Languages In Primary Education Research Articles

Concepts and Principles Of Teaching Foreign Languages In Primary Education: A Theoretical Approach

This article explores the fundamental concepts and principles of teaching foreign languages in primary education, emphasizing its role in fostering cognitive and social skills in young learners. Additionally, the article outlines essential teaching principles, such as age-appropriateness, maintaining motivation, and creating a natural learning environment, effectiveness of game-based learning and examines challenges in early language instruction, including resource limitations and lack of trained educators, offering practical recommendations to address these issues and improve foreign language education outcomes in primary education.

Design, development and testing of BodoRao—A markerless augmented reality application for endangered language in primary education

AbstractBackgroundAugmented reality can provide a 3D virtual experience, widely used in modern education. However, the impact of these applications on the underdeveloped tribal community has yet to be investigated. To our knowledge, no markerless augmented reality application has been developed especially for learning the language of the Bodo tribe. Therefore, we have developed a markerless augmented reality application—BodoRao to teach the alphabet and numerals of the Bodo tribal language.ObjectiveThis study aims to assess the usability and efficacy of the BodoRao application. To investigate how augmented reality apps affect students' academic achievement in language acquisition. Also, assess the students' attitude towards using an augmented reality application.MethodA mixed‐method approach that combined quantitative and qualitative methods was used to gather the data. A total of 80 students drawn from two user groups: native speakers and non‐native speakers were evaluated, to determine if the BodoRao application can benefit a variety of speakers. Furthermore, from each of the user groups, experimental and control groups were formed. The experimental group used an augmented reality application to learn while the control group studied using a traditional textbook. Eight teachers were also interviewed to get their opinions on the BodoRao application.Results and ConclusionThe findings found a significant difference in the achievement test results between the experimental and control groups for both native and non‐native users. Students' positive attitudes toward the application were also observed, as represented by their high application satisfaction, low anxiety and readiness for use. Additionally, it was observed that there was a positive and significant correlation between the academic achievements and attitudes of native and non‐native students in the experimental group.

The Application of Contemporary Methods According to the Curriculum for the Course of the Albanian Language in Primary Education

The curriculum field "Languages and communication" for primary education enables students to develop simple skills, such as: the difference between literary and non-literary texts, the recognition of the basic language system forms (phonetics, morphology, syntax), the development of expression skills through different linguistic means.This curricular area in primary education, based on the Curricular Framework, contains the following courses: mother tongue, first foreign language (English language, German language). This field also prepares students for functional, clear and substantive communication. Given the importance of using modern teaching methods, we intend to treat this research paper from the point of view of the application of contemporary methods in the Albanian language course, which we consider necessary for the identification of activities that influence the implementation of the curriculum in the course of the Albanian language. In order to carry out the research, we use the qualitative and quantitative method, preparing a questionnaire for the teachers of the Albanian language at the level of primary and lower secondary education, more precisely of grades VI-IX, in the Municipality of Gjilan, Vitia, Kamenica and Ferizaj. We also do a partial observation during the lessons wiin the Albanian Language course. From the findings of the research, we consider that contemporary methods are applied in the teaching of the Albanian language subject in primary education.

Training attitudes of primary school foreign language teachers

Abstract Schooling practices founded upon the principles of Instructed Second Language Acquisition (ISLA) do not appear to have attained widespread adoption among teachers, consequently hindering the implementation of didactic measures that foster foreign language acquisition. These measures are closely entwined with the classroom climate, wherein the fundamental element often hinges upon the attitude of the teacher. For the most part, foreign language teachers are better equipped to embrace this attitude after having personally experienced it as learners themselves. To explore this matter further, the present study adopts a mixed-methods research design to gather insights from participants (n = 74) who attended the Didactics of Foreign Language in Primary Education – German course within the Bachelor Degree in Primary Education at the University of Cádiz (Spain) during the last nine editions; that is, from 2014/15 to 2022/23. The research findings reveal a near-unanimous consensus among all participants, regardless of nationality, teaching experience, or age, on the influential role of a classroom climate in shaping their teaching attitude. Based on the results, pre-service foreign language teachers must be allowed to acquaint themselves with effective didactic measures, together with a well-defined classroom climate wherein the significance of teaching attitude is accordingly recognized as one of the most influential factors in motivating learners.

