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Journal articles on the topic 'Early foreign language instructions'

Author: Grafiati

Published: 28 June 2021

Last updated: 29 July 2025

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1

Asma, Houichi, and Sarnou Dallel. "Cognitive Load Theory and its Relation to Instructional Design: Perspectives of Some Algerian University Teachers of English." Arab World English Journal 11, no. 4 (2020): 110–27. http://dx.doi.org/10.24093/awej/vol11no4.8.

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Cognitive Load Theory is a theory that can be used by educators to design effective instructions. It has been applied in many areas, including teaching English as a foreign language as it contributes to positive outcomes. Before designing instructions, teachers should well understand the theory of Cognitive Load alongside human brain architecture. Sometimes students are taught more than they can learn due to their limited cognitive capacities which teachers do not consider. Students, therefore, often experience a cognitive overload which may lead to learning failure. So to what extent Algerian

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2

Surahmat, Zulkifli, Henni Sukmawati, Agnezia Tri Muliyana, Rahmaniar Rahmaniar, Mutmainna Sahibu, and Ahmed Sardi. "Engaging Strategies for Early Childhood Foreign Language Acquistion: A Systematic Literature Review." JELITA 6, no. 2 (2025): 479–87. https://doi.org/10.56185/jelita.v6i2.975.

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The most appropriate period for learning a new language is considered the early childhood period, when children can learn languages easily and instinctively without, for instance, having to go through tedious textbooks. The objective of this review is to identify the best practices aimed at fostering foreign language acquisition by drawing upon previous empirical studies. The results indicate that the children's language skill development is greatly enhanced when the learning process is made fun through playful activities, and the singing and telling of stories. Structured approaches such as T

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Mitchell, Rosamond, and Florence Myles. "Learning French in the UK setting." Apples - Journal of Applied Language Studies 13, no. 1 (2019): 69–93. http://dx.doi.org/10.17011/apples/urn.201903011690.

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Due to the contemporary dominance of English as global lingua franca, all other “foreign languages” face a number of challenges in formal education. This paper describes the recent evolution of policy and practice regarding foreign language education in England, with a particular focus on early language learning. Evidence from a classroom study of French as foreign language is used to illustrate primary school instructional practices and children’s engagement in this setting, and their learning outcomes. Conclusions are drawn concerning sustainable approaches to the teaching of languages other

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Rowe, A. Allen. "INTERACTIVE LANGUAGE SIMULATION SYSTEMS: TECHNOLOGY FOR A NATIONAL LANGUAGE BASE." CALICO Journal 2, no. 3 (2013): 44–47. http://dx.doi.org/10.1558/cj.v2i3.44-47.

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In early 1982 the Defense Language Institute Foreign Language Center set a course toward making interactive video an integral part of foreign language instruction. This effort is being carried on with the help of severalorganizations, both civilian and military. The outcome should improve the quality of language instruction for national security and also bring interactive video technology within the grasp of many school systems, colleges, and universities throughout the nation.

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Genç İlter, Binnur, Fatma Özlem Saka, and Burak Asma. "Foreign Language Teaching in Early Childhood Education: Attitudes and Beliefs of Pre-service Teachers." Journal of Education and Future, no. 27 (February 13, 2025): 45–62. https://doi.org/10.30786/jef.1378253.

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This study examines changes in attitudes towards foreign language teaching and beliefs about foreign language education among pre-service preschool teachers from multiple perspectives. The research was conducted within the framework of a training program organized under the TÜBİTAK 2237-A Scientific Education Activities Support initiative, which aimed to enhance the foreign language skills of pre-service preschool teachers. The participants underwent a 40-hour training program comprising both theoretical and practical components. The research sample consisted of 18 pre-service preschool teache

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Scheffler, Paweł. "Grammar and meaning in early adult foreign language instruction." International Journal of Applied Linguistics 21, no. 2 (2011): 183–201. http://dx.doi.org/10.1111/j.1473-4192.2010.00266.x.

