Journal articles: 'English for kids'

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Krajka, Jaroslaw. "ENGLISH+KIDS." CALICO Journal 20, no. 2 (November 30, 2017): 393–404. http://dx.doi.org/10.1558/cj.35173.

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Yuli Choirul Umah. "Fun English language learning for Kids." EDUTEC : Journal of Education And Technology 2, no. 2 (March 30, 2019): 32–37. http://dx.doi.org/10.29062/edu.v2i2.28.

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Currently, the English language introduction in elementary school, where subjects are not too needed for children, but for the author himself has a different opinion. For English writers need to be introduced to children. The introduction of English for children is certainly in a way that is different from secondary school children, such as JUNIOR and HIGH school. The introduction of English for children with the intent of not burdensome, does not make the child bored, packaged in the form of play while studying, or even the sense of not learning but play that gives them English skills. Singing, games, drawing, coloring, storytelling, and more are effective methods for introducing English to children.

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Raden Agus Budiharto, S. Agus Santoso, and Ratna Ani Lestari. "Pengenalan English Vocabulary Pada Anak Usia Dini Melalui English For Kids." Dinamisia : Jurnal Pengabdian Kepada Masyarakat 5, no. 2 (April 5, 2021): 287–93. http://dx.doi.org/10.31849/dinamisia.v5i2.4423.

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Given the English vocabulary instructional method used by teachers of PAUD Qurrotul Uyun Pamekasan is not groundbreaking and varied since they constantly teach the English vocabulary from the textbook, additionally they never employ a modern technology tool such as smartphone gadget. Despite the fact that they frequently bring the gadget when the teaching learning porcoses in the class is occurring. In view of that the learning atmosphere becomes unappealing, the pupils becomes passive and dependent learners. Hence the aim of community service activity is to give pupils of PAUD Qurrotul Uyun Pamekasan training regarding English vocabulary learning employing English For Kids application. Method used in this community service is training by utilizing steps with activity theoretically and practically. The results are to be able to enhance pupils’ leaning motivation, to be able to lessen pupils’ boredom while learning, as well as to be able to create pulpils become autonomous pupils.

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Mahmoud, Salameh S. "Saudi Parents' Perceptions of the Kind of Help they Offer to their Primary School Kids." English Language Teaching 11, no. 3 (February 18, 2018): 102. http://dx.doi.org/10.5539/elt.v11n3p102.

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Parents in the Kingdom of Saudi Arabia usually help their kids in early school years especially in English language. This help varies according to the parents' level of education, the degree of difficulty of the curriculum and the type of school their kids join. Sometimes they give the right kind of help that matches the teachers' strategies and objectives and most of the time their help is in the wrong direction. This study aims at investigating the Saudi parents’ perceptions of the kind of help they offer to their primary school kids in order to decide which help is constructive and which is misleading. To this end, the researcher designed a 29-item questionnaire divided into three categories under three subtitles and distributed it to one hundred parents. The results of the study showed that the majority of parents agreed that a healthy constructive parents-teachers relationship is very important for a successful kid at school. It also showed that the parents' help whether direct through helping the kid in homework, assignments or projects or indirect through saving a motivating environment or involving him in cocurricular activities is vital for a fruitful academic life for kids. The study recommended that certain kinds of help such as direct translation to L1or the exaggerated help that sometimes reaches to doing assignments on behalf of kids should be avoinded.

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Bitter, Gary Glen, and Dr Rusen Meylani. "Effect of an m-Learning English Speaking Software App on Students in the Chiang Rai Municipality Schools 6 and 7 in Thailand." International Journal for Innovation Education and Research 4, no. 11 (November 30, 2016): 82–100. http://dx.doi.org/10.31686/ijier.vol4.iss11.9.

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Thailand is beginning to emphasize the teaching of elementary, junior and senior high students to speak English. One of the key problems has been the availability of an effective English learning program. This research study evaluated the effects of a mobile English speaking software app (Qooc o Kids English) for two schools using mobile devices in which 95% of the phones were Android, The research questions’ focus was on English speaking ability. Qooco Kids English is an online program delivered via a mobile device. The Qooco Kids English App w as used to teach children to speak English fluently by providing English audio models and frequent speaking practice with immediate actionable feedback on the English speaking of the students. Qooco Kids English has twelve instant feedback lesson modules w ith gamified, progressive lessons which result in faster and more engaging learning lessons. Through a pre post experimental design, the researchers studied the speaking ability of 192 grade 5 and grade 6 students in Chiang Rai Municipality School 6 and 89 Junior and senior high students in Chiang Rai Municipality School 7 for one semester in Thailand. Specifically, effects on students' English speaking ability after one semester were measured through the iTest pre and post tests. The significant statistic al findings indicated that the Qooco software English speaking app increases student achievement in both spoken and written English for Grades 5 and 6 as well as junior and senior high school students.

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Bitter, Gary Glen. "Effect of an m-Learning English Speaking Software App on Students in the Chiang Rai Municipality Schools 6 and 7 in Thailand." International Journal for Innovation Education and Research 4, no. 12 (December 31, 2016): 154–72. http://dx.doi.org/10.31686/ijier.vol4.iss12.71.

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Thailand is beginning to emphasize the teaching of elementary, junior and senior high students to speak English. One of the key problems has been the availability of an effective English learning program. This research study evaluated the effects of a mobile English speaking software app (Qooco Kids English) for two schools using mobile devices in which 95% of the phone s were Android, The research questions’ focus was on English speaking ability. Qooco Kids English is an online program delivered via a mobile device. The Qooco Kids English App was used to teach children to speak English fluently by providing English audio models and frequent speaking practice with immediate actionable feedback on the English speaking of the students. Qooco Kids English has twelve instant feedback lesson modules with gamified, progressive lessons which result in faster and more engaging learning lessons. Through a pre post experimental design, the researchers studied the speaking ability of 192 grade 5 and grade 6 students in Chiang Rai Municipality School 6 and 89 Junior and senior high students in Chiang Rai Municipality School 7 for one semester in Thailand. Specifically, effects on students' English speaking ability after one semester were measured through the iTest pre and post-tests. The significant statistical findings indicated that the Qooco software English speaking app increases student achievement in both spoken and written English for Grades 5 and 6 as well as junior and senior high school students.

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Saraswati, Ria, and Tiarma Ika Yuliana. "Sosialisai Aplikasi Hello English Kids kepada Ibu PKK RW 10 Kampung Tengah." J-ABDIPAMAS (Jurnal Pengabdian Kepada Masyarakat) 4, no. 2 (October 20, 2020): 125. http://dx.doi.org/10.30734/j-abdipamas.v4i2.465.