Teaching Idea: Inspiring Students’ Expository Essay Writing Through Song Approach

Expository essays are divided into several different types, and the most common ones are: (i) compare and contrast, (ii) definition, (iii) example essay, and (iv) cause and effect. Using songs in the teaching and learning (T&L) of writing skills in higher education can help the adult learners improve their expository essay writing skills. Research have found that using songs in teaching the writing subject can help improve their: (i) idea generation, (ii) motivation, and (iii) reduce writing apprehension. This approach has long been used in the teaching and learning (T&L) of English language in primary education, to help improve the young learners’ language skill improvements. In university settings, this approach carries different results to different learners, yet is still proven to be beneficial at improving their writing skills. To compose an expository essay, the basic structures of: (1) introduction, (2) body paragraphs, and (3) conclusion must be present. The song approach helps the learners build their main ideas and elaborate them better, since song lyrics carry useful additional ideas that speed up the learners’ point developments, make the session much more interesting, and provide them with a relaxing and safe learning environment. Therefore, this study discusses literatures written by various researchers that are relevant to the benefits of song approach in English writing skills in general, among adult learners.

Emotional competence in the school curriculum of Spanish as an additional language in Australia and the United Kingdom

The development of students' emotional intelligence has become a priority in integral education since the beginning of this century. Existing mental health issues in young learners brought about by the pressures and challenges of a globalized capitalist society have been put in the spotlight and exacerbated by the ongoing Covid-19 pandemic, which explains the need to promote this type of intelligence in education. We will focus on Australia and the UK, two contexts where social and emotional learning (SEL) has been promoted via government directives and policy documents across the curriculum. However, since both educational contexts have monolingual policies, our objective is to analyse whether emotional competence is integrated and developed throughout the Languages curriculum, specifically, in the case of Spanish as an additional language in Primary education. Drawing from SEL´s theoretical framework, and using qualitative content analysis, we will examine the above-mentioned curriculum implemented both in New South Wales and England.

A Research about Changes in Oral Productive Communication Strategies in English Mention Teaching Degree Students

This research aims to provide information about changes that may occur on the strategies declared to solve oral production problems by future teachers of English as a foreign language in Primary Education according to Nakatani's Inventory of Oral Communication Strategies (2006). The participants are students of English Teaching, these belong to the University of Granada (UGR), the University of Malaga (UMA) and the María Inmaculada de Antequera (Málaga) Associated Teaching Center (CAMMIA). The data was taken in two stages or moments, at the beginning of the Mention of English and at the end of it. In this research, a descriptive study is carried out for the initial phase, since the number of volunteer participants was greater than in the final sample. For the final sample, the results were statistically analyzed and compared. Only in strategies number 3 and 5 some significant changes take place. There have also been changes in the other types of strategies, although no significant changes have been obtained. It could be concluded that perhaps a specific instruction during the Mention would have contributed to the greater differences between the use of this type of strategies between the moment the Mention began and the moment it ended.

Implementation of Contemporary Teaching Methodology Knowledge in Order to Achieve Outcomes in Croatian Language Teaching in Primary Education