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To'layeva, Kamola Usmanovna, Nargiz Norqobilovna Mamayeva, and Nodira Xaitmurodovna Shomurodova. "TOTAL PHYSICAL RESPONSE (TPR) IS THE MOST EFFECTIVE METHOD FOR LEARNING FOREIGN LANGUAGES." EURASIAN JOURNAL OF ACADEMIC RESEARCH 2, no. 4 (2022): 82–85. https://doi.org/10.5281/zenodo.6468691.

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Early childhood is a period of rapid emotional, physical, cognitive, and language development. It is the most advantageous period to begin teaching a youngster a foreign language or languages. Although there are numerous ways and approaches for teaching foreign languages, the Total Physical Response (TPR) method is the best ideal for young learners. TPR is a method of teaching language that is based on the coordination of speech and action, or in other words, teaching language through activity. There are no books in the classroom, but there is instruction through songs, games, and stories that

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Numfor Nchang, Comfort. "ATTITUDE AND PERCEPTION OF TEACHERS ON THE USE OF MOTHER TONGUE IN ESL CLASSROOM IN CAMEROON." International Journal of Education Humanities and Social Science 05, no. 03 (2022): 62–73. http://dx.doi.org/10.54922/ijehss.2022.0387.

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Education in the local languages can be one of the means for improving the living conditions of the disadvantaged rural population. The obstacle to Education remains the use of foreign languages for teaching and learning in the early years of primary education. The advent of independence was considered the gateway to complete eradication of the colonial past. On contrary, colonial teaching practices, involving the use of foreign languages, continue to dominate the classrooms. This article revisits the issue of language of instruction in the early years of primary schools in Bafut after many ye

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Kurniawan, Mozes, and Sarah Putri Wulandari. "Enhancing Kindergarten Students' English Language Use through Bilingual Mini Theater: A Participatory Action Research." European Journal of English Language Studies 5, no. 1 (2025): 17–30. https://doi.org/10.12973/ejels.5.1.17.

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Early childhood is a critical period for growth and language development, including the ability to communicate effectively. In modern educational institutions, alongside Indonesian as the mother tongue, English is often introduced as a foreign language. Teaching English to young children is approached through engaging and educational activities designed to enhance their language skills. This study employs Participatory Action Research (PAR) involving 41 kindergarten students as participants. Effective methods include singing, reading bilingual storybooks, giving instructions in English, and ro

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Zein, Mochamad Subhan. "To postpone or not to postpone? Examining access policy on early foreign language learning from second language acquisition and language planning and policy perspectives." Applied Linguistics Review 8, no. 4 (2017): 419–39. http://dx.doi.org/10.1515/applirev-2016-1044.

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AbstractThis paper examines the suggestion to postpone instruction on early foreign language learning, from both second language acquisition (SLA) and language planning and policy (LPP) perspectives. Contrary to the widely held belief that SLA research on age effects can inform policymakers as to when to start instruction, this paper demonstrates that such research may not offer much to language policymaking. The paper argues that the use of a more pragmatic approach in the transdisciplinarity of SLA and LPP emphasizing research into the benefits of instruction for children should be the under

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Brumen, Mihaela, and Mateja Dagarin Fojkar. "Teacher Development in Slovenia for Teaching Foreign Languages at the Primary Level." Center for Educational Policy Studies Journal 2, no. 3 (2012): 27–53. http://dx.doi.org/10.26529/cepsj.346.

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The introduction of foreign languages into the first three-year cycle of primary school has spurred the need for qualified teachers, and is one of the main discussion points among experts in foreign language teaching. Most of the contemporary studies report that there is a global gap between the supply of qualified teachers of foreign languages to young learners and the demand for them as programmes expand. These studies emphasize the paramount importance in assuring the quality of early foreign language instruction. Therefore, the authors of this paper first present some of the models of init

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ALAHYANE, Latifa Mohamed. "APPLIED LINGUISTIC APPROACH TO TEACHING FOREIGN LANGUAGES THEORETICAL AND METHODOLOGICAL MODELS." International Journal of Humanities and Educational Research 03, no. 05 (2021): 371–92. http://dx.doi.org/10.47832/2757-5403.5-3.32.