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ABSTRACTThe learning process especially for learning English will be more fun, not boring and easy to understand for children if it uses the right learning media which can foster children’s reading and writing abilities. Learning media is a tool that serves to convey learning messages. Media in learning has a function as a tool to clarify the message conveyed by the teacher. The media also functions for individual learning where the position of the media fully serves the learning needs of students. Multimedia is one source of teaching or alternative media in learning English that can integrate and link elements of the human physical environment in the dimensions of space. It predicts one of the interactive multimedia learning that to improve children’s reading and writing abilities is the learning media in a mobile phone application called Hello English Kids: Learn English. Hello English Kids Media: Learn English predicted to improve children’s reading and writing skills because this media teaches English to children in a fun, effective way and can build a strong foundation for their language development so it can attract attention, curiosity, arouse enthusiasm and fun for children.Keywords: reading, writing, multimediaABSTRAKProses pembelajaran khususnya untuk pembelajaran Bahasa Inggris akan lebih menyenangkan, tidak membosankan dan lebih mudah dipahami anak jika menggunakan media pembelajaran yang tepat yaitu media yang dapat menumbuhkan kemampuan membaca dan menulis anak. Media pembelajaran adalah sebuah alat yang berfungsi untuk menyampaikan pesan pembelajaran. Media dalam pembelajaran memiliki fungsi sebagai alat bantu untuk memperjelas pesan yang disampaikan guru. Media juga berfungsi untuk pembelajaran individual di mana kedudukan media sepenuhnya melayani kebutuhan belajar siswa. Multimedia adalah salah satu sumber pengajaran atau media alternatif dalam pembelajaran Bahasa Inggris yang dapat memadukan dan mengaitkan unsur lingkungan fisik manusia dalam dimensi ruang. Salah satu multimedia interaktif pembelajaran yang diprediksikan dapat meningkatkan kemampuan membaca dan menulis anak adalah media pembelajaran yang terdapat dalam aplikasi telepon seluler bernama Hello English Kids: Learn English. Media Hello English Kids: Learn English di prediksikan dapat meningkatkan kemampuan membaca dan menulis anak karena media ini mengajarkan Bahasa Inggris kepada anak dengan cara yang menyenangkan, efektif dan dapat membangun fondasi kuat untuk pengembangan bahasa mereka sehingga dapat menarik perhatian, rasa keingintahuan, membangkitkan semangat serta menyenangkan bagi anak.Kata kunci: membaca, menulis, multimedia

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Tarricone, Simona. "Effects of Dietary Extruded Linseed (Linum usitatissimum) and Oregano (Origanum vulgare) on Growth Traits, Carcass Composition and Meat Quality of Grigia di Potenza Suckling Kids." International Journal of Agriculture and Biology 25, no. 05 (May 1, 2021): 1147–52. http://dx.doi.org/10.17957/ijab/15.1775.

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The aim of this trial was to compare the influence of supplementing diets with extruded linseed and oregano on growth parameters and meat qualitative traits in Grigia di Potenza breed suckling kids. Twenty-four male kids, exclusively fed milk from their dams, were assigned to the following diets: C) group control fed without any supplement; L) group fed control feed containing 3% extruded linseed (Linum usitatissimum L.); and LO) group fed control diet with 0.6% dried oregano (Origanum vulgare) and 3% extruded linseed. Growth performance as well as slaughtering traits and meat cuts of kids were not significantly influenced (P > 0.05) by dietary treatments. Conversely, kids in linseed group reported the lower (P < 0.05) percentage of dissectible fat in leg and loin. The meat from Longissimus lumborum and Semimembranosus muscles of kids in linseed diet had the lowest (P < 0.05) cooking loss percentage, whereas the proximate chemical composition of both meat muscles did not vary among treatments (P > 0.05). The experimental diets partially modulated the kid meat fatty acid composition in both muscles, where feeding linseed and oregano improved (P < 0.05) the content of DPA and reduced MUFA. Based on the current findings, it can be concluded that linseed and oregano supplementation can be used in goat diet as no significant detrimental effects on productive performance and meat quality of suckling kids were observed. © 2021 Friends Science Publishers

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Zenkov, Kristien, Anthony Pellegrino, Corey Sell, Marriam Ewaida, Athene Bell, Megan Fell, Sam Biernesser, and Megan McCamis. "Picturing Kids and “Kids” as Researchers: Preservice Teachers and Effective Writing Instruction for Diverse Youth and English Language Learners." New Educator 10, no. 4 (October 2, 2014): 306–30. http://dx.doi.org/10.1080/1547688x.2014.965107.

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Hopps, Helen, Sandra Tyler, and Beth Warner. "Working with D.C.'s Homeless Hispanic Street Kids." Practicing Anthropology 11, no. 2 (April 1, 1989): 6–7. http://dx.doi.org/10.17730/praa.11.2.j388821t68323353.

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It's illegal to be a homeless minor in the United States. And if you happen to be a young Hispanic on your' own, without much English or any papers, you've really got problems. This is the predicament faced by an unknown and largely ignored number of young people in the cities of North America. Working with street youth (designated by the federal government as PINS—Persons in Need of Supervision) is different from working with homeless adults or homeless families.

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Norova, Nasiba. "Sexism in Elementary EFL Textbooks: Spotted in Uzbekistan." REiLA: Journal of Research and Innovation in Language 2, no. 2 (August 18, 2020): 37–45. http://dx.doi.org/10.31849/reila.v2i2.4470.

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The current study examines the representation of gender in four English as a Foreign Language (EFL) textbooks, Kid’s English, for elementary students produced in Uzbekistan. The study implements Fairclough's (2013) three-dimensional discourse approach: description, interpretation, and explanation for textbook analysis. The quantitative analysis of EFL textbooks unveiled an imbalance in gender representation depicting males more than females. Underrepresentation of females in the textbooks demonstrates that Kids' English EFL textbooks have a sexist ideology and stereotypical agenda. The study suggests that the sexist ideology of the textbooks perpetuates patriarchy and unfair gender societal values hindering the development of gender equality efforts in the EFL context of Uzbekistan.

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Lacelle-Peterson, Mark, and Charlene Rivera. "Is It Real for All Kids? A Framework for Equitable Assessment Policies for English Language Learners." Harvard Educational Review 64, no. 1 (April 1, 1994): 55–76. http://dx.doi.org/10.17763/haer.64.1.k3387733755817j7.

