3. From Research on Child L2 Acquisition of English to Classroom Practice

Guillén, María Teresa Fleta

doi:10.21832/9781788922517-007

Cited by 5 publications

(8 citation statements)

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“…Consequently, several measures have been taken to enhance EFL learning. For example, teaching practices emphasise the development of learners' communicative competence, not solely linguistic competence [16]. Moreover, there is a widespread commitment to bilingual education, which entails methodological approaches that integrate content and language, involving the use of a target language for authentic communicative purposes [17].…”

Section: English As a Foreign Language Teacher Training In Pre-school...mentioning

confidence: 99%

Cultural Awareness in Pre-Service Early Childhood Teacher Training: A Catalogue of British Cultural Elements in Peppa Pig

Estrada-Chichón,

Sánchez-Cabrero

2023

Education Sciences

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Foreign language teaching should integrate the culture embodied in the target language. However, raising cultural awareness does not systematically produce the intended effects when considered an integral component in the teaching context. This quantitative research study focuses on creating a catalogue featuring elements representative of British culture in the animated television series Peppa Pig as part of pre-service early childhood education teacher training in English as a Foreign Language (EFL). This prompts the examination of the potential of Peppa Pig to not exclusively enhance EFL proficiency but to foster a comprehensive understanding of British culture for non-native speakers. Eleven pre-service teachers at the University of Cádiz, Spain, analysed the 52 episodes of Peppa Pig’s season 1 and classified all elements into 13 categories, according to the Qualitative Text Analysis approach. To minimise differences between evaluators, each element of each episode was only checked if at least three evaluators agreed; therefore, 1050 elements were identified, with 501 elements verified in 48 of the 52 episodes. The resulting catalogue contributes to selecting the most significant Peppa Pig’s season 1 episodes concerning British culture elements. The major limitation of the investigation may be the fatigue experienced by the evaluators.

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Section: English As a Foreign Language Teacher Training In Pre-school...mentioning

confidence: 99%

Cultural Awareness in Pre-Service Early Childhood Teacher Training: A Catalogue of British Cultural Elements in Peppa Pig

Estrada-Chichón,

Sánchez-Cabrero

2023

Education Sciences

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“…El factor edad en el aprendizaje de lenguas ha sido objeto de estudio y de debate durante décadas (DeKeyser, 2000;Johnstone, 2002;Singleton & Muñoz, 2011). Numerosos estudios llevados a cabo con niños apuntan a que tanto los monolingües como los bilingües que adquieren el inglés de forma simultánea o sucesivo/secuencial en contextos naturales y de instrucción formal exhiben un orden natural de adquisición de la gramática inglesa (Fleta, 2019;Haznedar, 2013;Lakshmanan, 1994;Radford, 1990). En todos los casos, el aprendizaje de la lengua meta se lleva a cabo siguiendo etapas de desarrollo gramatical tanto para las estructuras morfológicas como para las sintácticas.…”

Section: El Aprendizaje Temprano De Una L2unclassified

“…Se trata de actividades creativas que se utilizan en centros bilingües de Infantil y presentan una amplia gama de recursos, que se pueden adaptar fácilmente a la edad de los alumnos y a su nivel psico--lingüístico. Han sido utilizadas en el aula y surgen de la investigación en Infantil (Fleta, 2019;Kersten et al, 2010). Si se planifican de antemano, se pueden incluir en el currículo de Infantil e integrar en todas las áreas de aprendizaje de acuerdo con los diferentes niveles madurativos y desarrollo lingüístico de los niños.…”

Section: Prácticas Para Construir Puentes Entre Infantil Y Primariaunclassified

Construyendo puentes entre Educación Infantil y Primaria para la enseñanza bilingüe en inglés

Guillén

2020

E-JournALL

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El presente artículo ofrece una visión general del funcionamiento de la enseñanza del inglés en educación Infantil en el contexto español y presenta sugerencias de buenas prácticas. Para garantizar el éxito de la educación bilingüe en Primaria, en la que asignaturas no lingüísticas se estudian a través del inglés, es necesario equipar a alumnos y a docentes con los instrumentos y técnicas pedagógicas necesarias para acometer las habilidades lingüísticas y conceptuales cuanto antes. Basándose en estudios de adquisición del inglés, en las reflexiones de los propios docentes, en el enfoque metodológico AICLE, y con el foco puesto en la Comunidad Autónoma de Madrid, este artículo explica la situación de la enseñanza del inglés en educación Infantil y presenta intervenciones pedagógicas creativas para construir puentes entre Infantil y el aula bilingüe de Primaria. Tras justificar la conveniencia del aprendizaje temprano del inglés, se presentan prácticas útiles para equipar mejor al alumnado en Infantil y ayudarle a enfrentarse al reto que supone la educación bilingüe en Primaria.

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“…Thus, the present study further aimed to determine whether language production through flashcard activities or language comprehension through visual arts is more suitable for the young L2 English learner classroom. Since children learn language by finding meaning in the activities they are involved in (Cameron, 2001;Fleta, 2019;Rokita-Jaśkow & Ellis, 2019), we assumed that visual arts activities implemented via comprehension-based instruction would benefit young L2 learners' vocabulary acquisition and retention.…”

Section: Introductionmentioning

confidence: 99%

The effectiveness of comprehension-based visual arts instruction and production-based flashcard instruction in young English language learners’ vocabulary acquisition and retention

Milosavljevic,

Reynolds

2024

10.14746/ssllt

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Research on young English language learners has been gaining popularity in recent years, but to this day remains underdeveloped. The present study aimed to add to this body of research by exploring the effects of visual arts activities implemented via comprehension and compared to more commonly used flashcard activities implemented via comprehension-based instruction on young English language learners’ vocabulary acquisition and retention. The study specifically focused on very young learners who do not have access to the English language outside of the classroom. This study employed a within-subjects counterbalanced design with young English language learners (N = 47) with a mean age of three years and eight months. The results provided evidence that both instruction types are highly effective in the productive and receptive learning of vocabulary among young English language learners. Furthermore, the positive effects of visual arts activities implemented via comprehension-based instruction on vocabulary retention were found to be significantly higher than those of the production-based instruction.

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3. From Research on Child L2 Acquisition of English to Classroom Practice

Cited by 5 publications

References 0 publications

Cultural Awareness in Pre-Service Early Childhood Teacher Training: A Catalogue of British Cultural Elements in Peppa Pig

Cultural Awareness in Pre-Service Early Childhood Teacher Training: A Catalogue of British Cultural Elements in Peppa Pig

Construyendo puentes entre Educación Infantil y Primaria para la enseñanza bilingüe en inglés

The effectiveness of comprehension-based visual arts instruction and production-based flashcard instruction in young English language learners’ vocabulary acquisition and retention

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