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The theoretical achievement in the field of foreign language learning in the 1950s and early ‎‎1960s remained related to the practical side of language teaching. Moreover, The idea of the ‎need for foreign language teaching methodologies for a theory of learning has remained constant ‎since the occurrence of educational reform movements of the late nineteenth century.‎ To come to terms with the current developments in the field of foreign language learning, it is ‎necessary to trace the recent history of the research carried out in this regard. Therefore, we will ‎focus in this article on trac

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Zikrullah, Muhammad. "Learning Without Pressure: How Children Acquire Foreign Languages Through Animated Cartoons." Journal of Society Innovation and Development 2, no. 2 (2021): 142–52. https://doi.org/10.63924/jsid.v2i2.232.

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In an age where digital media profoundly influences early childhood experiences, the significance of animated cartoons in foreign language acquisition has attracted increased academic attention. Although formal instruction is fundamental to language education, informal, media-based exposure especially via cartoons presents a potentially potent yet underexamined pathway for language acquisition. This study rigorously analyzes 38 peer-reviewed, Scopus-indexed articles to investigate the acquisition of foreign languages by children through animated cartoons, emphasizing the psychological comfort

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Sadighi, Firooz, Shahrzad Chahardahcherik, Maryam Delfariyan, and Fariba Feyzbar. "The Influence of L2 English Acquisition of the Request Speech Act on Persian Preschool Children." International Journal of Education and Literacy Studies 6, no. 4 (2018): 25. http://dx.doi.org/10.7575/aiac.ijels.v.6n.4p.25.

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In Iran the age of learning English as a foreign language is decreasing yearly. It is obvious that learning English at a very early age is a most appropriate time to start. The investigation in this study is focused on the speech act of request. Instructional effects of learning request strategies are assessed in preschoolers who received instruction to find out whether the exposure to the foreign language learning enhances the development of request strategy use and brings about changes in their first language strategy use features. The data were collected from 10 preschool Iranian learners o

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Nikolov, Marianne, and Veronika Timpe-Laughlin. "Assessing young learners’ foreign language abilities." Language Teaching 54, no. 1 (2020): 1–37. http://dx.doi.org/10.1017/s0261444820000294.

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AbstractGiven the exponential growth in the popularity of early foreign language programs, coupled with an emphasis of evidence-based instruction, assessing young learners’ (YLs) foreign language abilities has moved to center stage. This article canvasses how the field of assessing young learners of foreign languages has evolved over the past two decades. The review offers insights into how and why the field has developed, how constructs have been defined and operationalized, what language proficiency frameworks have been used, why children were assessed, what aspects of their foreign language

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Konstantakis, Markos, Aggeliki Lykiardopoulou, Electra Lykiardopoulou, Georgia Tasiouli, and George Heliades. "An Exploratory Study of Mobile-Based Scenarios for Foreign Language Teaching in Early Childhood." Education Sciences 12, no. 5 (2022): 306. http://dx.doi.org/10.3390/educsci12050306.

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In today’s world, the ability to communicate in a foreign language is more highly prized than ever by prospective employers, which results in more options and possibilities for students, both academically and professionally. As a result of this tendency and the need for new communication methods, language instructors are driven to include cutting-edge language teaching approaches, resources, and materials in their classroom instruction, such as using ICT, or information, communication and ubiquitous technologies. In this paper, we introduce learning scenarios based on two mobile learning apps

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Matatula, Marles Yohannis, and Pricilia Tupalessy. "Language Policy in Indonesian Elementary Schools: Balancing National, Local, And Foreign Languages." Huele: Journal of Applied Linguistics, Literature and Culture 5, no. 1 (2025): 52–57. https://doi.org/10.30598/huele.v5.i1.p52-57.

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With its linguistic diversity, Indonesia faces unique challenges in implementing an effective language policy in basic education. With more than 700 regional languages and a commitment to national unity, cultural preservation, and global competitiveness, the country's language policy seeks to balance the roles of Bahasa Indonesia, regional languages, and foreign languages, mainly English. A qualitative literature review approach was used to analyze existing scholarly works, policy documents, and government reports. This method identifies patterns in language policy implementation and common ch

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Haas, Mari, Helena Curtain, and Carol Ann Bjornstad Pesola. "Languages and Children-Making the Match: Foreign Language Instruction for an Early Start Grades K-8." Modern Language Journal 78, no. 4 (1994): 543. http://dx.doi.org/10.2307/328595.

