SHATHAN AL-RUMHI.

Young Learners

The content of the talk

Language learning at a young ageThe spread of EnglishLearning English as a Foreign

Language (EFL) at a young ageKnowledge-Base for teaching EFL

to young learners Research in-progress: Home Room

teachers teaching English in grade One

Should a language be introduced at a young age?

Informal (home) environment vs. formal school setting

Home (natural) environment: Caretaker’s fluency and comfort in the

languageRecognition of the advantages of bilingualism

– contribution to complex cognitive skills (Baker,1998; Bialystock, 2002; Hornberger, 2003)

Formal Schooling: 2 schools of thought

Against Interference with L1 Research shows efficient learning takes

place at older ages- ability to utilize and transfer skills from L1 (Cenzos, 2005; Mclaughlin, 1992 Singleton, 2001)

Learning Fatigue Early exposure and more teaching hours:

not enough to ensure success

For Affective factors: less inhibited; greater

motivationOral ability, particularly pronunciation

enhanced at a young age (Johnstone, 1994; Marinova-Todd et al, 2000)

Confidence as a language speakerNeed to know language(s): Multilingualism is

a key to success

But: Beliefs regarding language learning at school

Depend on: Purpose, setting, frequency, teacher, resources, language

Discussion: Somewhat PasséEspecially with regard to English

Why?

English as a Lingua Franca

Emergence of English as a World Language due toBritish colonialismUS powerAdvent technology

About a billion people engaged in studying English as a Second (ESL) or Foreign (EFL) Language: Only about 300,000 million L1 English speakers (British Council, 2004; Crystal, 2000)

The Spread of English: 3 Circles (Kachru, 1982)

Inner: Britain, USA, Canada, Australia, etc.Outer: Nigeria, Singapore, India (New Englishes)Expanding: Israel, Netherlands, Germany, etc.

EXPANDING

EXPANDING

OUTER

INNER

Currently: Distinction Blurred

New Englishes in Outer Circles (Periphery) asserting their rights:

Singlish in Singapore Japanese English Indian EnglishExpanding Circle countries (like Israel and

Germany) embracing English as a semi-official language

Native and Non-Native English speakers

Who is a native speaker? Central or Periphery?

Who is the best English teacher: Native of standard (inner Circle) English or

bilingual, non-native English speaker? Criteria for material selection and for

assessment: Central? Local? English as a Lingua Franca?

Young Learners of English

Wide spreadLanguage prestigeParental pressure: social mobilityThe younger the better regardless

of research findings

How Young is Young?

Home environment: birthSchool:

Foreign language teaching in the US- 12 Europe: varies: often 9-10 (or earlier) Cambridge Young Learners’ test: 7-12 Israel and other “expanding countries” The younger the better move to lower age.

Currently: grade one Sometimes kindergarten

What Knowledge-Base is required for teaching EFL to young learners

Knowledge of the languageKnowledge about the language Knowledge how to teach he language Knowledge about teaching young childrenKnowledge about teaching the language to

young children

Home Room Teachers Teaching English

A common phenomenon in some European and Asian countries

In Israel: Began 5 years ago in the town of Ra’anana

Reasons: Rooted in educational philosophical

thoughtAvailability, convenienceEconomically viable

Knowledge on how to teach English to young learners

Till recently: Lack of training in EFL teacher education programs

(Program component in Beit Berl since 2001)

Who has the advantage

Programs for teaching EFL to young learners: Pertinent issues

Goals: exposure, fun, or academic?Listening/speaking or literate skills?Use of target language (English) vs. local

language (Hebrew; German), and for what purpose?

Integration with in-going topics (taught in the local language)

Literacy?Assessment?Coordination with programs for the older

learners?

Relevance to Israel

The Younger the better: move to introduce English at younger ages

One of the flagships of the current Ministry of Education policy

Vast spread of first grade English initiatives

In-Progress Research:Home Room teachers teaching

English in Grade One

Headed by Prof. Elana Shohamy, Tel-Aviv University

Initiated and Funded by the Israeli Ministry of Education

Pertinent Issues

Programs (3 programs are being examined)Teacher’s Knowledge-Base (English teachers vs. home room teachers)Attitudes of the public (high level administrators, principals, parents)Students: achievements, attitudes, self-assessment

Research Tools

Large SampleTeachers’ questionnaires (home room and

English)Principals’ questionnaireInterviews (administrators, program

developers)Sample of 7 schools:

Parents’ questionnaireClassroom observationsTeacher interviewsStudents’ research tools

Students’ Research Tools

Listening comprehension quiz (N=250)Individual oral interaction interviews (N=54)Attitude questionnaires (N=250)Self-Assessment questionnaires (N=250)

Some initial observations

Teaching of English in grade 1 in Israel is extremely common

Both teaching models exist (home room and English teachers)

Programs: different objectives and modes of implementation (one program – home room teachers only)

Student Research Tools

Specific age appropriate and language level considerations

format (whether individual, group or class)choice of item and task typeschoice of contexualized, age-relevant stimuli

Comparative Research Study?

Similar phenomena in Germany?Possibilities for joint and comparative

research?