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Many people in education hope that reform will bring positive change for all students in the United States. However, Mark LaCelle-Peterson and Charlene Rivera argue in this article that, unless educational reformers reflect seriously on the implications of assessment reform for specific groups of students, among them students whose first language is not English, little meaningful change will occur. The authors present a demographic profile of English language learners, propose a definition of educational equity and excellence, and outline the range of educational goals the definition implies. They argue that it is erroneous to assume that changes that affect monolingual English students favorably will automatically do the same for English language learners, and offer options and recommendations for more appropriate assessment policy and practice for English language learners.

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Linuwih, Endar Rachmawaty, and Nopita Trihastutie. "Digital Entertainment to Support Toddlers’ Language and Cognitive Development." TEKNOSASTIK 18, no. 1 (January 30, 2020): 1. http://dx.doi.org/10.33365/ts.v18i1.467.

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This current research aimed at seeing how English nursery rhymes and kids’ songs as learning media support toddlers who are not living in an English speaking country (Indonesia) but exposed to the English language media during their normal baby-sitting times to learning English. To observe how two Indonesian toddlers learned English language in their early critical period of language acquisition through co-watching activity, Early Development Instrument which focuses on language and cognitive development domain with reading awareness and reciting memory subdomain was applied to observe two subjects after 15 month treatments (from age 10-24 months). The results show that the media and the co-watching activity are able to support the toddlers’ understanding of the English words spoken and their ability to produce the intelligent pronunciation of those words. The interesting fact reveals that English which is normatively learned merely as a foreign language to most Indonesian people is no longer something far-off to the toddlers who are exposed to it through English nursery rhymes and kids’ songs online since they are at the very young age. They naturally tend to be bilingual since at the same time they learn their mother tongue.

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Bobkowski, Piotr S., Sarah B. Cavanah, and Patrick R. Miller. "Who Are the “Journalism Kids”? Academic Predictors of Journalism Participation in Secondary Schools." Journalism & Mass Communication Educator 72, no. 1 (July 28, 2016): 68–82. http://dx.doi.org/10.1177/1077695815622770.

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Prior scholastic journalism research did not adequately address the possibility that journalism students perform better academically because of their backgrounds and inherent abilities. Using Education Longitudinal Study of 2002 data, this study shows that high school journalism attracts better students. Although for-credit and extracurricular programs differentiate journalism student characteristics, journalism students generally tend to have greater English self-efficacy, higher English grade point average, greater involvement in schools, be female and White, or have a higher socioeconomic background than those who do not participate in journalism. Future assessments of journalism’s contribution to academic achievement should account for students’ pre-journalism characteristics.

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Murbaningtyas, Rizka Dinta. "THE PROPER LEARNING ENGLISH METHOD FOR CHILDREN WITH CANCER IN INDONESIA CARE FOR CANCER KIDS FOUNDATION JOGJAKARTA (YKAKI JOGJA)." UAD TEFL International Conference 1 (November 20, 2017): 456. http://dx.doi.org/10.12928/utic.v1.200.2017.

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Cancer is a chronic illness that could suffer every people included children. Because of cancer treatment for more than 2 years, some students should postpone their school. Through ‘sekolah-ku’ program, YKAKI Jogja freely gives facility for children getting cancer treatment to continue their study in the hospital and in the shelter home. Children living in YKAKI Jogja were often visited by foreign volunteers and got English literature book donation. They interested in learning English but they felt difficult to use English because English is not their first language. However, the children with cancer have limitation in Learning English caused by: 1) side effect of chemotherapy, 2) less self-confident, 3) less support from their family. The research aimed at finding out the proper learning method to teach English for children with cancer in YKAKI Jogja. The research methods used direct observation and interview in order to gain the research data. In the English class, the researcher used bilingual communication with students and created comfort situation in the ward. Some learning methods were applied during learning English such as playing games, watching English videos, and storytelling. The result of this research showed that the children was more motivated to study English when the researcher combined two of three learning methods in the English class than used one method in that class.

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Bobkowski, Piotr S., and Sarah B. Cavanah. "When “Journalism Kids” Do Better: A Reassessment of Secondary and Postsecondary Achievement and Activities." Journalism & Mass Communication Educator 74, no. 4 (April 9, 2019): 438–51. http://dx.doi.org/10.1177/1077695819841186.

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Using data from the nationally representative Education Longitudinal Study of 2002, this study examined how journalism participation in high school relates to subsequent academic outcomes. The analysis statistically controlled for a host of correlates of academic achievement, isolating the associations between journalism participation and subsequent outcomes. Results indicated that students who take more journalism in high school score higher than their peers on standardized tests of English; are more likely to major in journalism or related fields; and when they do, have higher grades in college English. Students who participate in extracurricular journalism also see some of these gains.

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Leana-Taşcılar, Marilena Z., Mahir Biber, and Tunç Kurt. "Kids’ Empathic Development Scale: Turkish Language Validity and Reliability." Journal of Education and Learning 7, no. 6 (September 7, 2018): 111. http://dx.doi.org/10.5539/jel.v7n6p111.

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Empathy is one of the skills that we need in order to understand the emotions of other people. Although many empathy scales exist, few are designed for children. The Kids’ Empathic Development Scale (KEDS) can be applied onward of age 6 and provide information about empathy’s affective, cognitive and behavioural components. The aim of this study is to present the Turkish validity study of KEDS and to provide a new tool that has satisfactory psychometric properties. Nine language experts made the translation and back translation form English to Turkish and vice versa. After that, the experts asked to rate the translation validity. According to experts’ opinions, the appropriate level of the items in the scale varied between 4.60 and 5.00 (X= 4.80, SD = .44). The results indicated that the Turkish scale closely approximated with the original. The scale’s language validity, analyses were performed on 30 (21 girls, 9 boys, average age = 9.5, SD = 1.17), bilingual students. Analysis, which was performed between the English and Turkish forms, showed that only the item I7_1 was found out to be problematic. Afterward, the scale’s language validity was ensured and easily accessible sampling method was adopted, and then it was applied to 293 (144 girls, 149 boys) students who were attending in seven different schools (four public, three private). Correlation analysis, which was performed to test concurrent validity, showed that there is a positive correlation (p < .01) between the total scores of Children’s Empathy Scale and Kids’ Empathic Development Scale. The results of variance analysis, which were performed in order to test if the empathy scores vary according to age, were significant as follows: total empathy score F (4, 248) = 3.10, p < .05, affective F (4, 251) = 4.70, p < .01, cognitive F (4, 250) = 2.6, p < .05 and behavioural F (4, 248) = 4.09, p < .01. Taking into consideration the gender variable not significant results were obtained. The results of the study showed that the Turkish version of KEDS is a valid and reliable, and has acceptable psychometric properties.

