Innovative Practices in Early English Language Education

Foreword
References
Foreword
Acknowledgements
Contents
Notes on Contributors
List of Figures
List of Tables
List of Cameo Boxes
1: Introduction: Confluence, Connections and a Call to Action in Early English Education
1 Characteristics of Innovative Practices
2 Structure of the Book
References
Part I: Innovative Practices in Early English Education
2: Integrating Language Learning into Education in the Primary English Classroom
1 Introduction
2 Current Issues and Research
Mainstream Approaches in the Primary English Classroom
Learning as a Social Experience
3 Practical Applications: Social Constructivism and the Primary English Classroom
Principles for Course Design
Principle 1: Classroom Content Has Educational Value
Principle 2: Classroom Activities Have Educational Value
Principle 3: Meaning and Content are the Central Focus of Classroom Work
Principle 4: The Child’s L1 Is a Resource for Learning
Principle 5: Learners Are Involved in Classroom Decision-Making
Principle 6: Classroom Work Is Highly Interactive
Principle 7: Classroom Work Is Inclusive
Principle 8: Classroom Work Is Age Appropriate
Examples of Principles in Practice
Example 1: Content and Methods from Across the Curriculum, Integrating L1s
Example 2: Learner Plans
Example 3: Question Posters
Example 4: Cognitive Engagement in Language Work
4 Conclusion
References
3: Implementing Agency-Based Approaches in Upper-Primary English Language Education
1 Introduction
2 Current Issues and Research
Learner Agency
Conceptual Basis for Agency-Based Approaches
Pedagogical Principles for Agency-Based Approaches
3 Practical Applications
Implementing Teaching–Learning Sequences
Communicatively Orienting Learners
Personally Orienting Learners
Cognitively Orienting Learners in English
Consciously Reflecting on Errors
Raising Awareness of Evaluation Criteria
Practising via Role Playing
Conducting the Communicative Task
Evaluating with the Learners
Creating a Trusting Learning Environment
Providing Descriptive Feedback
Anticipating Your Negative Emotions as a Teacher
4 Conclusion
References
4: Creating a Model for Intercultural Competence in Early Years and Primary ELT
1 Introduction
2 Current Issues and Research
Teaching Culture
Intercultural Understanding
Intercultural Communicative Competence
Intercultural Citizenship
Issues in Developing Intercultural Competence with Children
Gap Between Theory and Practice
Focus and Design of Early Years and PELT Syllabuses
Representation of Culture
How Intercultural Competence Is Taught
Teachers’ Skills and Capabilities
Children’s Development
3 Practical Applications
Model for Developing Intercultural Competence with Children
Phase 1: Authentic Children’s Cultures
Phase 2: Comparing and Contrasting Cultures
Phase 3: Cultures in the Wider World
Benefits of the Proposed Model
4 Conclusion
References
5: Enriching Early Years English Language Education with Translanguaging
1 Introduction
2 Issues and Research
3 Practical Applications
Translanguaging Rings
Translanguaging Assessments
Translanguaging Spaces
4 Conclusion
References
6: Developing Primary English Learners’ Visual Literacy for a Multimodal World
1 Introduction
English Learners Need More Than Text Literacy
Visual Literacy Must Be Learned
Visual Literacy for Primary English Learners
2 Current Issues and Research
Real-World Images and Multimodal Ensembles
Visual Literacy as Part of a Pedagogy of Multiliteracies
Visual Literacy as a Social Practice
Visual Literacy as Critical Inquiry
3 Practical Applications
Serafini’s (2014) Exposure-Exploration-Engagement Framework
Pedagogical Principle #1: Expose Children to a Wide Variety of Real-World Visual Images and Multimodal Ensembles
Pedagogical Principle #2: Engage Primary English Learners in Critically Interpreting Real-World Visual Images and Multimodal Ensembles
Pedagogical Principle #3: Empower Primary English Learners in the Production and Interpretation of Real-World Visual Image and Multimodal Ensembles
4 Conclusion
References
7: Fostering Digital Literacies in Primary English Language Education
1 Introduction
2 Current Issues and Research
Digital Literacy and Primary Education Curricula
Fostering Digital Literacy in ELT
The Role of Teachers in Fostering Digital Literacy
Implementing Digital Literacies in Primary ELT
3 Practical Applications
The Eight C’s Framework
The Nine C’s Framework
Practical Application 1: Spotting Fake News
Practical Application 2: Affirming Cultural Identities
4 Conclusion
References
8: Reimagining Picturebook Pedagogy for Online Primary English Language Education
1 Introduction
2 Current Issues and Research
The Picturebook and Multimodality
Picturebooks and Video Read-Alouds: An Underutilized Resource
Online Video Picturebook Read-Alouds and Engagement
Affective Engagement