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Lightbown, Patsy M., and Nina Spada. "Teaching and learning L2 in the classroom: It's about time." Language Teaching 53, no. 4 (2019): 422–32. http://dx.doi.org/10.1017/s0261444819000454.

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AbstractOne of the challenges facing second and foreign language (L2) teachers and learners in primary and secondary school settings is the limited amount of time available. There is disagreement about how to meet this challenge. In this paper we argue against two ‘common sense’ recommendations for increasing instructional time – start as early as possible and use only the L2 (avoiding the use of the first language (L1)) in the classroom. We propose two better ways to increase the instructional time: provide periods of intensive instruction later in the curriculum and integrate the teaching of

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Andersen, Katja N. "Translanguaging pedagogy in multilingual early childhood classes." Translation and Translanguaging in Multilingual Contexts 3, no. 2 (2017): 167–83. http://dx.doi.org/10.1075/ttmc.3.2.02and.

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Abstract This paper investigates translanguaging practices and pedagogy with very young children in the trilingual country of Luxembourg. Recent research has shown that in early childhood education in Luxembourg there is a focus on Luxembourgish to the exclusion of other languages and that this appears to exclude children with foreign language backgrounds from everyday institutional life. Our research asks how and in which forms can a translanguaging pedagogy offer young multilingual children opportunities to engage in literacy practices. Our empirical qualitative pilot study carried out among

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Ellis, Melanie. "Supporting young L2 English learners with word recognition: design of early reading materials." Neofilolog, no. 59/2 (December 30, 2022): 126–43. http://dx.doi.org/10.14746/n.2022.59.2.9.

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This theoretical article presents a case for a new approach to the teaching of word recognition in English as a foreign language to young learners in Polish early years education, arguing that there is a need for greater attention to explicit instruction in alphabetic principles, selected phonics and decoding skills. Research in first language (L1) English and foreign language (L2) development of word recognition skills is outlined. Differences between the orthographies of Polish and English are highlighted. Approaches used in L1 early reading instruction are contrasted with those commonly app

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Cindrić, Ivana, and Matea Klubička. "Applying Monterssori principles in teaching english as a foreign language." Školski vjesnik 73, no. 2 (2024): 5–31. https://doi.org/10.38003/sv.73.2.1.

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This paper inquires into the potential application of MariaMontessori’s educational philosophy, the Montessori Method, in foreignlanguage instruction. Originating in the early 20th century, this methodprioritizes hands-on experiences, active learning, and freedom in teaching.Despite the success of the Montessori Method in general education, itsadaptation to foreign language learning has not been standardized in termsof materials or guidelines. The absence of a specific framework for languageinstruction within Montessori schools prompts exploration. Therefore,this paper provides an overview of

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Wellington, Marie A., Helena Curtain, and Carol Ann Bjornstad Pesola. "Languages and Children, Making the Match: Foreign Language Instruction for an Early Start, Grades K-8." Hispania 78, no. 1 (1995): 82. http://dx.doi.org/10.2307/345219.

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Sadiqi, Amanullah. "A Study on Afghan EFL University Teachers’ Views and Believes on Using Persian in English Language Classes." Journal of Natural Language and Linguistics 2, no. 1 (2024): 63–70. http://dx.doi.org/10.54536/jnll.v2i1.2929.

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The debate over the role of the first language (L1) in English as a Foreign Language (EFL) or English as a Second Language (ESL) classrooms has persisted for decades. It began in the late 1970s and early 1980s, a period during which the use of the native language in language learning settings was permitted. Numerous researchers and educators have investigated the impact of using the mother tongue in EFL/ESL teaching environments, resulting in a wide range of perspectives. Some scholars view the use of the first language (L1) in the EFL classroom as beneficial, while others contend it hinders t

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Fitriani, Somariah. "A Child Language Acquisition in Indonesian and English Language: A Longitudinal case study." Register Journal 12, no. 2 (2019): 126–56. http://dx.doi.org/10.18326/rgt.v12i2.126-156.

