Primary ELT

Enever, Janet

doi:10.4324/9781315676203-30

Cited by 12 publications

(7 citation statements)

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“…What is important is that despite all four decades of anti‐intrusion policies against global English and government attempts to offer localized English in accordance to Islamic values, the Iranians' desire for the global English has been on the increase and there is evident incongruency between the approach of the Islamic government toward ELT and the people's visions and wants (Davari & Aghagolzadeh, 2015; Rassouli & Osam, 2019). Thus, perhaps it is time policymakers devised macrolevel policies based on the actual needs and wants of the majority of the society to ensure effective policies and sustainable implementation of the policies within day‐to‐day classroom practices (Aghagolzadeh & Davari, 2017; Enever et al., 2009).…”

Section: Outcomes and Discussionmentioning

confidence: 99%

“…The second reason is the widespread belief that children find it easier to learn languages and that an early start with English enhances their cognitive development and enables them to achieve greater overall proficiency (Hu, 2007; Huang, 2016; Nunan, 2003). The third reason reported in the literature is pressure from parents on governments to include English in the (pre)primary education curriculum for their children to benefit socially and economically from learning it (Enever & Moon, 2009; Gimenez, 2009).…”

Section: Introductionmentioning

confidence: 99%

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Teaching English to young learners in private sector of Iranian ELT: Challenges and local realities

Tavakol

Tavakoli

2023

Int J App Linguistics

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The growing phenomenon of (pre)primary English education worldwide has resulted in the rise in prominence of the discipline of teaching English to young learners (TEYL). Under the global forces and parents' pressure, early EFL learning has also turned into a pervasive trend in the marketized private sector of Iranian ELT as evidenced by the ever-growing number of classes of ever-younger learners. However, it is not clear what stands at its core because it has not received the attention it deserves, and reports on its status quo are almost non-existent. This qualitative study was conducted to shine the spotlight on some local realities and challenges faced by Iranian TEYL to trigger more intensive research and informed discussion into this Cinderella area of scholarship. The findings regarding each aspect are presented and discussed along with implications and directions for future research.

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Section: Outcomes and Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Teaching English to young learners in private sector of Iranian ELT: Challenges and local realities

Tavakol

Tavakoli

2023

Int J App Linguistics

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“…The learning contexts and conditions in which this education occurs may vary significantly across settings. Research, as cited by Enever [7,49,50] and Muñoz [51], has highlighted that English language learning conditions are primarily associated with several key factors, including the expertise of teachers, curriculum design [52], the intensity and continuity of English language provision, the sustainability of motivation over time, and extracurricular language learning opportunities. These facets of language teaching and learning present substantial challenges, which are often encountered in primary English education [50].…”

Section: Motivation Attitude and Teaching And Learning Context Of Yllsmentioning

confidence: 99%

“…Research, as cited by Enever [7,49,50] and Muñoz [51], has highlighted that English language learning conditions are primarily associated with several key factors, including the expertise of teachers, curriculum design [52], the intensity and continuity of English language provision, the sustainability of motivation over time, and extracurricular language learning opportunities. These facets of language teaching and learning present substantial challenges, which are often encountered in primary English education [50]. One particularly critical aspect is the expertise of teachers, encompassing their proficiency in English, both in terms of oral fluency and language knowledge, as well as their ability to employ appropriate pedagogical strategies suitable for the age group they teach [53].…”

Section: Motivation Attitude and Teaching And Learning Context Of Yllsmentioning

confidence: 99%

Chilean Primary Learners’ Motivation and Attitude towards English as a Foreign Language

Inostroza,

Perez-Villalobos,

Tabalí

2024

Education Sciences

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This study aims to identify motivational and attitude variables among Chilean young English learners from Concepción. A child-appropriate Likert scale questionnaire was distributed to 137 students from the 3rd, 4th, and 5th grade of two state-run primary schools. The instrument considered five variables: attitude towards English, intrinsic motivation, extrinsic motivation, Ideal L2 Self, and parent-oriented motivation, because the eclectic nature of early language learning has been shown to be influenced by these factors. The variables for teacher profile considered years of teaching experience, training in primary English language teaching, and access to multisensory and audio-visual materials. A confirmatory factor analysis was conducted to determine the internal consistency of the instrument. The Mann–Whitney U test and the Kruskal–Wallis H-test using Dunn’s post hoc contrast were used to compare the motivations and attitudes by gender, teacher profile, and grade. Spearman’s rho correlation coefficient was then used to identify the relationship between the target variables and the teacher profile. Results show that teacher profile is a key factor in motivation and attitude to learning English, particularly their access to multisensory and audio-visual materials. This study’s main novelty is that it is the first time a questionnaire focused on children’s attitudes and motivations has been applied in Chile, with clear implications for teacher education and policy implementation assessment.

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“…Education, without doubt, is a key to the success of any nation and if such is the case, the learning of a foreign language becomes even more important (Philominraj et al, 2020) as it opens door to the future success of children. The growing expansion of English as a global and local communication tool (Gimenez, 2009;Enever & Moon, 2009) has led to formally introduce the English language in the EFL curriculum in several countries. Numerous studies have demonstrated the benefits of learning a foreign language at an early age (Johnstone, 2002;Bialystok, 2017).…”

Section: Introductionmentioning

confidence: 99%

Family’s role and their Challenging Commitment to English Language Learning: A systematic Review

Philominraj

Ranjan

Saavedra

et al. 2022

JLE

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Background: The English language occupies a prominent role in today’s globalized world. The importance of this language is on the increase to the extent that this has become a major concern for governments, curriculum designers, educators, and parents. There are several factors, which contribute to achieving the successful learning of the English language. One of these factors is the role of the family and their involvement in the language development of their children. Purpose and Method: The present systematic review is framed in a descriptive qualitative approach since its main objective is to analyze articles that contain information regarding family’s role and their challenging pedagogical commitment with their children to the learning of the English language. For this purpose, 16 empirical studies retrieved from SCOPUS and the Web of Science database published between 2016 and 2021 in different EFL contexts were analyzed. The present work followed the Preferred Reporting Items for Systematic Review and Meta-analyses (PRISMA) guidelines and was analyzed thematically. Four themes were identified from the empirical studies and were discussed further. Results: The results clearly suggest that the higher commitment of parents is directly proportional to the success rate in the learning of the English language. It also revealed the need for integrating the Family in the English language learning process and be considered while formulating any language/educational policy as well as curriculum development involving English as a foreign language (EFL) learning context in the future. Finally, the study provides information on limitations and implications followed by a conclusion.

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Primary ELT

Cited by 12 publications

References 0 publications

Teaching English to young learners in private sector of Iranian ELT: Challenges and local realities

Teaching English to young learners in private sector of Iranian ELT: Challenges and local realities

Chilean Primary Learners’ Motivation and Attitude towards English as a Foreign Language

Family’s role and their Challenging Commitment to English Language Learning: A systematic Review

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