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Çok Dilli İngiliz Bir Sınıfta Çocuklara İngilizce Öğretimi

Year 2019, Volume: 8 Issue: 3, 609 - 634, 23.09.2019

Vildan İnci Kavak

Abstract

İngiltere’de,
ana dillerine ek olarak İngilizce öğrenen çocukların sayısı önemli ölçüde
artmıştır, bu nedenle İngiltere’deki okullar bu çocuklara yardım etmede
sorunlarla karşı karşıya kalmaktadır. Kaynak yetersizliğinin yanı sıra,
öğrencilerin sadece dile maruz kaldıkları kaynak olan öğretmenlerin de
yetersizliği söz konusudur. Maddi kaynaklı sıkıntılar sebebiyle, okullarda
İngilizce’nin ek dil olarak öğretilmesi konusunda destekler oldukça
yetersizdir. Bu nedenle, bu çalışma, çeşitli nedenlerle İngiliz okullarına
taşınan çocuklara eğitimine devam etmeleri için, uygun pratik ve etkileşimli
etkinliklerle donatılmış bir kurs tasarlamak için yapılmıştır. Katılımcılar, 6
ila 11 yaşları arasında, yabancı dil öğrenme tecrübesi olmayan altı çocuktan (2
Çek, 1 Portekiz, 1 İtalyan, 1 Eritreli ve 1 Pakistanlı) oluşmaktadır. Bir vaka
çalışması olarak veriler anket, meslektaş görüşmeleri, dil profili, veli anketi
ve ayrıca tanısal testler yoluyla niteliksel ve niceliksel olarak toplanmıştır.
Bu araçlar aracılığıyla toplanan tüm bilgiler, uygun bir tanıtım kursu
tasarlayabilmek ve bu yeni gelenlerin yeni okul ortamı, kültürü ve okul
politikalarına uyum sağlamasına yardımcı olmak için kullanılmıştır. İhtiyaç
analizi sonuçları, öğrencilerin dersin amaçlarını ve hedeflerini belirlememize
yardımcı olan ihtiyaçlarını belirledi. Kurs önerisi potansiyel olarak bu iki
dilli öğrencilerin ihtiyaçlarını ele almak için bir örnek oluşturabilir ve
gelecek yıllarda da okuldaki mevcut öğrenme etkinliklerini tamamlayarak faydalı
olabilir.

Keywords

Çocuklara İngilizce öğretimi çok dilli okul kurs tasarımı İngilizce öğrenme ikinci dil olarak İngilizce