The implementation of modern methodological knowledge implies respect for the algorithm of the initial science in the choice of teaching content and a scientifically determined choice of teaching procedures that most effectively enable the achievement of outcomes provided by the curriculum. Methodological articulation should be such that students are active participants in the teaching process, i.e. that they are involved in the language activities of listening, speaking, reading and writing. The microstructured model of teaching the Croatian language comprises a motivational introduction, language teaching template, lesson-content announcement, introduction to language occurrences in context, practice, repetition, evaluation of student’ achievement and a sequence for global word memorization.The choice of the methodological system in which the teaching model will be microstructured depends on the teacher’s assessment of what is the optimal correlation between teachers, pupils, content and the methodological template in order to achieve the goal/learning outcomes. This paper describes the correlation between these factors with examples of usual methodological systems in the teaching of the Croatian language. Fourth-year students of the Faculty of Teacher Education of the University of Zagreb (N = 39) observed the teaching process during 70 classes of Croatian language teaching. The aim was to investigate whether teachers implement modern methodological knowledge in the teaching process. The results indicate that 20% of the observed articulations of teaching classes deviate from the methodologically based structure; linguistic-methodological templates (texts intended for teaching language items) are appropriate, but 30% of teachers do not use the provided linguistic methodological templates for teaching a language item. It was further noticed that the most common methodological system is communication (94.9%), however, further analysis shows that 89% of students are involved in language production, mostly in the language activity of speaking.The results of the work contribute to the scientific foundation of the methodological organization and articulation of the teaching process in the subject Croatian language in primary education.

The Controversial Issues Experienced by the English Language Teachers in Primary Schools Worldwide Echoing into the Romanian Language Education Context

The present article aims to outline the framework for this debated topical issue, focusing its scientific efforts on the critical and relevant aspects of the teaching problems faced by the English language teachers worldwide echoing locally, in the Romanian primary schools. The choice of the field of analysis was not at all accidental, coming mainly from a growing to find answers to a series of personal dilemmas, such as educational field, mainly teaching foreign languages in primary education, especially in the current conditions, when the universe of language teaching is constantly changing. The changes are caused by factors such as the complex policies in the field of education (it is often assumed that it is better to start learning foreign languages early), the political and labor market changes, where it is essential to have a competitive English-speaking workforce. Finally, individual reasons resulting from parents’ desire their children to develop English language skills from an early age. Hence, there are several serious challenges that need to be considered when it comes to teaching English to young primary school students. The present research is an investigative approach that is based on a larger study exploring the practices of teaching English to young school children worldwide, a study conducted by the British Council in 2013 and published a year later, and it also refers to the policy and practice of teaching English in primary schools in Romania. The purpose of this article is to identify the key challenges faced by English teachers in primary school both globally, in several countries involved in the study, and locally, respectively in Romania.

Estilos de aprendizaje: dependencia e independencia de campo en al aula bilingüe y monolingüe de Educación Primaria

Notwithstanding the consideration of students’ learning styles is a relevant aspect for a vast portion of primary school educators; due to the various authors who are experts in the area, uncertainty sometimes arises about which author to choose to identify the different styles in students. Thus, this study presents a brief review of a mild and efficient model for identifying the most common learning styles found in the bilingual and monolingual classroom of primary education: field dependency and independency. The widened knowledge of such learning factors would allow teachers to develop didactic materials adapted to the different learning methods in pupils. Especially in teaching the English language in primary education, accurate instructional models are necessary, instead of the performance of standardised and routine activities. The idea of ​​adequate knowledge about teaching and learning styles is to build more efficient instructional models based on the personal development of the students, which implies an in-depth understanding of their physical and creative abilities, and learning preferences.

SPELLING TEST FOR LEARNERS WITH DYSLEXIA LEARNING GERMAN AS A SECOND FOREIGN LANGUAGE

Spelling is a basic skill as well as means of acquiring knowledge over the school years. Moreover, it is a complex cognitive process, which can be challenging for learners with specific learning difficulties (dyslexia) in their mother language as well as when learning a foreign language. A challenge, that foreign language teachers face in everyday practice, is being able to respond to the needs of all learners within the mainstream classroom in primary education, including learners with dyslexia. Foreign language teachers need to become equipped with further knowledge and skills, so that they are able to identify these difficulties and teach learners with dyslexia more effectively in an inclusive way (Tsakalidou, Koufokotsiou, & Gaganis, in press; Tsakalidou, 2021, 2020, in press). In the present study we examined the spelling difficulties of learners with dyslexia, when learning German as a second foreign language. The aim of the study was twofold: (a) the comparative analysis of the spelling difficulties across two populations (95 learners between 10 and 11 years, twenty of who had dyslexia) and (b) the evaluation of the effectiveness of spelling intervention in respect to learners with dyslexia. In this article we will describe the Spelling Test constructed and adjusted for the doctoral research, which was undertaken in order to record the spelling difficulties that the learners with dyslexia face, when learning German as a second foreign language in primary education. This test was based on a standardized Spelling Test in the Greek language (Mouzaki, Protopapas, Sideridis, & Simos, 2010). As far as the Spelling Test, we constructed is concerned, satisfactory construct validity and internal reliability were demonstrated, as the Cronbach’s alpha coefficient was .944 and revealed a high degree of internal consistency of the instrument.
 
