A study on teaching English to young learners in EFL contexts

Abstract

The present study aimed to explore the teachers', trainees' and the learners' views on the issue of 'teaching English to young learners in EFL contexts. In order to have a better understanding on the research issue under investigation, five major issues focusing on the current situation in public primary EFL classes were identified as the main areas of concern in the present study. Thus, with regard to the concern of teaching English to young learners, the main areas of concern: activities, language skills, classroom language, evaluation and assessment and materials were investigated all through the study. In order to achieve the purpose, various data collection instruments were utilized; questionnaires, interviews and field notes. Questionnaire, as the leading instrument in the study was employed to probe into the research issue under investigation. Interviews and field notes helped the researcher to get further information about the participants' views on teaching English to young learners in public primary EFL classes. Since this study aimed to enhance the quality of both present and future practices of primary EFL, it investigated public primary schools; teachers and learners, and the teacher training programmes; trainees. Therefore, the data gained through a variety of data collection instruments was elicited from 400 primary school students, 1 1 0 teacher trainees and 70 EFL teachers from twenty five different public schools in Bursa, Turkey. The analysis of the data revealed some intriguing results. It was found out that both the teachers and the teacher trainees have some uncertainties and anxieties on the issue of teaching English to young learners in public primary schools. However the nature of their anxiety differs from each other. For instance, most of the teachers confess that they do not have exact knowledge on some aspects of 'teaching English to young learners' such as young learners' language learning, lesson planning, the teacher role and affective factors. They list some reasons for their lack of knowledge as they have not got any training on the teaching English to young learners and then they have no time and finance to be equipped with the necessary knowledge. On the other hand, trainees' anxieties reveal themselves in different way. The results offer that the trainees have the potential ground for the future practices in teaching English to young learners. The one thing they complain about is that they cannot have the chances to observe the things they are taught and to practice them in actual class environment. The present study indicated that the views of the teachers on some aspects of TEYL differ from the trainees' views. Regarding the activities applied in primary classes it was found out that the teachers mostly tend to hold a quite authoritarian manner in the context of primary EFL and prefer teacher-oriented activities while teaching English to young learners in public inprimary classes. When compared to the teachers' views on the same issue, the trainees seem to be more willing to use learner-centred activities in primary EFL classes. As for the language skills, while most of the teachers admit that activities based on writing skills should form the core of their lessons in public primary EFL classes, the trainees put the communication at the centre of their classroom practices. Regarding the vocabulary and grammar teaching, the teachers prefer to teach vocabulary and grammar by more traditional techniques while the trainees mention more eclectic approaches enhanced by self-generated techniques to teach vocabulary and grammar in primary EFL classes. When it comes to the language use in class, it was found out that the teachers seem to be fancy of using mother tongue in primary EFL classes. On the same issue, the trainees mostly support the use of a blend of the two languages in young learners' classes. The study also revealed that although the teachers in the present study do not find the coursebook satisfactory enough, they could not offer any alternatives other than the coursebook for their classroom use as the schools can generally provide the limited sources of materials. The trainees appear to show potential on developing materials in public primary EFL classes. When it comes to what learners think of the issues given above, the primary school pupils are on the point of that they absolutely accept what their teachers provide for them or the things they are frequently exposed in their lessons at school. On the other hand learners actually want to expose the target language in the classroom to realize their long-term goals. On the other hand learners who are motivated to learn English for their long-term future also desire language classroom as colourful, lively enthusiastic as possible and where they believe they can use target language and make use of their broad imagination. In the light of all these results, it is suggested that the relevant authorities provide teachers with both appropriate conditions to realize their profession and necessary training to develop themselves and create opportunities for the trainees to observe and practice what they are taught in real contexts. Lastly, the teachers should make use of all opportunities in their contexts to develop in the profession and should take notice learners' views which are the unique sources for the language classes.