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Starr, Rebecca Lurie, Andre Joseph Theng, Kevin Martens Wong, Natalie Jing Yi Tong, Nurul Afiqah Bte Ibrahim, Alicia Mei Yin Chua, Clarice Hui Min Yong, et al. "Third culture kids in the outer circle: The development of sociolinguistic knowledge among local and expatriate children in Singapore." Language in Society 46, no. 4 (August 10, 2017): 507–46. http://dx.doi.org/10.1017/s0047404517000380.

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AbstractChildren acquiring sociolinguistic knowledge in transnational migration settings must learn to evaluate multiple languages and dialects in a fluid, multifaceted social landscape. This study examines the sociolinguistic development of local and expatriate children in Singapore and investigates the extent to which they share sociolinguistic knowledge and norms. One hundred fourteen children ages five to nineteen completed a region identification task and an occupation judgment task, focusing on their perception of four regional English varieties: Australian English, Northern-China-accented English, Filipino English, and Singapore English. While all groups performed well on the region identification task, expatriate children outperformed locals within the youngest age group. Singaporean and expatriate children attending local schools showed greater familiarity with local norms than international school students in their occupation ratings. Participants mapped speakers to occupations by general prestige level, suggesting that children rely on indirect knowledge of social status rather than direct experience with speakers in their development of sociolinguistic evaluation. (Children's sociolinguistic development, transnational migration, language attitudes)*

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Imaniah, Ikhfi, Nurul Fitria Kumala Dewi, and Akhmad Zakky. "YOUTUBE KIDS CHANNELS IN DEVELOPING YOUNG CHILDREN’S COMMUNICATION SKILLS IN ENGLISH: PARENTS’ BELIEFS, ATTITUDES, AND BEHAVIORS." IJLECR - INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND CULTURE REVIEW 6, no. 1 (June 30, 2020): 20–30. http://dx.doi.org/10.21009/ijlecr.061.03.

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The current trend towards the use of technologies for learning focuses on the web 2.0 associated applications, which encourage young children to social interaction, as well as to creating and sharing information. Actually, the profusion and easy access to tools and channels for video production and sharing, such as YouTube Kids Channel, emerge as an example of such applications. However, YouTube Kids Channel gives many channels to be selected by the parents. Based on the questionnaires of parents’ belief, attitudes, and behaviors towards YouTube Kids Channel, it is known that the selected channel can improved young children’s communication skills, particularly in enriching their vocabulary in English. YouTube is believed as an effective media that can improve young children’s communication skill, in spite of the controlling of parents. Effective communication is essential for young children’s academic and social competence. During the preschool years, children acquire the language and communication skills necessary to express their needs, thoughts, and feelings in social interactions, and they learn to respond appropriately to others. Through effective communication, they also learn to be socially competent individuals, building respectful, positive interactions and relationships with others. This allows children to learn about themselves, others, and the world.

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Gaya, Tridinanti. "ENHANCING CHILDREN’S ENGLISH VOCABULARY ACQUISITION THROUGH DIGITAL STORYTELLING OF HAPPY KIDS KINDERGARTEN OF PALEMBANG." PEOPLE: International Journal of Social Sciences 3, no. 3 (January 24, 2018): 980–89. http://dx.doi.org/10.20319/pijss.2018.33.980989.

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Salerno, April S., and Amanda K. Kibler. "“This Group of Difficult Kids”: The Discourse Preservice English Teachers Use to Label Students." Journal of Education for Students Placed at Risk (JESPAR) 21, no. 4 (August 18, 2016): 261–78. http://dx.doi.org/10.1080/10824669.2016.1205496.

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Batirovna, Djoldasova Gawhar, and Dospanova Kamila Azamatovna. "Common Mistakes In Motivation For Learning Language For Children." American Journal of Social Science and Education Innovations 02, no. 11 (November 30, 2020): 527–31. http://dx.doi.org/10.37547/tajssei/volume02issue11-90.

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If you are reading our article, you probably had to face difficulties and "insurmountable differences" in the process of teaching your child English. Do you think it's hard to get kids to learn anything? We cannot agree with you, they are wonderful students. But even experienced parents can not always interest the child in English, sometimes they make popular mistakes in motivation.

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Antil, Mohit. "Effect of Bedding Material on Ethological Profile of Barbari Kids during Winters." International Journal of Pure & Applied Bioscience 6, no. 6 (December 31, 2018): 1218–24. http://dx.doi.org/10.18782/2320-7051.7265.

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Usha, S. "Pre Weaning Growth Performance of Karunkanni Goat Kids in an Organized Farm." Indian Journal of Pure & Applied Biosciences 8, no. 1 (February 28, 2020): 45–48. http://dx.doi.org/10.18782/2582-2845.7878.

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SRI KUNING, DEWI. "APPLICATIONS OF SOCIAL MEDIA TO LEARN SPEAKING." Edukasi Lingua Sastra 18, no. 1 (April 27, 2020): 77–85. http://dx.doi.org/10.47637/elsa.v18i1.227.

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Abstract. Applications of Social Media to Learn Speaking. Social media is not a new things for the students right now. Many young generations that uses social media as the media to learn English, especially speaking. Generally, many applications in social media, as Youtube, Instagram, Facebook, Whatsapp, Telegram, Twitter, and so on that can be used by user to interact about all things in everywhere and everytime. Beside that, social media also has special applications to learn speaking, they are (1) Learn to Speak English with Busuu, (2)Hello English, (3) Learn English Daily, (4) Learn English Grammar Quickly, (5) English Listening and Speaking, (6) English Conversation Practice, (7) Memrise, (8) Duolingo, (9) ABA English, (10) Rosetta Stone, (11) Hello English Kids, (12) Voxy, (13) Basic English for Beginers, (14) Learn English. Speak English, and (15) Listen and Speak.

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Shelton, Stephanie Anne, Kelsey H. Guy, and April M. Jones. "“These kids are rebelling”: a student-led transformation of community and critical literacy." English Teaching: Practice & Critique 19, no. 1 (November 25, 2019): 65–78. http://dx.doi.org/10.1108/etpc-05-2019-0072.

