What can we expect of an early start to foreign language learning in Europe today?

Enever, Janet

doi:10.31074/gyntf.2016.1.2.10

Cited by 4 publications

(9 citation statements)

References 2 publications

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“…When learners are so young that they do not yet read and write, the main input is through listening to the teacher using the language or hearing language from other sources, such as videos or audio files. Many researchers thus encourage teachers to use solely or mostly the target language in order to maximize learners' exposure to it (Enever, 2016;Mezzi, 2012).…”

Section: Early Teaching Of Foreign Languagesmentioning

confidence: 99%

“…Learners' motivation and engagement are influenced, for example, by the kind of activities that the teacher selects and the nature of learner involvement in the activities (Edelenbos et al, 2006;Mezzi, 2012). Earlier studies show that young children are initially very motivated and have a positive attitude towards language learning (Enever, 2016). They are easily excited and engage willingly in various activities (Johnstone, 2009;Nikolov, 2009).…”

Section: Early Teaching Of Foreign Languagesmentioning

confidence: 99%

“…However, learner motivation declines with age. The reasons are that the early years of using the fun approaches of singing and games are gradually changed to more demanding tasks of studying by reading, writing and memorizing vocabulary (Enever, 2016). Learners' attitudes to songs and games change with age, too, and thus teachers need to adapt to what fun and meaningful activities mean for different age groups.…”

Section: Early Teaching Of Foreign Languagesmentioning

confidence: 99%

“…T here has been a trend to an ever-earlier start to foreign language teaching and learning in Europe since the 1990's (Enever, 2016). The decisions for lowering the starting age have often been made on the assumption that younger learners learn a new language better (e.g., Luz Celaya, 2012).…”

Section: Introductionmentioning

confidence: 99%

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Class Teachers, Subject Teachers and Double Qualified: Conceptions of Teachers Skills in Early Language Learning in Finland

Hahl¹,

Pietarila²

2021

iejee

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The shift to an earlier start in foreign language teaching in Finland took place nationwide in 2020. Both class teachers and subject teachers faced a new situation. They would be teaching children younger than before, or they would be teaching a completely new subject for them. This article examines teachers' conceptions of the skills and competencies, including required language skills, that are important for a teacher in early foreign language teaching. The data for this study were gathered through essays that teachers (n=44, subject teachers, class teachers, and double qualified teachers) turned in as tasks during an in-service teacher training for early teaching of foreign languages. The essays were analyzed with content analysis. The findings show that teachers found it the most essential that early foreign language teachers have enthusiasm for the job and are able to inspire learners. They also considered it important that teachers focus on learners and the learning environment, as well as have skills for early years pedagogy. The teachers did not consider foreign language education or language skills as important as the other skills but yet wished for teachers to be able to communicate in the target language in the class.

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Section: Early Teaching Of Foreign Languagesmentioning

confidence: 99%

Section: Early Teaching Of Foreign Languagesmentioning

confidence: 99%

Section: Early Teaching Of Foreign Languagesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Class Teachers, Subject Teachers and Double Qualified: Conceptions of Teachers Skills in Early Language Learning in Finland

Hahl¹,

Pietarila²

2021

iejee

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“…En segon lloc, una altra tendència molt estesa a les escoles és l'ensenyament d'una llengua estrangera, especialment l'anglés, a una edat primerenca (Enever 2016). En concret, el sistema educatiu valencià introdueix l'anglés en l'etapa de prealfabetització.…”

Section: Educació Multilingüeunclassified

El multilingüisme a l’escola: tendències educatives i nous reptes

Portolés

2020

Caplletra

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Aquest article tracta sobre les tendències educatives actuals i els nous reptes que l’educació multilingüe planteja. Es presenta la situació lingüística actual a la gran majoria de centres educatius on vàries llengües coexisteixen dins i fora de l’aula. S’expliquen les diferents tendències educatives lligades al foment del multilingüisme, com ara la importància del manteniment de les llengües pròpies de l’alumnat,la incorporació de l’anglés a una edat primerenca i els nous enfocaments metodològics en l’ensenyament de llengües, com són els programes CLIL i EMI. S’exposa un nou paradigma emergent en el camp del multilingüisme, anomenat translanguaging, que adopta per primera vegada un enfocament purament multilingüe i incorpora la recerca avantguardista en adquisició de llengües addicionals i competència multilingüe. Es conclou amb una sèrie de valoracions sobre didàctica multilingüe i futures línies de recerca.

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A Case Study of Teaching English in Kindergartens Since 1989 – A North-East Hungarian City

Nemes

2024

Különleges Bánásmód

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In our paper, we deal with the significance of learning languages at an early age. The research aimed to explore how the teaching methods employed in kindergartens have altered with the change of the political regime in 1989–90. A case-study was conducted using semi-structured interviews (n=7) with early childhood educators and language teachers in 2016/2017. Oral history method was used because no written material was produced. Based on information we received from the informants and local authorities, early English activities were available in 68% of kindergartens in the North-East Hungarian city when the research was undertaken. The number of kindergartens which organize playbased foreign language practices has been increasing since the 1990s. In the beginning, providing educational personnal was the most difficult task. Using audio-visual devices and props has been highly important, and Early Childhood Educators have been doing their best when working with children aged 4–7. However, there are differences too, due to the development of technology.

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What can we expect of an early start to foreign language learning in Europe today?

Cited by 4 publications

References 2 publications

Class Teachers, Subject Teachers and Double Qualified: Conceptions of Teachers Skills in Early Language Learning in Finland

Class Teachers, Subject Teachers and Double Qualified: Conceptions of Teachers Skills in Early Language Learning in Finland

El multilingüisme a l’escola: tendències educatives i nous reptes

A Case Study of Teaching English in Kindergartens Since 1989 – A North-East Hungarian City

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