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Learning a dual language at the same time during early childhood has caused the wrong perception. Its false perception makes the parents delay the start of learning a second /foreign language. Therefore, This study aims at analyzing the first and second language acquisition of a child in the Indonesian Language and English. The issues concentrated on the spoken utterances in Indonesian and English and its affecting factors. The research adopted a qualitative approach by using a case study, as the unit analysis is a child of 3 years old. For data collection, I employed The naturalistic approach

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Pfenninger, Simone E. "All Good Things Come in Threes: Early English Learning, CLIL and Motivation in Switzerland." Cahiers du Centre de Linguistique et des Sciences du Langage, no. 48 (June 28, 2016): 119–47. http://dx.doi.org/10.26034/la.cdclsl.2016.429.

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In this study, I examine the strength of the association between L3 English performance and tarting age, on the one hand, and motivation and different types of provision of foreign language teaching, on the other, in Swiss learners of EFL with a long learning experience (between 6–11 years). Multilevel analyses were performed to investigate whether early starters in instructional settings achieve the same kind of long-term advantage as late starters and to examine how motivation and type of instruction (regular EFL instruction vs. Content and Language Integrated Learning or CLIL) factor into t

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Irnanda, Septhia, and Sarair Sarair. "Learning L3 English Early: A Danger to L1 Indonesian Language Acquisition?" Jurnal Dedikasi Pendidikan 6, no. 2 (2022): 435–44. http://dx.doi.org/10.30601/dedikasi.v6i2.3072.

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Since the future of the world is English, many countries now include English in their primary education curriculum, so language proficiency can be achieved more quickly and effectively. As two or more languages knowledge are competing linguistically in the brain, the early introduction to English means putting the other languages known by the Indonesian English language learners in a competition. On the other hand, despite its controversy, bilingualism and multilingualism, when achieved fully and proportionally, is cognitively and socially beneficial. This article reviews the potential effects

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Taheri, Maryam, and Mehry Haddad Narafshan. "Early English Language Learning among Primary School Students: The Development of Self-Ego and Social Interaction." INTERNATIONAL JOURNAL OF LANGUAGE AND TRANSLATION RESEARCH 3 (2023) 2 3, no. 2 (2023): 1–23. https://doi.org/10.12906/9783899664843_001.

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Learning a new language is a complex process that affects the entire person: physically, intellectually, and emotionally. This paper, drawing on Norton’s (2010) conceptualization of language investment, investigated the effects of language exposure on the early foreign language learning of English in a Persian primary school. Using a sample of 40 Iranian children in a primary school, this study investigated how ECFLE (early childhood foreign language education) was related to children's self-ego and social interaction. A D International Institute’s (2007) self-ego questionnaire and Medical Wel

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Domagała-Zyśk, Ewa. "Adapting English as a Foreign Language classes to the needs of students with hearing impairments in early elementary education." Special School LXXIX, no. 1 (2018): 12–20. http://dx.doi.org/10.5604/01.3001.0011.6077.

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Increasingly, deaf and hard-of-hearing students are attending mainstream and integrated schools. It is necessary to provide a number of adaptations, sometimes modifications, of the teacher’s instructional methods and forms for their education to be effective. The purpose of this article is to discuss the issue of adapting English as a Foreign Language classes in early elementary education to the needs of students with hearing impairments. Effective education in this area requires syllabuses, textbooks, and teaching resources that are developed in accordance with the principles of universal des

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Wei, Wen, and Nordin Bin Mamat. "The Role of Language Teaching in Promoting Educational Quality in Early Childhood Education." South Asian Journal of Social Sciences and Humanities 5, no. 2 (2024): 208–27. http://dx.doi.org/10.48165/sajssh.2024.5213.

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Background and purpose: China is among the countries putting great emphasis on strengthening early education programs to ensure a solid learning foundation for children. The present study is based on a qualitative research design to examine the role of English as a Foreign Language (EFL) teaching in promoting educational quality in the context of early childhood education in China. It focuses on investigating the effectiveness of EFL teaching in enhancing the educational quality of early childhood education in the education system of China. Method: The semi-structured interviews were conducted

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Davis, James N., Mary Ann Lyman-Hager, and Susan B. Hayden. "Assessing User Needs in Early Stages of Program Development." CALICO Journal 9, no. 4 (2013): 21–27. http://dx.doi.org/10.1558/cj.v9i4.21-27.