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Purpose This paper aims to consider the ways that students are shaped by and shape community and critical literacy, along with the ways that community affords student empowerment in an English class during a US high school summer enrichment program. Design/methodology/approach The qualitative methodological approach is a narrative-based descriptive case study. To provide a detailed and narrative-based discussion, the authors incorporate ethnographic observation narratives and conversational interview excerpts, and analyze the data through inductive coding. Findings Organizing the findings into two sections, “These kids are rebelling”, and “We’re trusting him to teach and do better now”, we first examine the ways that student-led rebellion reshaped the classroom community and then the ways that the teacher's response redefined critical literacy approaches and his interactions with the students. Research limitations/implications As this is a qualitative case study that is set during a summer enrichment program, its implications are not wholly generalizable to secondary English education. However, this research does suggest the importance of student agency in considerations of community and critical literacy. Practical implications This research emphasizes the importance of acknowledging and exploring ways that students' everyday interactions and agency shape educational spaces. Additionally, this research suggests the importance of community and critical literacy to all teachers, no matter their levels of experience or success. Social implications Students have tremendous potential to not only shape and define learning environments, but to transform pedagogy and teacher relationships. This research emphasizes the importance of acknowledging and exploring these implications specifically to transform community and critical literacy in a summer high school English classroom. Originality/value First, this paper examines student community as an agentive and rebellious influence within the everyday constructs of schooling, and the authors assert that critical literacy pedagogies may be student-driven as part of community-based activism. Second, this paper seeks to explore both “community” and “critical literacy” as key concepts in positioning students as influential and empowered stakeholders with capacities to reshape education.

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Cobb Walgren, Cathy. "Kids complain – do companies respond?" Young Consumers 17, no. 4 (November 21, 2016): 299–320. http://dx.doi.org/10.1108/yc-02-2016-00583.

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Purpose Most of the research on children’s consumer behavior focuses on pre-purchase processes, with brand choice typically being the last stage investigated. This paper aims to examine the outcome of children’s purchase decisions, with an emphasis on dissatisfaction and outcome resolution. Of particular interest was the comprehension level of the corporate communication and the extent to which clear, understandable communication influenced children’s ultimate satisfaction. Design/methodology/approach Eighty-seven children wrote authentic letters of complaint to manufacturers about a recent product purchase. The study examined what happened after the children complained – i.e. how companies responded to children, and how satisfied children were with the resolution and the overall complaint handling process. Two widely regarded readability formulas were used to measure the complexity of the written correspondence. Findings The present study suggests that child complainants are the most concerned with the bottom-line results of their communication efforts. Like adults, they want the problem corrected. Unfortunately, the majority of children did not feel fully satisfied with the corporate complaint handling process. Over one-third of the companies in the sample did not even bother to respond to children’s legitimate complaints, despite the fact that each child specifically asked the company to write back. Those firms which did were more likely to respond with a letter only than with a letter plus add-on. And the corporate letters, by and large, were written at an educational level which would preclude full understanding by the child. Research limitations/implications Because consumer complaint behavior is not randomly distributed in the population, the use of probability sampling was precluded. Published studies which have used consumer complaint letters as the data collection method have relied primarily on convenience sampling. In the present study, judgmental sampling was used to select children participants. Three criteria were applied. Children had to be aged between 10 and 13 years. Children had to have experienced dissatisfaction with a product purchase made over the previous six months. Children could not have taken any public action to resolve their dissatisfaction. But they had to be willing to write a letter of complaint at this point. It was considered of utmost importance that the letters used in this study be authentic. They had to be composed and penned by the children themselves. This criterion, coupled with the fact that the complaints were legitimate, avoided the obvious ethical dilemma associated with the use of fabricated letters. Practical implications It seems ironic that in the present era of consumer consciousness, corporations do not place greater emphasis on truly communicating with their customers, where communication is viewed as a process of establishing shared meaning. How can there be shared meaning when the message sender fails to consider the characteristics of the receiver – characteristics such as age and cognitive development? Businesses may argue that their corporate communication policies and practices are based on a concern for cost efficiency. This argument carries little merit, unfortunately. Even the federal government, through the Plain Writing Act of 2010, acknowledges the importance of using common, everyday words and plain English in all written documents. Social implications On the surface, American businesses state that they welcome customer feedback. The comments of children are more sought after now than ever before, particularly in the area of advertising and new product development. But the results of this study show that companies have a long way to go before they can claim to be truly receiver-oriented in their managerial communication policies. Perhaps this is why consumers – certainly child consumers – are only beginning to believe that when kids complain, companies will respond. Originality/value The vast body of complaint research focuses almost exclusively on adults. Despite their sophistication and marketing literacy, children are not miniature adults. It is not known whether the same models and findings with respect to adult complaint behavior apply to children. Unfortunately, there are very few studies of children’s complaint behavior and corporate responses.

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Hobin, Erin, Christine White, Ye Li, Maria Chiu, Mary Fodor O'Brien, and David Hammond. "Nutritional quality of food items on fast-food ‘kids’ menus’: comparisons across countries and companies." Public Health Nutrition 17, no. 10 (October 22, 2013): 2263–69. http://dx.doi.org/10.1017/s1368980013002498.

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AbstractObjectiveTo compare energy (calories), total and saturated fats, and Na levels for ‘kids’ menu’ food items offered by four leading multinational fast-food chains across five countries.DesignA content analysis was used to create a profile of the nutritional content of food items on kids’ menus available for lunch and dinner in four leading fast-food chains in Australia, Canada, New Zealand, the UK and the USA.SettingFood items from kids’ menus were included from four fast-food companies: Burger King, Kentucky Fried Chicken (KFC), McDonald's and Subway. These fast-food chains were selected because they are among the top ten largest multinational fast-food chains for sales in 2010, operate in high-income English-speaking countries, and have a specific section of their restaurant menus labelled ‘kids’ menus’.ResultsThe results by country indicate that kids’ menu foods contain less energy (fewer calories) in restaurants in the USA and lower Na in restaurants in the UK. The results across companies suggest that kids’ menu foods offered at Subway restaurants are lower in total fat than food items offered at Burger King and KFC, and food items offered at KFC are lower in saturated fat than items offered at Burger King.ConclusionsAlthough the reasons for the variation in the nutritional quality of foods on kids’ menus are not clear, it is likely that fast-food companies could substantially improve the nutritional quality of their kids’ menu food products, translating to large gains for population health.

