Exploring pre-service teachers of English for young learners experience: Innovations during their teaching practicum

Abstract

Innovation which means change or novelty in education is also closely related to Teaching English to Young Learners (TEYL) provide opportunities for learners to gain experience using English contextually. This is the implication of the new paradigm of English as an International Language (EIL)in which learning English is no longer aimed at forming learners to speak as the native speakers. The main focus EIL is wider access to the complexity of English and the experience of using that language to interact. Therefore, innovations in TEYL is needed to answer the challenges of changing the status of English in Primary Schools (SD) from subject to extra-curricular. Those who must be experienced in planning, implementing, and assessing English learning are pre-service EYL teachers (PSTs). Referring to lesson plans developed by PSTs, observation and interviews, the innovations in thematic lessons for TEYL were investigated. The findings showed that all lesson plans have been integrating innovations, including character building in accordance with the 2013 curriculum and intercultural competency that are important for language learning. To interact in the classroom, first language (L1) was used with colloquial variation, code-mixing and code-switching as well as translation. In conclusion, the innovative lessons for TEYL has been practiced by prospective primary school English teachers for preparing themselves to teach at the real school setting after their graduation. It is suggested that further research will be carried out at primary schools participated by in-service teachers and focused on each innovation in order to find TEYL innovative models.

A Rubric Design: Assessing Innovation During Teaching Practicum

“…In a case study that explored pre-service teachers of English with regards to educational innovations through experiences and practices for developing contextual language learning (Setyaningrum, Purwati & Sabgini, 2022), the researchers reported that pre-service teachers had integrated innovations which they had reflected from the intelligent themes in the syllabus. Using these themes, lessons were linked to young learners' life experiences, characters building and intercultural awareness.…”

Fostering Translating Skills to Young Learners: A Case Study

“…Fransischa & Syafei, (2016) has asserted that young learners may face challenges in managing the cognitive load associated with translation, as it requires simultaneous processing of two languages. This can lead to mental fatigue and hinder comprehension (Imawanti et al, 2020;Setyaningrum et al, 2022). This is related to (Goriot et al, 2021) who stated if translation activities are not made engaging or relevant to young learners' interests, they may lack motivation, resulting in disinterest and limited participation.…”