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In this article, we argue that software developers should use a combination of methodologies to determine the reading difficulties of lower-level foreign language students. During the pre-production phases of our program, ClearText, we asked students of third-semester French at Pennsylvania State University to read a passage in French. One group circled all the unknown words and expressions in the passage; other students wrote the definitions of words we had underlined in the text; the last group wrote recall protocols based upon what they remembered from their reading. We demonstrate that eac

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Uroqova, Sevinch. "Methods and Importance of Teaching a Second Foreign Language to Pre-school Children." ACUMEN: INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH 1, no. 2 (2024): 19–23. https://doi.org/10.5281/zenodo.13820950.

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This article examines the methods and significance of teaching a second foreign language to preschool children. It argues that early language exposure can foster cognitive development, enhance linguistic abilities, and cultivate cultural understanding. The article explores effective pedagogical approaches, including play-based learning, immersion, and explicit instruction, emphasizing the crucial role of engaging activities, authentic materials, and sensitive scaffolding.

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Tang, Jingyi, and Siying Wang. "A Review of Concept-based Language Instruction and Its Application in Foreign Language Teaching-learning Process." Lecture Notes in Education Psychology and Public Media 58, no. 1 (2024): 33–44. http://dx.doi.org/10.54254/2753-7048/58/20241690.

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Concept-based language instruction (C-BLI) is an emerging foreign language teaching method of this century, which is based on the sociocultural theory proposed by Vygotsky and developed by a team led by Lantolf based on the systemic-theoretical instruction proposed by Gal'perin from Vygotsky school. C-BLI has abundant international research, but it is still in its early stages of development in China, and both theoretical and empirical research are relatively scarce. Based on the research results on C-BLI in the past fifteen years, both domestically and internationally, this paper interprets t

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Huang, Becky H. "A synthesis of empirical research on the linguistic outcomes of early foreign language instruction." International Journal of Multilingualism 13, no. 3 (2015): 257–73. http://dx.doi.org/10.1080/14790718.2015.1066792.

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Rokita-Jaśkow, Joanna. "Parental visions of their children’s future as a motivator for an early start in a foreign language." Studies in Second Language Learning and Teaching 5, no. 3 (2015): 455–72. http://dx.doi.org/10.14746/ssllt.2015.5.3.6.

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This paper reports on the qualitative part of a project investigating parental educational aspirations as manifested by enrolling their children (aged 3-6) into very early L2 instruction. The concept of educational aspirations is widely studied in educational psychology as well as in sociology and pedagogy. In SLA, these aspirations can fit in the new framework of imagery and creating visions as they are a part of an ideal L2 self. Data analysis concludes that parental visions towards their children’s achievement reflect self-efficacy beliefs; in other words, those parents who were unsuccessfu

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Vronskaya, Irina V. "The issue of young learner social and communicative development in early foreign language instruction." Comprehensive Child Studies 1, no. 4 (2019): 292–300. http://dx.doi.org/10.33910/2687-0223-2019-1-4-292-300.

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Wilson, Robert S., Patricia A. Boyle, Jingyun Yang, Bryan D. James, and David A. Bennett. "Early life instruction in foreign language and music and incidence of mild cognitive impairment." Neuropsychology 29, no. 2 (2015): 292–302. http://dx.doi.org/10.1037/neu0000129.

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Erk, Mirna, and Višnja Pavičić Takač. "Teacher target language input and young learners’ aural comprehension of English." ExELL 9, no. 1 (2021): 1–25. http://dx.doi.org/10.2478/exell-2022-0001.

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Abstract The quantity of target language input available to learners contributes to the understanding of target language development. The present paper reports on a longitudinal study of the relationship between the amount of non-native teachers’ EFL input and learners’ aural achievement in instructed SLA. Young learners (N=132) were followed over a three-year period. High variability in teacher use of EFL was found. Results of correlational analyses and group comparisons pointed to a longitudinal advantage of participants exposed to instruction dominated by teacher target language use during

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Lindahl, Kristen M., and Peter Sayer. "Early EFL Instruction and L1 Literacy." Colombian Applied Linguistics Journal 20, no. 2 (2018): 170–84. http://dx.doi.org/10.14483/22487085.12900.

