English Primary Schools Research Articles

Influence of Chinese Pinyin on Phonics Instruction in Primary School English Classrooms

Influence of Chinese Pinyin on Phonics Instruction in Primary School English Classrooms

Evaluating the Correlation between the Teaching Performance of Primary School English Language Teachers and the Training they Received

Teaching is a profession that requires its practitioners to be trained and certified. The training may take the form of pre-service or in-service. The teachers who pass through either of these modes of training are also required to possess ample and reasonable knowledge and skills of the subject matter they teach. In addition, the training that they take should focus on shaping their attitudes towards the teaching profession so that they can adapt, improve or change the reality they find in schools. In addition, they are expected to possess ample experiences of teaching. Purpose. This explanatory study explored the relationship between the training that teacher trainees received at Kemissie College of Teachers Education in Ethiopia and their teaching practice at primary schools. Methodology. The researchers collected the data for the study from pre-service teachers of the college using a questionnaire, interview, document analysis and classroom observations. A mixed approach was employed to collect and analyze the data. The results show that some of the courses contribute less to helping the trainees develop the required competence to teach the subject. There are also neglected but relevant courses. In addition, the practicum program is not being run as it is intended to be run. The relationship between the training that the teachers received and the teaching practice at primary schools is not strong. Therefore, it is recommended that more relevant courses and contents should be given emphasis. The practicum program should also acquaint trainees with the reality at primary schools in order to attain the intended purpose of the program. Supervisors and mentors should also guide the trainees and help them progress in their profession. Conclusion. This study found that the teacher training curriculum focuses on subject area knowledge, professional skills and teaching practices. These components are essential and helpful to train competent primary school teachers. The participants in the study revealed that some of the courses that they attended have contributed positively to their effective teaching of English at primary schools.

Learning English Conversational skills with collaborative learning: A case in a Taiwanese University

Taiwanese students begin learning English in primary school, but most of them are not able to fluently communicate in English. The present study employs a collaborative learning activity in an experiment to investigate its influence on 106 Taiwanese non-English major freshmen’s learning situation for English speaking and listening. Data were collected by observing students’ learning behaviours in both the experimental and control groups for a term, their pre-test and post-test scores, and a questionnaire survey. From these observations, the experimental group participants transitioned to have more active learning behaviours than the control group by the end of the term. The statistical results show that studying with collaborative learning can promote learners’ communicative competence. Furthermore, all participants gave positive feedback on the course arrangement, but the experimental group participants indicated a significantly stronger attitude towards the collaboration experience. Having more opportunities to practice speaking and listening to English, the participants received the language more favourably after learning it using collaborative learning.

Examining the Respondability of the English Course Curriculum (2nd, 3rd and 4th Grade) to the Needs of the Digitalized Age, According to the Opinions of English Teachers

In this research, the responsiveness of the English course curriculum (2nd, 3rd and 4th grade) to the needs of the digital age was examined, according to the opinions of English teachers. The research was conducted using the phenomenology design, which is one of the descriptive research designs. The study group of the research consisted of English teachers teaching English in primary schools in Sakarya province, affiliated with the Ministry of National Education. In the research, a semi-structured interview form was applied to determine teachers' opinions on the responsiveness of the English Language Teaching Program to the needs of the digital age. Content analysis was used to analyze the data in the research. As a result of the analysis, teachers' opinions about the responsiveness of the primary school English course curriculum to the needs of the digital age, how often digital education tools are used, whether the program improves students' English speaking, listening, reading and writing skills, and whether it provides the skills needed in the digital age; opinions have been reached. According to the opinions of the teachers, it was learned that the English language teaching program has improved compared to the previous programs, but it is not yet sufficient for the current era. In addition, it is among the information obtained that the treatment of the subjects has become easier with the inclusion of developing technology in the program

How might a mastery style of teaching in mathematics lead to deeper understanding and sustained levels of attainment?

ABSTRACT The ‘mastery’ approach for the teaching of mathematics in primary schools has been advocated by the UK government stating it will develop deeper understanding and sustained learning for pupils. The approach, emulated from countries that have scored highly in international testing, has seen varied implementation in England. This research aims to compare the understanding of the mastery approach and its implementation in two English primary schools to the approach to teaching mathematics in Shanghai. The findings suggest that the implementation must be supported by relevant and ongoing training in both subject and pedagogical knowledge in mathematics for all practitioners.

Innovations and Challenges in Primary School English Education in the Industrial Era 4.0

The existence, dynamics, and applicability of English language instruction at the basic school level to the disruptive technology era are all covered in detail in this study. This paper aims to characterize research problems using descriptive-analytical approaches and research methodologies of the literature study type, utilizing literature data from pertinent books, journals, papers, and scientific publications. This study outlines a number of prerequisites for English language instruction in the modern day, including infrastructure and technology, curriculum and instructional strategies, certified teachers, instructional materials and resources, and parental support. The results also show that there are opportunities that can be targeted, such as more extensive access to language learning materials, dynamic and interesting learning opportunities, global connectivity and language exchange, digital applications for language practice, and the provision of a useful system for evaluation and feedback. In the meanwhile, issues include unequal access to technology, unequal user technical proficiency, linguistic difficulties, students' short attention spans and lack of focus, and threats to digital security.

