Teaching English for young language learners at Grade 5: Teachers' beliefs in two contrasting national approaches compared, and pedagogical implications
(2019) The 7th OpenTESOL International Conference p.423-442- Abstract
- The aim of the paper was to investigate EFL (English as a foreign language) primary school teachers’ beliefs regarding their teaching methods used in English at grade 5 in the classroom, which was a part of my PhD research (Son, 2018). Interviews (teachers at Grade 5 observed classes; Responses N=2, Sweden and N=3, Vietnam) and questionnaires to English teachers at grade 5 in Swedish and Vietnamese primary schools (additional teachers at Grade 5; Responses N=10, Sweden and N=52, Vietnam) were used. The content of the questionnaire was based on the COLT observation scheme (Spada & Fröhlich, 1995) and adapted to be suitable to the study (Son, 2018) of teaching methods at Grade 5. The teachers’ answers showed the major different degree of... (More)
- The aim of the paper was to investigate EFL (English as a foreign language) primary school teachers’ beliefs regarding their teaching methods used in English at grade 5 in the classroom, which was a part of my PhD research (Son, 2018). Interviews (teachers at Grade 5 observed classes; Responses N=2, Sweden and N=3, Vietnam) and questionnaires to English teachers at grade 5 in Swedish and Vietnamese primary schools (additional teachers at Grade 5; Responses N=10, Sweden and N=52, Vietnam) were used. The content of the questionnaire was based on the COLT observation scheme (Spada & Fröhlich, 1995) and adapted to be suitable to the study (Son, 2018) of teaching methods at Grade 5. The teachers’ answers showed the major different degree of focusing on communication and grammar in teaching English classes at primary level between the groups, in spite of some similarities regarding classroom activities (group work), source of material and the languages used in the classroom. The results not only casted light on teachers’ beliefs in two contrasting national approaches in their English teaching methods for young language learners but also led the author to discuss further pedagogical implications (Less)
Please use this url to cite or link to this publication:
https://lup.lub.lu.se/record/0a9ee502-a56d-4191-af28-87c21c6eb7be
- author
- Son, Vi Thanh LU
- organization
- publishing date
- 2019-05-25
- type
- Chapter in Book/Report/Conference proceeding
- publication status
- published
- subject
- keywords
- Teachers’ beliefs, English, Primary school, Communicative language teaching, Grammar, Focus on forms
- host publication
- OpenTESOL-Proceedings of the 7th OpenTESOL intrenational conference 2019 : Innovation and inspiration: Building the future of language education - Innovation and inspiration: Building the future of language education
- editor
- Nguyen, Lan ; Bui, Quyen ; Huynh, Hung and Mai, Tien
- pages
- 423 - 442
- publisher
- Ho Chi Minh City Publishing House of Economics
- conference name
- The 7th OpenTESOL International Conference
- conference location
- Ho Chi Minh City, Viet Nam
- conference dates
- 2019-05-24 - 2019-05-25
- language
- English
- LU publication?
- yes
- id
- 0a9ee502-a56d-4191-af28-87c21c6eb7be
- alternative location
- http://opentesol.ou.edu.vn/uploads/5/9/9/8/59980917/proceedings_of_the_7th_opentesol_interntional_conference_2019.pdf#page=423
- date added to LUP
- 2019-08-26 13:40:02
- date last changed
- 2019-08-29 16:54:43
@inproceedings{0a9ee502-a56d-4191-af28-87c21c6eb7be, abstract = {{The aim of the paper was to investigate EFL (English as a foreign language) primary school teachers’ beliefs regarding their teaching methods used in English at grade 5 in the classroom, which was a part of my PhD research (Son, 2018). Interviews (teachers at Grade 5 observed classes; Responses N=2, Sweden and N=3, Vietnam) and questionnaires to English teachers at grade 5 in Swedish and Vietnamese primary schools (additional teachers at Grade 5; Responses N=10, Sweden and N=52, Vietnam) were used. The content of the questionnaire was based on the COLT observation scheme (Spada & Fröhlich, 1995) and adapted to be suitable to the study (Son, 2018) of teaching methods at Grade 5. The teachers’ answers showed the major different degree of focusing on communication and grammar in teaching English classes at primary level between the groups, in spite of some similarities regarding classroom activities (group work), source of material and the languages used in the classroom. The results not only casted light on teachers’ beliefs in two contrasting national approaches in their English teaching methods for young language learners but also led the author to discuss further pedagogical implications}}, author = {{Son, Vi Thanh}}, booktitle = {{OpenTESOL-Proceedings of the 7th OpenTESOL intrenational conference 2019 : Innovation and inspiration: Building the future of language education}}, editor = {{Nguyen, Lan and Bui, Quyen and Huynh, Hung and Mai, Tien}}, keywords = {{Teachers’ beliefs; English; Primary school; Communicative language teaching; Grammar; Focus on forms}}, language = {{eng}}, month = {{05}}, pages = {{423--442}}, publisher = {{Ho Chi Minh City Publishing House of Economics}}, title = {{Teaching English for young language learners at Grade 5: Teachers' beliefs in two contrasting national approaches compared, and pedagogical implications}}, url = {{http://opentesol.ou.edu.vn/uploads/5/9/9/8/59980917/proceedings_of_the_7th_opentesol_interntional_conference_2019.pdf#page=423}}, year = {{2019}}, }