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This study investigates the relationship between early English as a foreign language (EFL) learning and L1 literacy development in Mexican public schools. Researchers sought confirmatory findings about whether and in which ways early EFL exposure may affect students’ L1 literacy skills via a study evaluating the L1 Spanish literacy of 61 first graders using an adapted literacy assessment. Experimental group participants received EFL instruction during grades K-1, and those in the control group did not. A one-way independent samples comparison of means on the literacy assessment revealed that p

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ÜNAL GEZER, Melike. "Turkey’s Primary English-as-a-foreign Language (EFL) Coursebooks: An Investigation of Emergent Literacy Tasks." Cukurova University Faculty of Education Journal 51, no. 1 (2022): 220–36. http://dx.doi.org/10.14812/cuefd.982901.

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Turkey’s most recent primary English language curriculum, which highlights oral skills, mandates communicative English language teaching to young English language learners. Recent primary English curriculum comprises two hours per week of English-as-a-foreign language (EFL) instruction to include listening and speaking only for Grade 2 and very limited reading and writing for Grade 3 onward. While communicative skills are highly emphasized, literacy skills are kept on the back burner as reading and writing are incorporated gradually with minimal reading and writing at earlier grade levels and

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Necheporuk, Yana. "LANGUAGE FOR SPECIFIC PURPOSES (LSP): PECULIARITIES OF HISTORIC DEVELOPMENT." Collection of Scientific Papers of Uman State Pedagogical University, no. 2 (June 29, 2022): 191–97. http://dx.doi.org/10.31499/2307-4906.2.2022.262962.

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The article presents the analysis of the origin and development of “language for specific purposes” in close connection with the history of society. Technological and informational changes of the late XX century and early XXI century affected the nature of theoretical research and practical study of specific language that serves the professional sphere of human activity. The theory of functional styles was created, the definition of the term “style” was given, oral and written forms of language were defined, functional variants of language, etc. Since the 1960s, the teaching of English for spe

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Arifin, Win Listyaningrum. "ENGLISH INSTRUCTION FOR EARLY-CHILDHOOD EDUCATION (A CASE STUDY AT TK RIYADUL JANNAH SIMO BOYOLALI CENTRAL JAVA YEAR 2016)." Englisia Journal 4, no. 1 (2017): 27. http://dx.doi.org/10.22373/ej.v4i1.1246.

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Kindergarten children are creative, resourceful, and imaginative. During the kindergarten years, the children’s perceptual skills can be sharpened by encouraging them to observe specific aspects of their environment. In line with the need of English as the international and the most spoken language, English subject is being taught to students from elementary to university level, or even to kindergarten. The consideration is that English should be taught very early as the students will easily absorb the English materials later on. However, kindergarten teachers in Indonesia are actually not the

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Oveisgharan, Shahram. "O2-08-02: EARLY LIFE FOREIGN LANGUAGE INSTRUCTION AND LATE LIFE AMYLOID AND TAU DEPOSITION." Alzheimer's & Dementia 15 (July 2019): P555. http://dx.doi.org/10.1016/j.jalz.2019.06.4494.

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Appiah, Samuel Opoku, and Alfredo Ardila. "The dilemma of instructional language in education: The case of Ghana." Hungarian Educational Research Journal 11, no. 4 (2021): 440–48. http://dx.doi.org/10.1556/063.2021.00104.

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Abstract According to Victor Hugo (1802–1885), “He who opens a school door, closes a prison”. This powerful statement demonstrates the importance of school in the development of a nation and the lives of individuals. It has been proven that the language used in early childhood education has an impact on the cognitive development and learning achievement of children in their educational arena. Most countries in Africa are still discussing the language to be used as a medium of instruction in their educational system. Ghana, which is known as a multilingual society with over 80 languages is not

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Szulc-Kurpaska, Małgorzata, Sabina Nowak, and Werona Król-Gierat. "Training Pre-School and Early School Pedagogy Students to Teach English: A Study on Belief Modification." Journal of Language and Culture in Education 2, Special (2025): 144–60. https://doi.org/10.5281/zenodo.14754781.