The role of oral language in the dialogic primary classroom

ABSTRACT This article takes stock of the current trends in research, policy and practice regarding the role of language in the dialogic classroom. The article uses the policies of two different educational jurisdictions as counterpoints to highlight the different ways that oral language can be positioned within primary curricula. It reflects on current and recent research literature, exploring how language can promote the collaborative learning that is central to dialogic pedagogy, highlighting the value of less formal registers or less ‘certainty’ in the proposal of ideas. The article then offers a linguistic-ethnographic analysis of what this looks like in practice, drawing on classroom observational data gathered in English primary schools. Finally, these three strands of theory, policy and practice are brought together, scoping ways forward for the inclusion of language and dialogue in primary education.

A Case Study on the Integration of Traditional Chinese Family Culture into Primary School English Teaching

The Chinese nation is a nation with a long history of culture, and traditional Chinese culture is like stars in the sky, brilliant and profound. It is the inexhaustible source of the development of the Chinese nation and the source of power to achieve its great rejuvenation. With the continuous strengthening of China s national strength and the rapid development of world economic integration, our traditional culture is moving towards the world and the international stage. More and more foreign friends are beginning to come into contact with and learn from our traditional culture. As the successors of the socialist cause, primary school students should integrate Chinese traditional culture into their daily learning. Based on this, this article will first analyze the characteristics of Chinese traditional family culture, and then analyze the significance of integrating Chinese traditional family culture into primary school English teaching. Finally, combined with the actual situation, we will analyze the specific integration. Strategy, I hope to combine traditional Chinese family culture with world languages and become an inexhaustible driving force for students life development.

The Role of AI Technology in Constructing Digital English Classrooms in Underdeveloped Areas

As a key part of basic education, English education in primary schools is of great significance to the personal development of students and the construction of society and has received extensive attention from society. However, primary English education in underdeveloped regions of China is still relatively backward. In recent years, the rapid development of AI technology has realized information communication in education, which has become the key force in promoting the digital transformation of English classrooms in underdeveloped regions and the potential to bridge the education gap between areas. This paper is based on the teaching characteristics of the current primary school English subject, combined with the current development of AI technology applied to English teaching, for building the digital classroom of primary school English in underdeveloped areas puts forward the following relevant recommendations. China should accelerate the implementation of infrastructure construction and technology introduction in underdeveloped areas, and strengthen the training of digital literacy and media awareness for primary school English teachers. Primary schools in underdeveloped areas should use AI technology as a teaching aid to build a "double-teacher" English classroom teaching mode and a curriculum feedback platform based on this technology, to effectively promote the digital transformation of English classrooms in underdeveloped areas.

The Practice of “Online + Offline” Mixed Teaching Mode in Primary School English Curriculum and Teaching Theory

The Practice of “Online + Offline” Mixed Teaching Mode in Primary School English Curriculum and Teaching Theory

PORTRAIT OF TEACHING ENGLISH IN PRIMARY SCHOOL UNDER KURIKULUM MERDEKA

The changes in the national curriculum in Indonesia have been regular since the independence. It is an action taken to improve the quality of education given the demands of both era and society as well as a preparation of 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. This study employed a case study design where Six English teachers from six different schools in Kuningan, West Java, 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 data from the interviews were analyzed through qualitative analysis. The result shows that both schools and policymakers have done several aspects regarding the implementation. Meanwhile, along with its implementation, the 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.

Application of Mind Mapping in Primary School English Teaching

With the continuous progress of society and the continuous development of education, English teaching in primary schools has also been reformed. In order to make primary school English teaching more in-depth, primary school English teachers need to actively innovate teaching ideas and improve the efficiency of English teaching. Therefore, this study focuses on the application of mind mapping in primary school English education, from the aspects of learning methods, letter teaching, word teaching, conversation teaching, reading teaching, discourse teaching and writing teaching, in order to improve pupils' English learning ability and lay a solid foundation for future English learning.

БАШТАЛГЫЧ КЛАССТАРДА АНГЛИС ТИЛИН ОКУТУУНУН ИННОВАЦИЯЛЫК МЕТОДДОРУ

This article is devoted to the analysis of innovative methods of teaching English in primary school. The article examines in detail the role of games, interactive activities, technological aids, project activities, technological means of project activities, role-playing games and explanatory videos in teaching children a language. The purpose and use of each of the innovative methods are described with examples, and information about their effectiveness is provided. The article explores ways to make the process of teaching English in primary grades interesting and effective, and also provides practical suggestions for teachers. This article discusses innovative methods used in teaching English in primary grades and analyzes the benefits and ways of using these methods. Innovative methods increase children's interest in lessons and provide an opportunity to learn the language quickly and effectively. Among them, such methods as learning through games, using interactive technologies and organizing project activities are especially popular. These methods not only increase children's interest in learning, but also develop their creativity and critical thinking.

