Languages in the primary classroom: teachers’ views and practices

• Fiona Copland ^[1] ; Sue Garton ^[2] ; Camilla Barnett ^[3]
  1. [1] University of Warwick

     University of Warwick

     Reino Unido

     
  2. [2] Aston University

     Aston University

     Reino Unido

     
  3. [3] University of Stirling

     University of Stirling

     Reino Unido

     

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• Localización: ELT journal: An international journal for teachers of English to speakers of other languages, ISSN 0951-0893, Vol. 77, Nº 1, 2023, págs. 11-22
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • This article draws on data from a British Council-funded project which aimed both to compare global early English language learning (EELL) pedagogic practices in 2020 with those in 2010 and to investigate current EELL teaching and learning in primary schools. The project had an explicit focus on classroom language practice, that is, the languages teachers (and learners) use to deliver and learn English content, a key pedagogic concern in the literature. This article first compares survey data on classroom language use in 2010 and 2020 before presenting a more in-depth consideration of the 2020 data from fourteen case studies to give an overview of current classroom language practices.