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Students’ speech development by teaching phraseological units

In this article, the lexical-phraseological works on the cultivation of speech of Primary School students, work on vocabulary, the methods of lexical-phraseological analysis, the specific role and importance of teaching phraseological combinations to junior students are highlighted Base words and phrases: Phraseological combinations, lexical-phraseological analysis, stable combinations, aphorisms, speech-growing techniques.In accordance with the laws of the Republic of Uzbekistan “on the state language”, “on education”and “national program of training of personnel”, the educational system of the Republic of Uzbekistan sets new requirements for continuous education. In particular, the main purpose of teaching native language in primary education is aimed at the development of a person who can freely and effectively express his/her opinion in written and oral form, consciously mastering the rules of the Uzbek language, as well as making appropriate and correct use of theoretical knowledge, developed speech culture.

Improvement of Memory and Motivation in Language Learning in Primary Education through the Interactive Digital Whiteboard (IDW): The Future in a Post-Pandemic Period

This paper presents an analysis of the use of an interactive digital whiteboard (IDW) and a computer application called Action Manager (AM), with a sample of 158 sixth-grade students in primary education. Subsequently, a study was carried out with the main goal of testing the didactic functioning of AM and examining the validity of this application, in terms of motivation and the retention of both short and long-term memory when teaching foreign languages in primary education. In order to fulfil these objectives, we performed a positivist exploratory study based on a quantitative methodology combining qualitative aspects (qualitative evaluation) and quantitative aspects (questionnaires) as well as a descriptive method with a survey design. The data collection was performed using instruments, specifically the Extrinsic vs. Intrinsic Orientation Scale, to ascertain the motivational impressions of the students and two memory tests, the Test of Memory and Learning (TOMAL) and the Children’s Memory Scale (CMS). Forty-five days later, the two memory tests were repeated to compare the results with the previous ones. After this experience, the results allowed us to conclude that the students demonstrated optimal memorization from a conceptual point of view, in addition to having improved their motivational impressions.

Teaching English as a second language in Sri Lankan primary schools: opportunity and pedagogy

ABSTRACTPolicy guidelines in Sri Lanka prescribe how and for how long English should be taught as a second language in primary education but practices on the ground may deviate. Opportunities for teaching and learning and pedagogy are key aspects of the process of learning. Using a large-scale survey this paper addresses (i) how much time is allocated to the teaching of English and how much time is lost, (ii) how English teachers use their time in primary education classrooms and (iii) the factors associated with student-centred learning and on academic learning in general. Around a quarter of the class time is lost through timetabling, teacher absenteeism, lesson start and finish times and teacher off task activity. Teachers who spend more time teaching in class are more likely to be in rural or estate schools and in schools with more facilities, and to have attended the Primary English Language Programme in the past. Teachers who spend more time on student-centred activities are more likely to be teaching Grade 3 than Grade 5, using remedial methods and holding an official ‘appointment’ as an English teacher. Policy implications for Sri Lanka are considered and points of comparison with policies and practices elsewhere raised.

