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Modern Approaches to Teaching English as Foreign Language to Young Learners

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nadezhda stefanova

on 6 March 2015

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Transcript of Modern Approaches to Teaching English as Foreign Language to Young Learners

Modern Approaches to Teaching English as Foreign Language to Young Learners
Student: Nadezhda Stefanova
Supervisor: Assistant Prof. Irina Ivanova, PhD
Chapter I. The Young Learner
Definition of terms

Gardner's Multiple Intelligence Theory

Learning styles
Chapter II. Global and Local Problems and Practices in TEYL
The second chapter is structured around the main problems and challenges facing the Young English Language Teachers.
Chapter III.
The main terms are discusses as defined by Antony, Richards & Rodgers and Brown.


The most commonly used teaching approaches and activities are commented in details.
Introduction
The Topic of the work
The object
To investigate the methods and approaches of teaching English to Young Learners
The subject
Second Language Acquisition at the target age of 3-12 years
Teaching English to Young Learners as a branch of the general English Language Teaching
The aim
Which approaches are considered "modern"?
Motivation
Teaching experience abroad comparing the educational practices, understandings and dynamics.
Bachelor's Thesis
Modern approaches to teaching English and their application to the Bulgarian primary classroom
Grammar Translation
The Direct Method
ALM
CLL
The Silent Way
TPR
CLT
TBLT
CLIL
CALL
Approaches
Activities
Algorithms
Association based techniques
Brainstorming
Visuals
Drama
Games
Problem-solving activities
Projects
Songs and Rhymes
Storytelling
Translating
Chapter IV.
Applications of the approaches and activities in different contexts of TEYL in Europe
The last chapter consists of a small scare empirical research constructed around a number of questions.
Who is the average English language teacher of today?
Age range, sex, education, years of experience and characteristics which are considered of key importance
What is the school environment that he is placed in?
Type of school, their settings and the material base that is available
What are teachers’ beliefs about teaching and learning in the Primary classroom regarding:

the role of teachers in the classrooms?
the characteristics of good teachers?
the characteristics of a good class?
the supported and discarded practices and opinions in TEYL?

teaching practices, how respondents describe their teaching and what their motivation is
What are their preferred approaches in teaching?
The frequency of use of the different approaches and activities according to the age of the students.

Analyse the teachers' preferred approaches and activities as well as the differences in the frequency of their use in the English language teaching classrooms of 3-5, 6-8 and 9-12 year old children
Conclusion
The conclusion summarizes the main ideas and findings of my thesis and suggests further development in the field.
Government policy linked to education

Local Solutions

Training

Level of English of the Teachers
The problems of the classroom environment

Materials and resources

Evaluation and assessment process
Full transcript