularly over the longer term, as schools continue to adapt post lockdowns. Strategies required to support school physical activity environments must be context specific and sensitive to these changes, pressures and needs. This article presents independent research funded by the National Institute for Health and Care Research (NIHR) Public Health Research programme as award number NIHR131847.

Total Physical Response with Communicative Approach (TPRCA) Method in Primary School English Learning

English as an International language is a necessity in this era. However, in its implementation in elementary school, it was very difficult to teach English to children. Thus, an innovation was needed. One of them was learning English integrated with Indonesian culture. However, on the other hand, there were competencies that must be achieved by students in elementary school, namely oral skills, while the existing methods focus more on vocabulary and grammar. Therefore, the Total Physical Response with Communicative Approach (TPRCA) method based on the introduction of Indonesian culture was proposed. The purpose of this research was to develop the TPRCA method based on the introduction of Indonesian culture for students in elementary schools and how it is implemented. The research method used was ADDIE with a literature study approach. Data was collected through literature study, then analyzed using qualitative methods such as reduction and results analysis. There are 5 methods such as giving orders, role playing, dialogue, storytelling, reading and writing. The competencies to be achieved were communicative, able to understand the text, able to write a simple summary, able to mention things related to Indonesian culture in English, and able to give reciprocity to the commands given in English. The conclusion was that the development stage starts from analysis, competency adjustment, formulation of skills and indicators, validity testing, to the application and evaluation stages. The application started from the teacher explaining the method used, the implementation of learning, till the test stage.

Exploring Vietnamese primary school EFL teachers’ identities from a micropolitical perspective

Teacher identity is an important concept that serves as a gateway to various aspects of teacher professionalism. A growing body of research in language education delves into the complexities of teacher identity. However, when viewed through a micropolitical lens, this crucial topic has received surprisingly little attention. This limitation hinders a deeper understanding of teachers' contextual satisfaction, well-being, and functioning. This paper reports on a qualitative study that explored how Vietnamese primary school English as a foreign language teachers construct their identities within the framework of educational micropolitics. Nine primary school English teachers took part in the study, and semi-structured interviews were used as the data collection tool. Their organizational power was investigated in relation to principals, colleagues in main subjects, students, and parents. The results reveal that in order to function as organizational individuals, the participants had to strategically perform either a main, subordinate, or extra role identity in power-related interactions with different agents.