References

  • Ausubel, D. P. (1963). Cognitive structure and the facilitation of meaningful verbal learning. Journal of Teacher Education, 14, pp. 217-221.
  • Bruner J S (1978) The role of dialogue in language acquisition. In The Child’s Conception of Language. NewYork: Springer- Verlag.
  • Bruner, J. (1983). Child’s talk: Learning to use language. Oxford: OUP.
  • Brinton, D. (2003). Content-based instruction. In D. Nunan (Ed.), Practical English Language Teaching. (pp.199–224). New York: McGraw-Hill.
  • Cambridge English Young Learners Handbook for Teachers. (2000). Chapter 1:Introducing the European Language Portfolio University of Cambridge ESOL Examinations. Available from http://www.lttc.ntu.edu.tw/cambridge/YLE/sample_papers/Young_Learners_English_Handbook_%282012%29.pdf . Accessed 21.3. pp. 13.
  • Cameron, L. (2001a). Teaching languages to young learners. Cambridge: CUP
  • Chang, S.L.,(2005). ‘The Effects of Facilitation on Cognitive Restructuring in Online Discussion.’ Journal of Interactive Online Learning. 3(3). pp. 1-33.
  • Chen, Y.,(2009). Language support for emergent bilinguals in English mainstream schools: an observational study, Language, Culture and Curriculum, 22:1, pp. 57-70
  • Crandall, J. (1998). The expanding role of the elementary ESL teacher: Doing more than teaching language. ESL Magazine.
  • Curtain, H., & Dahlberg, C.A. (2004). Languages and children: Making the match. Boston: Pearson.
  • Dam, L., R. Eriksson, D. Little, J. Miliander, and T. Trebbi. 1990. ‘Towards a definition of autonomy’ in T. Trebbi (ed.). Third Nordic Workshop on Developing Autonomous Learning in the FL Classroom. Bergen: University of Bergen. http:// www.warwick.ac.uk/go/dahla/archive/trebbi_1990.
  • Davies, I.K. (1976) Objectives in Curriculum Development. Maidenhead: McGraw.
  • Dubin& Olshtain (2000). Course design, Cambridge: CUP.
  • Duminy P.A. and Sohnge W.F. (1980) Didactics: Theory and Practice. Cape Town: Maskew Miller Longman.
  • Eido, R. (1987). Teaching mathematics and sciences in the native language in the intermediate cycle. Proceedings of the Seminar on Teaching Mathematics and Sciences in the Native Language. Beirut: Dar Al-Makassed (in Arabic).
  • Ellis, G. (2014). Young learners: clarifying our terms. ELT Journal 68/1: pp. 75–8.
  • Graves, Kathleen. (2000), Designing language courses, Cengage Learning, p. 41
  • Haas, M. (2000). Thematic, communicative language teaching in the K–8 classroom. ERIC Digest, EDO-FL-00-04. http://www.cal.org/resources/diges/digestpdfs/0004-thematic-haas.pdf
  • Halliday M. (1975). Learning How to Mean. London: Arnold.
  • Harmer, J. (2001). The practice of English language teaching. Pearson Education Limited: Longman.
  • Hedge, T. (2009). Teaching and Learning in the Language Classroom. Oxford: OUP.
  • Holec, H. (1981). Autonomy and foreign language learning. Oxford: Pergamon Press Pergamon. (First published 1979, Strasbourg: Council of Europe).
  • Hu, Y. (2007). China’s foreign language policy on primary English education: what’s behind it? Language Policy 6/3: pp. 359–76.
  • Huerta-Macias, A. (1995) Alternative assessment: Responses to commonly asked questions. TESOL Journal 5 (1), 8–11.
  • Hughes, A. (2003).Testing for language teachers, 2nd edition, Cambridge: CUP.
  • Ikpia, V. I. (2003, April).The attitudes and perceptions of adult English as a second language students toward explicit grammar instruction. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.
  • Ioannou-Georgiou S. & Pavlou P.(2003). Assessing young learners. United Kingdom: OUP.
  • Kachroo, J.N. (1962). ‘Report on an investigation into the teaching of vocabulary in the first year of English’, in Bulletin of the Central Institute of English. 33, 2, pp. 67-72.
  • Kassim Shaaban (2000): Assessment of young learners ‘Achievement in ESL classes in the Lebanon Classroom’, Language, Culture and Curriculum,13:3, pp. 306-317.
  • Katz, L. (1997). A developmental approach to assessment of young children. ERIC Digest ED407172.http:/www.ed.gov/databases/ERIC_Digests/ed407172.html.
  • Krashen, S. (1982). Principles and Practice in Second Language Acquisition. Oxford: Pergamon.
  • Lam, R.& Lee,I. (2010). Balancing the dual functions of portfolio assessment ELT Journal. OUP. 64/1 doi:10.1093/elt/ccp024.
  • Marshall, H. W. & DeCapua, A. (2010). The Newcomer Booklet: a project for limited formally schooled students, ELT Journal 64/4. OUP doi:10.1093/elt/
  • Mohammad, J. Ahmadian.(2012). Task repetition in ELT. ELT Journal 66/3
  • Nation, I.S.P. (1990). Teaching and learning vocabulary. New York: Newbury House
  • Nation, I.S.P. & Macalister, J. (2010).Language Curriculum Design. London: Routledge
  • Nunan, D. (1991). Communicative tasks and the language curriculum. TESOL Quarterly 25/2, 279-295.
  • O’Malley, M. & Valdez Pierce L., (1996). Authentic Assessment for English Language Learners. New York: Addison- Wesley.
  • Orem, R. A. (2005). Teaching adult English language learners. Florida: Krieger Publishing Company.
  • Palmberg, R., (1987), Studies in second language acquisition, 9 / 2. pp. 201-219.
  • Philips,D., Burwood,S. & Dunford, H. (1999). Projects with young learners. Oxford: OUP.
  • Philips, S. (1993). Young learners, Oxford: OUP
  • Piaget, J. (1976). The Grasp of Consciousness: Action and Concept in the Young Child. Cambridge, MA: Harvard University Press.
  • Pinter, A. (2006). Teaching young language learners. Qxford: OUP
  • Richards, C. Jack, (2001), Curriculum development in language teaching, Cambridge: CUP.
  • Richards, J., & Rodgers, T. (2001). Approaches and methods in language teaching (2nd ed.). Cambridge: CUP.
  • Rixon, S. (ed.). (1999). ‘Introduction’ in S. Rixon (ed.).Young Learners of English: Some Research Perspectives. London: Longman/The British Council.
  • Seedhouse, P. (1995). Needs analysis and the General English classroom. ELT Journal 4911. OUP.
  • Scott, W. & L. Ytreberg, L. (1990). Teaching English to Children. London: Longman.
  • Schumann, J. H. (1997). The Neurobiology of Affect in Language. Malden, MA: Blackwell.
  • Shaaban, K. (2000): Assessment of Young Learners' Achievement in ESL Classes in the Lebanon, Language, Culture and Curriculum,13:3, 306-317
  • Shin, J. K. (2007) Developing Dynamic Units for EFL English Language Forum No2 United States
  • Sims, R. & Sims, J. (Ed.). (1995). The Importance of Learning Styles: Understanding the Implications for Learning, Course Design, and Education, London: Greenwood Press.
  • Smith, K. (1995) Assessing and testing young learners: Can we? Should we? In D. Allen (ed.) Entry Points: Papers from a Symposium of the Research, Testing and Young Learners Special Interest Groups. Kent: IATEFL.
  • Tannenbaum, J.A. (1996). Practical ideas on alternative assessment for ESL students. ERIC Digest ED 395500. http://www.cal.org/ericcll/digest/tannen01.html.
  • Weigle, S. (2007). ‘Teaching writing teachers about assessment’. Journal of Second Language Writing 16/3: 194–209.
  • Weir, C. and Roberts, J. (1994). Evaluation in ELT. Oxford: Blackwell.
  • Vale,D.& Feunteun, A. (1995), Teaching Children English: Part 1 Chapter 2: Starting points:Starting lessons in a language course. Cambridge: CUP.
  • Vygotsky, L.(1962). Thought and Language. New York: Wiley.
  • Yalden, J. (1987a). Principles of Course Design for Language Teaching, Cambridge: CUP.

