How do the dinosaurs speak in England? English in kindergarten†

Elvin, Polly; Maagerø, Eva; Simonsen, Birte

doi:10.1080/13502930601103199

Cited by 21 publications

(23 citation statements)

References 6 publications

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“…Incidental language learning was taking place while participants reinforced learning strategies. The same results were found by Elvin, Maagero and Simonsen (2007) in their study with children. By introducing games and pictures, the students acquired many English words and expressions.…”

Section: Resultssupporting

confidence: 87%

Voices from Sudan: The Use of Electronic Puzzles in an Adult Refugee Community Learning

Rensburg¹,

Adcock²

2015

Empowering Educators

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This research highlights the use of electronic puzzles in an online learning environment, which was part of an adult refugee community learning program for Sudanese women who were uneducated and largely illiterate. The aim of the research project was firstly to introduce the women to the use of electronic games and secondly, to improve their elementary English language ability in order to support them to resettle in the community. In this study, an electronic puzzle game became a powerful instructional teaching tool. Due to cultural differences and the disadvantaged background of this focus group, the teaching strategies adapted as the study unfolded. The proverb 'a picture is worth more than a thousand words, was exemplified through the study with this specific group. This also inspired the researchers to listen to the voices that matter, and focus specifically on pictures and puzzles during specific sessions. Although time consuming and less comprehensive, the researchers gathered 'rich' qualitative data through interviews and questionnaires. Sensory curiosity stimulated by sight, motivated students to learn. If a game is enjoyable, students will be aroused through curiosity, thus promoting a sense of satisfaction in performance encouraging further participation.

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Section: Resultssupporting

confidence: 87%

Voices from Sudan: The Use of Electronic Puzzles in an Adult Refugee Community Learning

Rensburg¹,

Adcock²

2015

Empowering Educators

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“…Sara gave a whistle to any student who Hsieh (2006) and Pelletier (1998) suggested that having fun and finding the class interesting are important elements in determining whether children enjoy English classes. The interview and observation data revealed that dancing, singing, and playing games were pleasant experiences for the children, similar to the findings of Elvin et al (2007). They were enthusiastic about participating in such activities and eager to raise their hands to be called on to play games.…”

Section: Children's Experiences Of Learning Englishsupporting

confidence: 65%

“…They also considered 'learning' to be the primary objective of school because they had to focus on understanding teachers' messages. Elvin, Maggero, and Simonsen (2007) reported on a four-year experimental program in a Norwegian kindergarten, where English as a foreign language was introduced to preschoolers through songs, stories, drama, and daily conversations. Although this study only presented observational data without including interviews with the children, the researchers discovered that the children enjoyed and were eager to participate in all of the English learning activities.…”

Section: Children's Perspectives On Second/foreign Language Learning mentioning

confidence: 99%

Learning English as a foreign language in Taiwan: students’ experiences and beyond

Hsieh

2011

Language Awareness

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In Taiwan, earlier English instruction has become prevalent in response to the trend of English as an international language. Current studies are interested in investigating the outcomes or developmental process of learning English from a linguistic perspective. However, this article aims to reveal children's subjective experiences of learning English, examine implicit meanings of parents' attitudes towards earlier English instruction, and explore how children's experiences are shaped by the school context. By using the framework of the Mosaic approach by Clark and Moss, this study collected data from classroom observations, interviews with children and relevant adults, and children's drawings. The results described how the children learned English under drill-focused teaching practices. The children can identify what they did and what they liked in English class. However, they considered English to be a difficult language to learn because they recognised that they did not truly understand the meaning of the target vocabulary or sentences. The children would have found English easy to learn if the teacher had translated English expressions into Mandarin. The students' experiences exposed the inappropriateness of English instruction and revealed the gap between parental expectations towards earlier English instruction and school anticipations of parental involvement in children's English learning.

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“…These types of role playing activities were described as extremely motivating endeavours that had the benefit of practising oral English language skills and the children in both pilot classrooms scored significantly higher on a post‐test of oral language skills compared with a pre‐test (Griva & Sivropoulou, ). In the second pilot project, a specially trained teacher engaged in mutually directed play activities focused on teaching English to a kindergarten class in Norway (Elvin et al ., ). A variety of play‐based activities were used, including songs, games, role playing, stories and making crafts, often organised by the teacher but occasionally initiated by the children themselves.…”

Section: Resultsmentioning

confidence: 97%

“…Presser, Clements, Ginsburg & Ertle, ) and literacy skills, including oral language skills (e.g. Elvin, Maagerø & Simonsen, ) as well as reading and writing (e.g. Wohlwend, ).…”

Section: Introductionmentioning

confidence: 99%

A scoping review of research on play‐based pedagogies in kindergarten education

Pyle

DeLuca

Danniels

2017

Review of Education

100

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Across a number of countries, play‐based learning is the mandated pedagogy in early years’ curricula. However, a lack of consensus remains both in research and practice regarding the value and role of play in children's learning. This scoping review analyses 168 articles addressing play‐based learning for 4–5 year old children divided into three categories: research on play for developmental learning, research on play for academic learning and factors influencing play in kindergarten classrooms. Much of the research endorsed play as fulfilling an important role in early learning. However, two disparate perspectives concerning the role of play for developmental versus academic learning demonstrate different orientations towards the value and potential benefits of play. Research focused on developmental learning endorsed the use of free play and a passive teacher role, while research focused on academic learning endorsed teacher‐directed and mutually directed play where the teacher fulfills an active play role. A similar lack of consensus was found among research with educators regarding the role and benefits of play. These findings indicate a need to move away from a binary stance regarding play and towards an integration of perspectives and practices, with different types of play perceived as complementary rather than incompatible.

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How do the dinosaurs speak in England? English in kindergarten†

Cited by 21 publications

References 6 publications

Voices from Sudan: The Use of Electronic Puzzles in an Adult Refugee Community Learning

Voices from Sudan: The Use of Electronic Puzzles in an Adult Refugee Community Learning

Learning English as a foreign language in Taiwan: students’ experiences and beyond

A scoping review of research on play‐based pedagogies in kindergarten education

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