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Harklau, Linda. "From the "Good Kids" to the "Worst": Representations of English Language Learners across Educational Settings." TESOL Quarterly 34, no. 1 (2000): 35. http://dx.doi.org/10.2307/3588096.

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Fitrianingtyas, Anjar, Jumiatmoko Jumiatmoko, and Nurul Shofiatin Zuhro. "INCREASING CHILDREN’S ENGLISH ABILITY THROUGH READING WORD MEDIA ANDROID-BASED IN OASIS KIDS NATIONAL PLUS SCHOOL GROUP B ACADEMIC YEAR 2018/2019." Early Childhood Education and Development Journal 1, no. 2 (April 18, 2020): 19. http://dx.doi.org/10.20961/ecedj.v1i2.39204.

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This research is a Class Action Research which aims to improve English ability of group B consist of 7 children. This research was conducted in two cycles and each cycle consist of five stages that are planning, implementing actions, observing and reflecting. Data collection method used observation, interview and documentation. Data analysis technique used qualitative descriptive technique. The results showed the achievement of indicators and an increase in English ability. It can be seen from the pre-cycle English ability in the good category of 14.28%, then in the first cycle increased to 21.43% and in the second cycle the English ability of children increased by 75%. The conclusion of this research is that through the reading word media android-based can improve English ability of children in Oasis Kids National Plus School in Group B academic year 2018/2019. There is a suggestion for educators to try improving children’s English ability by using a variety of learning media, one of which is to use reading word media android-based. In addition, a suggestion for schools is to be a place for early childhood education to be able to provide learning activities in accordance with the characteristics of children’s learning abilities.

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Foley, Bridget C., Katherine B. Owen, William Bellew, Luke Wolfenden, Kathryn Reilly, Adrian E. Bauman, and Lindsey J. Reece. "Physical Activity Behaviors of Children Who Register for the Universal, State-Wide Active Kids Voucher: Who Did the Voucher Program Reach?" International Journal of Environmental Research and Public Health 17, no. 16 (August 6, 2020): 5691. http://dx.doi.org/10.3390/ijerph17165691.

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Active Kids is a government-led, universal voucher program that aims to reduce the cost of participation in structured physical activity for all school-enrolled children in New South Wales (NSW), Australia. As part of the Active Kids program evaluation, this cross-sectional study examined the Active Kids’ program’s reach to children in NSW and their physical activity behaviors, before voucher use. Demographic registration data from all children (4.5–18 years old) who registered for an Active Kids voucher in 2018 (n = 671,375) were compared with Census data. Binary and multinomial regression models assessed which correlates were associated with meeting physical activity guidelines and participation in the sessions of structured physical activity. The Active Kids program attracted more than half (53%) of all eligible children in NSW. Children who spoke a primary language other than English at home, were aged 15–18 years old, lived in the most disadvantaged areas, and girls, were less likely to register. Of the registered children, 70% had attended structured physical activity sessions at least once a week during the previous 12 months, whilst 19% achieved physical activity guidelines. Active Kids achieved substantial population reach and has the potential to improve children’s physical activity behaviors.

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Nur Amalia Atikah, Siti Zalifah Ramli, Nur Ain Najihah Ibharim, Siti Aishah Zahari, and Muhammad Asyraf Abdullah Zawawi. "Learn Idioms Using Augmented Reality." International Journal of Multimedia and Recent Innovation 3, no. 1 (March 14, 2021): 11–16. http://dx.doi.org/10.36079/lamintang.ijmari-0301.209.

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English language is international language that are worldwide use and also one of the important language in communication and a main-medium of instruction in education in Malaysia. In order to become good in English we must learn since we were kids like since preschool and primary school and that show how important to learn English language. Then it need to help the students especially the pre-school and the primary school students to learn English in more effective and attractive ways so that they will not feel boring or lost interest in learning English language. Aim of this research is to find an interactive tool that can be used in learning an English idioms. This research use RAD Model to develop AR application and quantitative methods through questionnaires were implemented to evaluate the research that were developed. The research was evaluated by 10 teachers who teach English Language and evaluated based on usefulness, satisfaction and ease of use questionnaires.

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Meyers, Rachel S., Jennifer Thackray, Kelly L. Matson, Christopher McPherson, Lisa Lubsch, Robert C. Hellinga, and David S. Hoff. "Key Potentially Inappropriate Drugs in Pediatrics: The KIDs List." Journal of Pediatric Pharmacology and Therapeutics 25, no. 3 (April 1, 2020): 175–91. http://dx.doi.org/10.5863/1551-6776-25.3.175.

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OBJECTIVES The safe use of medications in pediatric patients requires practitioners to consider the unique pharmacokinetics and pharmacodynamics of drugs prescribed in this age group. In an effort to create a standard of care for the safe use of medications in this population, a list of drugs that are potentially inappropriate for use in pediatric patients has been developed and titled the “KIDs List.” METHODS A panel of 7 pediatric pharmacists from the Pediatric Pharmacy Association were recruited to evaluate primary, secondary, and tertiary literature; FDA Pediatric Safety Communications; the Lexicomp electronic database; and product information for drugs that should be considered potentially inappropriate for use in pediatric patients. Information was rated using predefined criteria. A PubMed search was conducted using the following terms: adverse drug events OR adverse drug reactions. The search was limited to humans; age <18 years; case reports, observational studies, or clinical trials; and English language. No date range was used. Results were used to create an evidence-based list of candidate drugs that was then peer-reviewed and subjected to a 30-day public comment period prior to being finalized. RESULTS A PubMed search yielded 4049 unique titles, of which 210 were deemed relevant for full review. Practitioner recommendations highlighted an additional 77 drugs. FDA Pediatric Safety Communications and the Lexicomp database yielded 22 and 619 drugs, respectively. After critical analysis, peer review, and public review the final KIDs List contains 67 drugs and/or drug classes and 10 excipients. CONCLUSIONS This extensive effort led to compilation of the first list of drugs that are potentially inappropriate for prescribing in all or in a select subgroup of pediatric patients. If avoidance is not clinically possible, the drug should be used with caution and accompanied by appropriate monitoring.

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Ferreira, J. G. "The contribution of a particular ‘kids in parks’ programme to the professional development of teachers." South African Journal of Education 34, no. 2 (May 26, 2014): 1–13. http://dx.doi.org/10.15700/201412071129.

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Levinzon, Anna I. "Student communication strategies in automatically verified online educational courses for kids." Pedagogy and Psychology of Education, no. 3,2020 (2020): 21–39. http://dx.doi.org/10.31862/2500-297x-2020-3-21-39.