Teaching English to Young Learners in a British Multilingual Classroom

Year 2019, Volume: 8 Issue: 3, 609 - 634, 23.09.2019

Vildan İnci Kavak

Abstract

The number of children learning English as an additional
language in the UK has drastically increased so the UK schools deal with
problems about helping these children. There appears to be insufficient
materials as well as anxiety among mainstream teachers who must teach these
children as their only source of exposure to English. Due to funding-related
issues, English as an Additional Language (EAL) support in the mainstream
schools can be quite inadequate. Therefore, this study is employed to design a
course with practical and interactive activities suitable to children who move
to the UK schools for various reasons to continue their education. The
participants consist of six children (2 Czechs, 1 Portuguese, 1 Italian, 1
Eritrean and 1 Pakistani), aged 6 to 11 who have no previous experience of
learning a foreign language. As a case study, the data were collected
qualitatively and quantitatively through questionnaire, colleague interviews,
language profile, parent survey and also diagnostic testing. All the
information collected through these tools was utilized to be able to design a
well-fitting introductory course and help these newcomers adapt to the new
school environment, culture and school policies. The needs analysis results
identified students’ needs that helped us determine the aims and objectives of
the course. The course proposal can potentially set an example to address these
learners’ emergent needs and can be regarded as a useful teaching aid to be
used in upcoming years for these children within the mainstream school by
complementing existing learning activities.

