2010. ‘A global revolution? Teaching English at primary school’.
Summary: English is being taught at increasingly younger ages in an expanding number of countries. So today, teenagers are no longer young learners of English. The new YL is a first grader, a pre-schooler or even a foetus! The online paper and video link discusses this phenomenon from a global perspective.
URL: http://www.teachingenglish.org.uk/seminars/a-global-revolution-teaching-english-primary-school
Country of research: various
Institutional level: primary
Entered by: London Metropolitan University (Faculty of Humanities, Arts, Languages and Education)
Summary: English is being taught at increasingly younger ages in an expanding number of countries. So today, teenagers are no longer young learners of English. The new YL is a first grader, a pre-schooler or even a foetus! The online paper and video link discusses this phenomenon from a global perspective.
URL: http://www.teachingenglish.org.uk/seminars/a-global-revolution-teaching-english-primary-school
Country of research: various
Institutional level: primary
Entered by: London Metropolitan University (Faculty of Humanities, Arts, Languages and Education)
2009. ‘New global contexts for teaching Primary ELT: Change and challenge’ in
Young Learner English Language Policy and Implementation: International Perspectives. Reading, UK: Garnet Education, pp. 5-22
Book editor(s): Enever, J., J. Moon and U. Raman.
ISBN: 978 1 90109 523 4
Summary: This chapter discusses the impact of global processes on the policy and practice of teaching English to young learners (TEYL). It concludes that there is still much to be done to achieve optimal frameworks for the effective implementation of policies.
Country of research: various
Learners' background: various
Institutional level: primary
Entered by: London Metropolitan University (Faculty of Humanities, Arts, Languages and Education)
Book editor(s): Enever, J., J. Moon and U. Raman.
ISBN: 978 1 90109 523 4
Summary: This chapter discusses the impact of global processes on the policy and practice of teaching English to young learners (TEYL). It concludes that there is still much to be done to achieve optimal frameworks for the effective implementation of policies.
Country of research: various
Learners' background: various
Institutional level: primary
Entered by: London Metropolitan University (Faculty of Humanities, Arts, Languages and Education)
2009. ‘Early language learning in Europe: a multinational longitudinal study’ in
Young Learner English Language Policy and Implementation: International Perspectives. Reading, UK: Garnet Education, pp. 141-148
Book editor(s): Enever, J., J. Moon and U. Raman.
ISBN: 978 1 90109 523 4
Summary: This paper presents an outline of the research framework for a longitudinal, comparative study of early language learning (ELL) across seven European country contexts (Croatia, England, Italy, Netherlands, Poland, Spain and Sweden). Initial evidence from the one year scoping study is discussed, giving an indication of future study outcomes.
Country of research: various
Learners' background: various
Institutional level: primary
Entered by: London Metropolitan University (Faculty of Humanities, Arts, Languages and Education)
Book editor(s): Enever, J., J. Moon and U. Raman.
ISBN: 978 1 90109 523 4
Summary: This paper presents an outline of the research framework for a longitudinal, comparative study of early language learning (ELL) across seven European country contexts (Croatia, England, Italy, Netherlands, Poland, Spain and Sweden). Initial evidence from the one year scoping study is discussed, giving an indication of future study outcomes.
Country of research: various
Learners' background: various
Institutional level: primary
Entered by: London Metropolitan University (Faculty of Humanities, Arts, Languages and Education)
2009. ‘Interactive teaching styles with CD-ROMs: Malaysian perspectives’ in
Young Learner English Language Policy and Implementation: International Perspectives. Kent: IATEFL Young Learner Special Interest Group/Garnet Publications, pp. 237-245
Editor(s): Enever, J., J. Moon and U. Raman.
Entered by: University of Birmingham (School of Education)
Editor(s): Enever, J., J. Moon and U. Raman.
Entered by: University of Birmingham (School of Education)
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