Study on the Role of English Picture Books in Primary School English Education

English is an important tool for international communication. With the accelerated development of globalization, the significance of learning English has been increasingly prominent. It is common for students in China to learn English from primary school, so it is a key stage to lay a foundation for English learning. The traditional way of teaching English in primary school tends to be boring and for a variety of reasons, the teaching result is not that satisfied in this way. This essay explores the influences of involving English picture books in English teaching for primary school through a method of literature review. In the key part of this essay, there are three main parts including the definition of English picture books, the impacts of involving English picture books in primary school English education, and strategies for Applying English Picture Books to English education in primary school. This essay is trying to illustrate that involving English picture books in primary school English education can benefit students in many dimensions and give some suggestions of what educators can do to promote English learning in the future.

Primary School English Teaching Strategy with Information Technology as the Carrier

With the rapid development of information technology, its application in the field of education is increasingly extensive, which has brought new opportunities and challenges for primary school English teaching. This paper aims to explore the primary school English teaching strategy with information technology as the carrier, aiming to improve the quality and efficiency of English teaching in primary schools by making rational use of information technology. This paper first analyzes the characteristics of pupils' thinking and learning, and the advantages of information technology in primary school English teaching, including resource richness, strong interaction, and convenient situation reproduction. These advantages provide a more vivid and intuitive teaching environment for English teaching, and help to stimulate students' interest and enthusiasm in learning. Then, the paper elaborated the primary school English teaching strategy with information technology as the carrier, namely, interest stimulation, new lesson introduction; micro course teaching, focus on the difficult points, create the situation, create atmosphere, enrich resources, expand horizons, store resources, accumulate precipitation. In short, information technology can not only enrich the teaching content, improve the teaching effect, but also stimulate students 'interest in learning and cultivate students' information support. Therefore, combining information technology with primary school English teaching is an effective way to improve the quality of English teaching in primary school.

Children Challenging Industry: improving young pupils’ engagement with science through links with industry

ABSTRACT Perceptions of science, industry and related careers are not well-understood in children below age 11, with many potentially influential factors needing research. The Centre for Industry Education Collaboration at the University of York has run the Children Challenging Industry programme (CCI) since 1996. The CCI consists of components designed to place curriculum science in a real-world context, aiming to improve knowledge about and attitudes towards STEM-focused industry, pupils’ STEM career aspirations and attitudes towards science. Professional development for teachers and training for industry partners are also important elements of the CCI, but they are not the focus here. In this evaluative study, 508 children aged 9-11 from 23 English primary schools in two UK areas, completed pre- and post-intervention online questionnaires in the academic year 2019-2020 to gather quantitative and qualitative data on their perceptions. The quantitative data were compared across different groups and time points, and qualitative data was explored thematically. The data suggest that the CCI generally positively increased children's experiences of science learning, particularly where baseline awareness of industry was low. The outcomes showed that the positive impact of the CCI on attitudes towards science, and knowledge of industry, including STEM careers in industry, was statistically significant.

The Application of TPR in Primary School English Teaching

The Application of TPR in Primary School English Teaching

Enhancing Young Learners’ Peer Collaboration: Pedagogical Ideas for Language Teachers

AbstractAn increasing body of research has explored patterns of interaction and peer support among young learners. Although some studies suggest that young learners can engage in collaboration when interacting on tasks, other studies indicate the opposite. Moreover, despite the claims that peer collaboration is conducive to learning, studies have not paid enough attention to the “how” to enhance peer collaboration on tasks. This article proposes that enhancing peer collaboration is a powerful pedagogical tool that promotes communication among peers and mutual support, thus positively affecting learners' performance during classroom work. At the heart of the article, it discusses some practical pedagogical ideas for teachers which focus on teaching collaborative principles and strategies during classroom work. Although it pays particular attention to the context of primary school English foreign language teaching, its content may also be relevant to primary school teachers of other foreign and second languages.

Sources of Occupational Stress Experienced by Primary School English as a Foreign Language (EFL) Teachers in Shaanxi Province

Sources of Occupational Stress Experienced by Primary School English as a Foreign Language (EFL) Teachers in Shaanxi Province

Conceptualisations of ‘good’ writing in the English primary school context

This study investigates conceptualisations of ‘good’ writing held by local education leads, primary school teachers and their pupils following the most recent iteration of England’s National Curriculum. Despite curricular changes designed to improve writing performance, significant discrepancies in ‘good’ writing constructs and priorities are recorded across stakeholder groups: leads primarily value the interpersonal and stylistic aspects of writing, pupils conceptualise writing quality as a mastery of ‘technical accuracy’ whereas teachers frame writing as an opposition between reception matters and technical accuracy. Our analysis also indicates that the latest curriculum guidelines provide less detailed information on the non-compositional aspects of writing than earlier descriptors. This is likely to influence school practice and negatively impact the development of a shared concept of ‘good’ school writing that may be foundational for substantial improvements in children’s writing outcomes.