Keywords

Teaching young learners English multilingual school course design learning English

References

  • Ausubel, D. P. (1963). Cognitive structure and the facilitation of meaningful verbal learning. Journal of Teacher Education, 14, pp. 217-221.
  • Bruner J S (1978) The role of dialogue in language acquisition. In The Child’s Conception of Language. NewYork: Springer- Verlag.
  • Bruner, J. (1983). Child’s talk: Learning to use language. Oxford: OUP.
  • Brinton, D. (2003). Content-based instruction. In D. Nunan (Ed.), Practical English Language Teaching. (pp.199–224). New York: McGraw-Hill.
  • Cambridge English Young Learners Handbook for Teachers. (2000). Chapter 1:Introducing the European Language Portfolio University of Cambridge ESOL Examinations. Available from http://www.lttc.ntu.edu.tw/cambridge/YLE/sample_papers/Young_Learners_English_Handbook_%282012%29.pdf . Accessed 21.3. pp. 13.
  • Cameron, L. (2001a). Teaching languages to young learners. Cambridge: CUP
  • Chang, S.L.,(2005). ‘The Effects of Facilitation on Cognitive Restructuring in Online Discussion.’ Journal of Interactive Online Learning. 3(3). pp. 1-33.
  • Chen, Y.,(2009). Language support for emergent bilinguals in English mainstream schools: an observational study, Language, Culture and Curriculum, 22:1, pp. 57-70
  • Crandall, J. (1998). The expanding role of the elementary ESL teacher: Doing more than teaching language. ESL Magazine.
  • Curtain, H., & Dahlberg, C.A. (2004). Languages and children: Making the match. Boston: Pearson.
  • Dam, L., R. Eriksson, D. Little, J. Miliander, and T. Trebbi. 1990. ‘Towards a definition of autonomy’ in T. Trebbi (ed.). Third Nordic Workshop on Developing Autonomous Learning in the FL Classroom. Bergen: University of Bergen. http:// www.warwick.ac.uk/go/dahla/archive/trebbi_1990.
  • Davies, I.K. (1976) Objectives in Curriculum Development. Maidenhead: McGraw.
  • Dubin& Olshtain (2000). Course design, Cambridge: CUP.
  • Duminy P.A. and Sohnge W.F. (1980) Didactics: Theory and Practice. Cape Town: Maskew Miller Longman.
  • Eido, R. (1987). Teaching mathematics and sciences in the native language in the intermediate cycle. Proceedings of the Seminar on Teaching Mathematics and Sciences in the Native Language. Beirut: Dar Al-Makassed (in Arabic).
  • Ellis, G. (2014). Young learners: clarifying our terms. ELT Journal 68/1: pp. 75–8.
  • Graves, Kathleen. (2000), Designing language courses, Cengage Learning, p. 41
  • Haas, M. (2000). Thematic, communicative language teaching in the K–8 classroom. ERIC Digest, EDO-FL-00-04. http://www.cal.org/resources/diges/digestpdfs/0004-thematic-haas.pdf
  • Halliday M. (1975). Learning How to Mean. London: Arnold.
  • Harmer, J. (2001). The practice of English language teaching. Pearson Education Limited: Longman.
  • Hedge, T. (2009). Teaching and Learning in the Language Classroom. Oxford: OUP.
  • Holec, H. (1981). Autonomy and foreign language learning. Oxford: Pergamon Press Pergamon. (First published 1979, Strasbourg: Council of Europe).
  • Hu, Y. (2007). China’s foreign language policy on primary English education: what’s behind it? Language Policy 6/3: pp. 359–76.
  • Huerta-Macias, A. (1995) Alternative assessment: Responses to commonly asked questions. TESOL Journal 5 (1), 8–11.
  • Hughes, A. (2003).Testing for language teachers, 2nd edition, Cambridge: CUP.
  • Ikpia, V. I. (2003, April).The attitudes and perceptions of adult English as a second language students toward explicit grammar instruction. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.
  • Ioannou-Georgiou S. & Pavlou P.(2003). Assessing young learners. United Kingdom: OUP.
  • Kachroo, J.N. (1962). ‘Report on an investigation into the teaching of vocabulary in the first year of English’, in Bulletin of the Central Institute of English. 33, 2, pp. 67-72.
  • Kassim Shaaban (2000): Assessment of young learners ‘Achievement in ESL classes in the Lebanon Classroom’, Language, Culture and Curriculum,13:3, pp. 306-317.