Análisis descriptivo del uso del cómic en los libros de texto de francés lengua extranjera

Este artículo plantea un análisis descriptivo del uso del cómic en los libros de texto de francés lengua extranjera para Educación Primaria. La muestra se seleccionó por conveniencia en función de la metodología, la editorial, el año de publicación y el curso de Primaria. Se elaboró una ficha de análisis como instrumento en la que se recogieron datos sobre la presencia del cómic en relación a los métodos, el tipo de documentos y de actividades que se proponen en torno a ellos. El análisis<br />revela que los cómics que aparecen en los libros de francés para Primaria no son documentos auténticos y que los manuales con enfoque comunicativo los utilizan mayoritariamente para recrear situaciones de la vida cotidiana con connotación lúdica. Asimismo, se constata que el cómic<br />se utiliza para presentar tanto estructuras lingüísticas como contenidos culturales.

El fomento de la lectura de cómics en la enseñanza de las lenguas en Educación Primaria

En este artículo se analiza el cómic desde una perspectiva social, artística-literaria y educativa. El estudio se centra en el modelo francés, en el que las historietas ocupan un lugar importante, tanto como medio artístico como documento de lectura. Asimismo, se analizan de forma más concreta los beneficios del cómic en la enseñanza de las lenguas en la etapa de Educación Primaria. Los resultados muestran que el cómic es una elección idónea para esta etapa educativa, ya que permite la realización de actividades de comprensión lectora y expresión creativa, fomentando a la vez la motivación para la lectura en los niños.

Approach to the phenomenon of m-learning in English teaching

This research analyzes the situation of mobile devices and some options of support for the teaching of the English language. The features of this phenomenon are addressed with an exploratory descriptive methodology about the complex and novel phenomenon of m-learning. The article is part of a more extensive research which deals with these resources in education, describes the fast evolution and current situation of the variables that configure the m-learning phenomenon and the teaching of a foreign language in primary education in Spain. It also discusses several specific applications for the learning of English, minding their educational dimensions. The aim has been to show the situation of this technique and some options in education, taking advantage of their level of implementation, its communicative power and visibility of their strategies. The results highlight the attraction of these resources, which also arise with gradual, playful, friendly and manageable activities in tactile form. They are instruments that rely on the audiovisual communication to develop reading and listening abilities of students. The teacher can gather these guidelines to enrich and complete his academic activity, exploring solutions that sometimes used mobile devices to attract their users.

Didáctica para el plurilingüismo en la formación de maestros: estudio empírico desde el Prácticum

This study aims at assessing the training needs required for teaching and learning foreign languages in Primary education, experienced by Teacher Training undergraduates at the University of Oviedo at the end of the practical period of their course. With the feedback obtained, a series of actions are proposed to optimize the initial training period by integrating knowledge from the different didactic and practical experience, from a plurilingual perspective. As a conclusion, the need is highlighted for developing a critical awareness to successfully surpass the pedagogical tension that students face when confronting theoretical learning and practical training.

El uso de las TIC en el currículo de inglés de Educación Primaria por parte del profesorado novel

This paper presents a study whose main objective is to analyse the use of Information and Communication Technologies (ICT) by those teachers who finished their degrees as English primary teachers just one year before starting to work at schools. This study focuses on the official curriculum for the area of English language in primary education in the Region of Murcia, as well as on the practice developed by these teachers according to the requirements of the curriculum. In this line, we intend to find useful results for identifying correctly teaching needs in this area.

ELT through videoconferencing in primary schools in Uruguay: first steps

Plan Ceibal is an interinstitutional undertaking which has distributed XO laptops and Internet connectivity among primary school learners and teachers across Uruguay and developed a wide range of educational programmes. Ceibal administration believes that it is imperative to introduce English as a Foreign Language in primary education through the use of new modes of teaching which incorporate the OLPC XO laptop as a tool for learning engagement and democratisation. Uruguay has secured funds for a project based on blended learning which integrates remote teaching through videoconferencing, the use of a learning management system, and professional development. Plan Ceibal seeks to demonstrate that lessons delivered by remote teachers via videoconferencing with support from classroom teachers (CTs) with very limited or no command of English can facilitate successful learning outcomes in learners and CTs. In this article, I describe the pilot phase of this project which aims at delivering 5000 remote lessons by 2015.