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In recent years, strategies for building a dialogue with a student within distance educational resources have increasingly attracted the attention of linguists, but the features of communication with students in automatically verified learning systems designed for children still remain outside the scope of analytical comprehension. The goal of the article is to propose criteria for classifying messages that a child receives on the site, and to identify more and less effective communication strategies with the user, adopted by various educational platforms. Among the most significant parameters for evaluating a text addressed to a student there is the presence of images of a teacher and “classmates” in them; providing an opportunity for the student to reflect on the learning process; labeling information in accordance with the level of its significance; variety of assignment types, and allowing you to choose the style of instruction that matches your learning style. Having considered in accordance with these characteristics a number of English and Russian-language resources teaching children their native language, we have compiled a list of discourse strategies, using which the creators of children’s websites can increase the effectiveness of learning.

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Wiyanah, Sri, Rifki Irawan, and Juang Kurniawan Syahruzah. "PELATIHAN PENGAJARAN BAHASA INGGRIS ANAK USIA DINI BAGI PARA GURU KB DAN TKIT GENIUS KIDS YOGYAKARTA." Jurnal Berdaya Mandiri 1, no. 1 (August 9, 2019): 66–77. http://dx.doi.org/10.31316/jbm.v1i1.284.

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Tujuan dari kegiatan pengabdian masyarakat ini adalah untuk memberikan pelatihan pengajaran Bahasa Inggris usia dini pada guru-guru KB dan TKIT Genius Kids Desa Panggungharjo sehingga mereka mendapatkan bekal yang berguna untuk meningkatkan keefektifitasan pengajaran English for the young learner. Untuk mencapai tujuan tersebut metode pelatihan adalah dengan melaui pelatihan dan pendampingan. Hasil kegiatan ini adalah para peserta dapat memahami karakteristik siswa usia dini dalam belajar Bahasa Inggris, dapat menggunakan media pembelajaran Bahasa Inggris anak usia dini yang menarik dan interaktif dan dapat mengajarkan Bahasa Inggris melalui lagu, cerita, serta permainan.

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Al-Hassan, Mohamed J. "Metabolic Profiles of Healthy Pre- and Post-Partum Aardi Goats (Capra hircus) and Kids in Saudi Arabia." Pakistan Veterinary Journal 38, no. 04 (October 1, 2018): 424–28. http://dx.doi.org/10.29261/pakvetj/2018.080.

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Tridinanti, Gaya. "ENGLISH INTRODUCTION THROUGH DIGITAL STORYTELLING IN EARLY CHILDHOOD." IJLECR - INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND CULTURE REVIEW 3, no. 1 (June 1, 2017): 49–55. http://dx.doi.org/10.21009/ijlecr.031.06.

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The introduction of simple English sentences to early childhood is not an easy task. This is often a problem for teachers. The purpose of this study is to investigate the introduction of the English language by using a digital storytelling. This research is an action research. Subjects of research include 20 children from group B (5-6 years) of Happy Kids Kindergarten in Palembang. The finding shows that there is an enhancement in pre-cycle is 33%, to 59% in Cycle I. In Cycle II is 79% and in Cycle III is 97%. Thus, an increase of 26% from the pre-cycle to cycle I. Increased 20% from Cycle I to Cycle II and increased 18% from Cycle II to Cycle III. The result of the English introduction action through digital storytelling in early childhood shows a significant percentage increase from cycle I to cycle II, and cycle III. The increase in percentage indicates that the use of digital storytelling can improve the process and the results of early childhood English introduction in terms of meaning, show, imitate, and say simple English sentences Therefore, digital storytelling based learning can be incorporated in the curriculum of Kindergarten.

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Oktaviani, Ayu, and Dwi Misgiyati. "Communication Strategies Used by the Primary Teachers in EFL Classroom." Linguistic, English Education and Art (LEEA) Journal 2, no. 1 (December 21, 2018): 1–18. http://dx.doi.org/10.31539/leea.v2i1.386.

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The objective of the research was to find out communication strategies used by the Primary teachers in EFL classroom. The sample of the research was 3 teachers in grade 2, 5 and 6 at Palm Kids Elementary School of Lubuklinggau. The samples were taken through Purposive sampling. The researcher used descriptive qualitative research and the data were collected by using observation, interview, and documentation(field note and video recording). The result revealed that communiction strategies used by the English teachers’ were code switching, intra-lingual, IL based strategies, non-linguistics, cooperative, and formal reduction. In the other English teachers’ responded towards are the communication strategies helped the students understood the meaning, made the students easier to understood the material, helped students to understand what English said, helped to explain the material more detail in teaching and learning process and made the students have to master English well. Keyword: Primary Teachers, Communication Strategies, Primary School

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Norberg, Cathrine, and Marie Nordlund. "A Corpus-based Study of Lexis in L2 English Textbooks." Journal of Language Teaching and Research 9, no. 3 (May 1, 2018): 463. http://dx.doi.org/10.17507/jltr.0903.03.

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Despite the fact that textbooks are central in foreign language learning, only limited research has explored to what extent L2 textbooks support language learning and whether the content in them is relevant from a vocabulary perspective. This study investigates the vocabulary in seven English textbooks used in Swedish primary schools. A corpus has been constructed based on the words in the textbooks. By means of a concordancing software tool, the material has been analyzed by comparing the vocabulary between the books and to words on the New General Service List and in the VP-Kids corpus. The analysis shows that many words in the textbooks occur only occasionally in common everyday language use. It also demonstrates that there is great variation in the number and selection of words across the books indicating that there does not seem to be a common thought behind word selection in textbooks used in Swedish schools.

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Kajagar, Mahesh. "Effect of Ayurvedic Pharmaceutical Brahmi Gritham Residue Based Diet on Haematological and Biochemical Parameters of Malabari Goat Kids." Indian Journal of Pure & Applied Biosciences 8, no. 3 (June 30, 2020): 106–13. http://dx.doi.org/10.18782/2582-2845.7669.

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Ku, Eric K. "“Can We Do a Not-All-in-English Drama for Kids?”: Translingual Practices in a Taiwanese EFL Play." English Teaching & Learning 43, no. 1 (November 10, 2018): 5–22. http://dx.doi.org/10.1007/s42321-018-0012-6.

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Silviana, Ika, and Fatma Puri Sayekti. "BERMAIN DAN BERINTERAKSI DENGAN AMERICAN NATIVES SEBAGAI METODE BELAJAR ANAK DI KEDIRI, JAWA TIMUR." Dinamisia : Jurnal Pengabdian Kepada Masyarakat 2, no. 2 (December 19, 2018): 229–35. http://dx.doi.org/10.31849/dinamisia.v2i2.1163.