Cognitive Engagement
Researching and Analysing Video Picturebook Read-Alouds
(i) Suitability and Interest of the Picturebook
(ii) Video Production Approaches
Interactive Approach
Affordances
Constraints
Alternating Approach
Affordances
Constraints
Performance Approach
Affordances
Constraints
Bird’s Eye Approach
Affordances
Constraints
Additional Features
(iii) Techniques for Online Read-Alouds
(iv) Quality and Quantity of Read-Aloud Talk
(v) Establishing Online Presence and Rapport
3 Practical Applications
The Picturebook E-lesson Framework and Structure
The Picturebook E-lesson Framework Steps
Step 1 (Pre-viewing): Look at the Cover
Step 2 and 3 (While-Viewing): Listen and Watch A and B
Step 4 (Post-viewing): Add Your Voice
Step 5 (Post-viewing): Share and Evaluate Your Work
Access and Motivation
4 Conclusion
References
9: Building in Assessment for Learning to Existing Primary ELT Practice
1 Introduction
2 Current Issues and Research
3 Origins of Assessment for Learning
4 Implications for the Primary ELT Classroom
5 Interpretations of AfL in ELT
6 Challenges for Teachers and Professional Development Needs
7 Conclusion
References
10: Expanding the Role of Self-Assessment: From Assessing to Learning English
1 Introduction
2 Current Issues and Research
Theoretical Background of Self-Assessment
Formats of Self-Assessment
Self-Assessment as a Measurement Tool
Self-Assessment as a Learning Tool
3 Practical Applications
(1) Start with a Simple Format and Gradually Increase Complexity
(2) Set Clear Criteria
(3) Use Self-Assessment Strategically to Increase Children’s Motivation, Self-Regulation, and Confidence
(4) Avoid Rushing
(5) Ensure Children Receive Sufficient Feedback
(6) Create a Trusting and Constructive Environment
4 Conclusion
References
Part II: Innovative Practices in Early English Teacher Education
11: Embedding ELT Within Early Childhood Teacher Education
1 Introduction
2 Current Issues and Research
A Whole Child Approach
A Whole Teacher Approach
3 Practical Applications
Implementation
A Whole Teacher Approach
A Whole Child Approach
Transformative Potential
4 Conclusion
References
12: Educating Early Years and Primary English Language Teachers Multilingually
1 Introduction
2 Current Issues and Research
A Growing, Yet Reluctant Interest in Integrating Multilingualism in ELT
Monolingualising Ideologies
Use of the L1
The Fallacy of the Overuse of the L1
Children’s Full Linguistic Repertoire
Teachers at the Crossroads
Attitudes and Ideological Challenges
Pedagogical Challenges
Professional Development Challenges
3 Practical Applications
Educating Teachers Multilingually: A Model of Teacher Engagement
Creative, Visual Engagement with Multilingualism
Lived, Subjective Engagement with Multilingualism
Pedagogical Engagement with Plurilingual Practices
Critical Engagement with Multilingualism
Bringing It All Together: Implications for the Future of Teacher Education
4 Conclusion
References
13: Scaffolding In-depth Learning: Picturebooks for Intercultural Citizenship in Primary English Teacher Education
1 Introduction
2 Current Issues and Research
Beyond Culture as ‘Land and People’
Beyond Pre-While-Post Lesson Frameworks
Beyond Cross-Border Collaboration
3 Practical Applications
Read Against the Text and Create Cultural Identity Maps
Notice Picturebook Potentialities and Ponder the Peritext
Co-Create Materials around Picturebooks with ICit Themes
4 Conclusion
References
14: Mainstreaming Metacognitive Practices in Primary English Teacher Education Programmes
1 Introduction
2 Research Issues
The Footprint of Metacognition
Metacognition in the National Syllabus
Metacognition in Teacher Education Programmes
3 Practical Applications
Explicit Instruction in Metacognitive Practices in the Primary English Classroom
Embedded Metacognitive Practices in Primary English Language Methodology Courses
Teaching Demonstrations and Micro-teaching
Teaching Attachment
4 Conclusion
Appendices
Appendix 1 Teaching Demonstration/Micro-teaching Discussion Frame
Appendix 2 Teaching Attachment
Appendix 3 Teaching Attachment (Co-teaching Reflection)
References
15: Incorporating Pragmatics into Primary English Language Teacher Education
1 Introduction
2 Current Issues and Research
3 Practical Applications
Principles for Teacher Education: Preparing to Teach Pragmatics to Primary Learners
Principle 1: Adopt a Multilingual and Intercultural Perspective on Pragmatics
Principle 2: Make Insights About the Pragmatics Learning of Primary Children Accessible
Principle 3: Link Teachers’ Metapragmatic Awareness to Pedagogic Knowledge
Principle 4: Aim to Develop Teachers’ Multilingual Scaffolding Repertoire
Implementing a Task-Based Approach to Developing Pedagogic Knowledge
The Emoticon Task
An Illustration
4 Conclusion
References
Afterword
What the Book Teaches Us
Going Forward
References
Index