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In the academic year 2020-2021, pre-school and early-school pedagogy M.A. students entered a threesemester course of Teaching English to Young Learners (TEYL) which was incorporated for the first time into a regular ministerial programme in the Pedagogy Department in Legnica, Poland. Similarly, preschool and early-school pedagogy students in Kraków took courses on teaching English to children as part of their study programme. These experiences offered an opportunity for the trainers to design specialised courses, implement them, and conduct research on the impact they had on the beliefs

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Womack, Deanna Ferree. "Lubnani,Libanais, Lebanese: Missionary Education, Language Policy and Identity Formation in Modern Lebanon." Studies in World Christianity 18, no. 1 (2012): 4–20. http://dx.doi.org/10.3366/swc.2012.0003.

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This article examines language instruction and religious and socio-political identity formation in nineteenth- and early twentieth-century American Protestant and French Jesuit missionary institutions in Lebanon. It compares French, English and Arabic language education policies at Saint Joseph University (Université Saint-Joseph), Syrian Protestant College (now the American University in Beirut) and the American Syria Mission schools under the American Board of Commissioners for Foreign Missions and the Board of Foreign Missions of the Presbyterian Church in the USA. The article considers the

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Celaya, M. Luz, Maria Rosa Torras, and Carmen Pérez-Vidal. "Short and mid-term effects of an earlier start." EUROSLA Yearbook 1 (January 1, 2001): 195–209. http://dx.doi.org/10.1075/eurosla.1.15cel.

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Most studies concerning the issue of age have focused on the language outcomes of subjects who started acquiring a second language during childhood, or later on during adolescence or adulthood in naturalistic contexts. However, relatively few studies have been concerned with school contexts where a foreign language is a compulsory subject in the early stages of the curriculum. The aim of the present study is to address the question of the effects of starting age (8 versus 11) on the acquisition of English as a foreign language in a school context, with specific reference to written production.

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Almanea, Manar, Mohammad Mohsen, and Hassan Saleh Mahdi. "Is “The Earlier, The Better” for EFL in Saudi Arabia? Insights from Early Grades EFL Teachers at Saudi Primary Schools." International Journal of Learning, Teaching and Educational Research 23, no. 10 (2024): 123–55. http://dx.doi.org/10.26803/ijlter.23.10.7.

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In 2021, Saudi state schools introduced mandatory English language instruction starting in the first grade, marking a significant shift in early education. This study explores the perspectives of English as a foreign language (EFL) teachers on the effectiveness of this policy, focusing on students’ overall English proficiency, language acquisition, and cultural skills. It also addresses key challenges teachers face, including the synchronization of learning Standard Arabic with English and adapting curricula for young learners. The research employs a mixed-methods approach, utilizing questionn

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Ibragimov, Rashit Nikolaevich. "MICHAEL WEST'S METHODICAL SYSTEM OF TEACHING READING." Multidisciplinary Journal of Science and Technology 5, no. 5 (2025): 1684–86. https://doi.org/10.5281/zenodo.15572191.

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Michael West, a pioneering linguist and educationist of the early 20th century, made a significant impact on second-language reading instruction, especially in colonial and post-colonial education systems. His methodical approach emphasized graded reading materials, controlled vocabulary, and extensive reading as the foundation for language acquisition. This article explores the theoretical underpinnings, pedagogical principles, and practical applications of West’s system. It also analyzes its historical relevance, methodological rigor, and enduring influence on contemporary approaches t

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Huang, Becky H., Yung-Hsiang Shawn Chang, Mingxia Zhi, and Luping Niu. "The effect of input on bilingual adolescents’ long-term language outcomes in a foreign language instruction context." International Journal of Bilingualism 24, no. 1 (2018): 8–25. http://dx.doi.org/10.1177/1367006918768311.

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The aim of the current study is twofold: to examine the effects of input on bilingual adolescents’ long-term second language (L2) outcomes in a minority/foreign language context; and to understand the interaction between input and other potential predictors of L2 outcomes, specifically environmental variables, learners’ motivation and language learning aptitude. Participants included 97 Mandarin–English bilingual adolescents in Taiwan who learned English as an L2 between the ages of two to eleven. All participants completed a listening comprehension and a story-telling task in English and two

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