By S. Rich
ISBN-10: 1137023228
ISBN-13: 9781137023223
ISBN-10: 1137023236
ISBN-13: 9781137023230
This quantity includes eleven research-led bills from instructing English to younger Learner (TEYL) educators operating in various diversified settings around the world. The leading edge sensible and theoretical views supply a few very important insights into powerful TEYL pedagogy for the twenty first century.
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Extra info for International Perspectives on Teaching English to Young Learners
Sample text
Why do you think the author believed that horses had feelings and could learn about the world? Explain why a horse that is terrified of trains would be a danger to itself and a rider. The implementation of the REL1 extensive reading scheme The REL1 extensive reading scheme outlined above was adopted by teachers in a government-aided primary school for children aged 6–12 in the New Territories, in Hong Kong. The school had four parallel classes in each year band from Primary 1 to Primary 6 (ages 6 to 12 years).
The benefits of using REL1 materials versus REYL materials was that there was an understanding that there were wide variations in learner abilities at the early stages of reading and that levels were not fixed to age groups. Other features of note in the account of Smith and Nelley (2002) of the EGRS are that: 1. there was a strict control over the number of high-frequency words and their order of introduction with the aim of allowing young learners to read with 95 percent accuracy. The high-frequency words had been selected from those used most frequently in the free writing of primary school children and from those that storytellers need; 2.
Cameron, L. (2001). Teaching Languages to Young Learners. Cambridge: Cambridge University Press. Cameron, L. (2003). Challenges for ELT from the expansion in teaching children. ELT Journal, 57 (2): 105–112. Canagarajah, S. ) (2005). Reclaiming the Local in Language Policy and Practice. Mahwah, NJ: Lawrence Erlbaum. Taking Stock 17 Carless, D. R. (2003). Factors in the implementation of task-based teaching in primary schools. System, 31: 485−500. Crozier, G. (2000) Parents and Schools: Partners or Protagonists?
International Perspectives on Teaching English to Young Learners by S. Rich
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