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Reading parks or public library generally offer the focal point of literacy activities with the encouragement of people reading interest. These activities undertaken by providing a reading room and socializing the importance of reading. This social service along with Taman Baca Puri Anjali, located in Kaliombo, Kediri, East Java, observes the problems related to learning methods, especially in reading, that occur in children. Through the activity titled “Kids, Are You Ready to Talk to American Native?” together create learning activities by playing, based on Paulo Freire’s method, conscientizacao. This activity invites children to learn English directly with people who use English language in their daily life, named American natives. It has a happy learning effect on children and they feel that learning English is easier than before. They also assimilate a more varied pattern of literacy, without leaving the books that become the world’s window for learners.

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Van Doren, Bryce, Debosree Roy, Joshua Noone, Christopher Blanchette, and Susan Arthur. "Cachexia & debility diagnoses in hospitalized children and adolescents with complex chronic conditions: evidence from the Kids’ Inpatient Database." Drugs in Context 4 (December 27, 2015): 1–14. http://dx.doi.org/10.7573/dic.212277.

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Ishaq, Kashif, Muhammad Youna, Muhammad Riaz, and Mubarak Ali. "EFFECTIVENESS OF HIGH INPUT FEEDING SYSTEM IN RELATION TO GROWTH AND CARCASS QUALITY OF VARIOUS CLASSES OF BEETAL KIDS." Pakistan Journal of Agricultural Sciences 53, no. 01 (April 1, 2016): 277–82. http://dx.doi.org/10.21162/pakjas/16.2900.

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Alghizzi, Talal Musaed, and Abdul Aziz Mohamed Ali El Deen. "Enhancing Saudi EFL Learners’ CAF in Narrative Writing Through Native Speaker Kids’ Reading Website." International Journal of Applied Linguistics and English Literature 9, no. 6 (November 30, 2020): 67. http://dx.doi.org/10.7575/aiac.ijalel.v.9n.6p.67.

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This novel study investigated the impact of English native speaker kids’ reading website on enhancing Saudi EFL university students’ complexity, accuracy and fluency (CAF) in narrative writing. The rationale for this study is the scant literature in the area of estimating narrative writing in terms of CAF. The quasi-experimental method was adopted in this study through a pre-/ post-test in narrative writing. Eleven level three participants were recruited from in this study. Instruments of the study included a pre-post-test in narrative writing, and the CAF measures. A Wilcoxon signed-Rank and Mann Whitney were used in the analysis. The study results found no significant differences at 0.05 level regarding the post administration of syntactic complexity ratios except (CP/T, CP/C, and CN/C) whose results were significant. The sub-constructs of lexical density and lexical variation were enhanced partially, and as a whole, whereas there was no increase/decrease regarding lexical sophistication. For accuracy measure, the results were significant in all ratios at 0.05 level except (EFC/C, and EFTC/S ratios). Concerning fluency measures, the results were insignificant at 0.05 in all ratios except (MLC ratio). The results of the study and their pedagogical implications were discussed.

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Belete, Shenkute, Hassen Abubeker, Ebro Abule, and Amen Nura. "Performance of Arsi-Bale kids supplemented with graded levels of pigeonpea in dry season in Mid Rift valley of Ethiopia." African Journal of Agricultural Research 8, no. 20 (May 29, 2013): 2366–70. http://dx.doi.org/10.5897/ajar11.1533.

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Bensikaddou, Habib, and Mohammed Sebbane Touati Ahmed Benklaouz. "The Effect of Kids Athletic Using the Cooperative Strategy to Improve Physical and Motor Skills among Students in Primary Education." European Journal of Physical Education and Sport 9, no. 3 (September 12, 2015): 137–45. http://dx.doi.org/10.13187/ejpe.2015.9.137.

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I Gusti Bagus Narabhumi, I Nyoman Sedeng, and Putu Sutama. "The Translation of English Activity Verbs Found in Turtle and Dolphin Story." RETORIKA: Jurnal Ilmu Bahasa 7, no. 1 (April 30, 2021): 85–91. http://dx.doi.org/10.22225/jr.7.1.2893.85-91.

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In trilingual kids’ story book entitled “Turtle and Dolphin” by Dunkle et al (2012), the English text has both Indonesian and Balinese equivalences. This study aims at revealing the translation procedures applied to the English text especially the activity verbs and also the correlation between the translation procedures and the translation shifts that happen as the result of translations. The English activity verbs as the data in this study are collected using documentation method, the analysis is done by applying descriptive qualitative method and the result is shown using the combination of informal and formal methods. The result shows that literal translation is the most frequent translation procedure applied to translate ST into Indonesian (91%) and Balinese (77%). However, there are several English activity verbs transferred into mental verbs, nouns, and prepositions in the TT. Furthermore, when literal translations are applied the shifts that appear are intra-system shifts (36%). When transpositions are applied, the shifts that appear are class shifts (100%). When modulations are applied the shifts that appear are intra-system shifts (60%). Lastly, when adaptations are applied, the shifts that appear are intra-system shifts (37, 5%).

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Khan, Mohammad Ehsanul Islam, Md Abu Bakar Siddique, and Mohammad Nazmul Haque Shikder Shiblu. "Custom Practices of English Education at the Rural Primary Schools in Bangladesh." International Journal of Learning, Teaching and Educational Research 19, no. 11 (November 30, 2020): 71–87. http://dx.doi.org/10.26803/ijlter.19.11.5.

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This comprehensive study dealt with the existing traditional practices of English education at rural primary schools in Bangladesh. The researchers collected data from twenty-five assistant teachers of thirteen primary schools located in the rural areas of four different districts of Dhaka and Mymensingh divisions. These English teaching participants also represent the key informants for related queries. The study used a semi-structured questionnaire with ten comprehensive and open-ended questions related to the existing teaching patterns with face-to-face interviews on the collected responses of the participants. All the data were interpreted in a qualitative approach. The study revealed the educational constrictions of the current ‘English as a Foreign Language (EFL)’ situation emphasizing the implementation of practical activities as a solution for the kids and suggested some development aspects from teachers’ perspectives. The research explored the flaws of current teaching strategies and materials used in primary EFL education and recommended some practical tactics to include in the curriculum for the development of primary EFL education in Bangladesh.

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Journal articles on the topic 'English for kids'

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