  • Katz, L. (1997). A developmental approach to assessment of young children. ERIC Digest ED407172.http:/www.ed.gov/databases/ERIC_Digests/ed407172.html.
  • Krashen, S. (1982). Principles and Practice in Second Language Acquisition. Oxford: Pergamon.
  • Lam, R.& Lee,I. (2010). Balancing the dual functions of portfolio assessment ELT Journal. OUP. 64/1 doi:10.1093/elt/ccp024.
  • Marshall, H. W. & DeCapua, A. (2010). The Newcomer Booklet: a project for limited formally schooled students, ELT Journal 64/4. OUP doi:10.1093/elt/
  • Mohammad, J. Ahmadian.(2012). Task repetition in ELT. ELT Journal 66/3
  • Nation, I.S.P. (1990). Teaching and learning vocabulary. New York: Newbury House
  • Nation, I.S.P. & Macalister, J. (2010).Language Curriculum Design. London: Routledge
  • Nunan, D. (1991). Communicative tasks and the language curriculum. TESOL Quarterly 25/2, 279-295.
  • O’Malley, M. & Valdez Pierce L., (1996). Authentic Assessment for English Language Learners. New York: Addison- Wesley.
  • Orem, R. A. (2005). Teaching adult English language learners. Florida: Krieger Publishing Company.
  • Palmberg, R., (1987), Studies in second language acquisition, 9 / 2. pp. 201-219.
  • Philips,D., Burwood,S. & Dunford, H. (1999). Projects with young learners. Oxford: OUP.
  • Philips, S. (1993). Young learners, Oxford: OUP
  • Piaget, J. (1976). The Grasp of Consciousness: Action and Concept in the Young Child. Cambridge, MA: Harvard University Press.
  • Pinter, A. (2006). Teaching young language learners. Qxford: OUP
  • Richards, C. Jack, (2001), Curriculum development in language teaching, Cambridge: CUP.
  • Richards, J., & Rodgers, T. (2001). Approaches and methods in language teaching (2nd ed.). Cambridge: CUP.
  • Rixon, S. (ed.). (1999). ‘Introduction’ in S. Rixon (ed.).Young Learners of English: Some Research Perspectives. London: Longman/The British Council.
  • Seedhouse, P. (1995). Needs analysis and the General English classroom. ELT Journal 4911. OUP.
  • Scott, W. & L. Ytreberg, L. (1990). Teaching English to Children. London: Longman.
  • Schumann, J. H. (1997). The Neurobiology of Affect in Language. Malden, MA: Blackwell.
  • Shaaban, K. (2000): Assessment of Young Learners' Achievement in ESL Classes in the Lebanon, Language, Culture and Curriculum,13:3, 306-317
  • Shin, J. K. (2007) Developing Dynamic Units for EFL English Language Forum No2 United States
  • Sims, R. & Sims, J. (Ed.). (1995). The Importance of Learning Styles: Understanding the Implications for Learning, Course Design, and Education, London: Greenwood Press.
  • Smith, K. (1995) Assessing and testing young learners: Can we? Should we? In D. Allen (ed.) Entry Points: Papers from a Symposium of the Research, Testing and Young Learners Special Interest Groups. Kent: IATEFL.
  • Tannenbaum, J.A. (1996). Practical ideas on alternative assessment for ESL students. ERIC Digest ED 395500. http://www.cal.org/ericcll/digest/tannen01.html.
  • Weigle, S. (2007). ‘Teaching writing teachers about assessment’. Journal of Second Language Writing 16/3: 194–209.
  • Weir, C. and Roberts, J. (1994). Evaluation in ELT. Oxford: Blackwell.
  • Vale,D.& Feunteun, A. (1995), Teaching Children English: Part 1 Chapter 2: Starting points:Starting lessons in a language course. Cambridge: CUP.
  • Vygotsky, L.(1962). Thought and Language. New York: Wiley.
  • Yalden, J. (1987a). Principles of Course Design for Language Teaching, Cambridge: CUP.
There are 60 citations in total.

Details

Primary Language English
Journal Section Research Article
Authors

Vildan İnci Kavak

Publication Date September 23, 2019
Published in Issue Year 2019Volume: 8 Issue: 3

Cite

APA İnci Kavak, V. (2019). Teaching English to Young Learners in a British Multilingual Classroom. Cumhuriyet Uluslararası Eğitim Dergisi, 8(3), 609-634.
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