Please use this identifier to cite or link to this item:
|Title:||Teaching Young Children English|
Department of English, NTNU
As a contribution to the existing literature dedicated to the differences between native and non-native English speaking teachers, the primary purpose of this study is to provide a different perspective that explores English teachers' common experiences working in early childhood programs. The underlying assumption is that most early childhood English language teachers, having no specific training in teaching young children English, may share similar experiences. Four teachers representing different backgrounds were included in this study. Data were collected through interviews and classroom observations. Six common teaching experiences were identified and discussed in six areas: (1) easy access to the position but lack of training in early childhood education, (2) English as the sole medium of instruction, (3) encouraging children to speak English as a common practice, (4) teaching English in isolation, (5) teaching as accommodation, and (6) teaching English as a process, not as an end. Suggestions and directions for future research were also addressed.
|Appears in Collections:||英語教學|
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.