Teaching English in the Primary ESL Classroom

Despite not being a textbook designed specifically for English language learners, Scott Foresman Science is wonderful and amazing for young learners and thanks to thoughtful design, definably very usable for an English language teaching setting.

This study aims to shed light on the teachers' attitudes and insights towards using first language (L1) in intermediate English (L2) classrooms. It looks into the justifications and perceptions that teachers have regarding the use of Kurdish in English classrooms. More specifically, this study tries to find the major challenges that teachers face if the use of Kurdish language is ignored at intermediate schools. The analysis of this paper was based on a case study which was conducted on (10) intermediate English language teachers from (7) public and private schools in Sulaymaniyah. Qualitative methodology was applied by interviewing the participants virtually and asking the same open-ended questions. The results revealed that the majority of the teachers support the bilingual approach and the use of Kurdish language in intermediate English classrooms. Furthermore, the results showed that the teachers, to some extent, support the use of the Kurdish language to serve certain pedagogical functions, such as decreasing classroom anxiety, increasing students' participation, explaining difficult idiomatic expressions, giving test instructions, and facilitating classroom management. The findings of this study will help the intermediate English language teachers and learners to overcome the challenges they may face and, ultimately, improve the teaching and learning process.

A five day scaffolded lesson plan to cater to the specific needs of English language learners (ELL students).  The lesson plan developed helps build academic English, and strengthen reading comprehension while establishing a collaborative learning environment.

Although a great paucity exists in scholarly studies on education in Somalia, the scarcity is more evident in the English studies area, particularly English as a Second Language (ESL) or English as a Foreign Language (EFL) (used interchangeably in this study), where almost none had existed until Mohamed Eno's MA TESOL Dissertation in 2005 and his recent article in the Journal of Somali Studies in 2017. Influenced by both the paucity and the latter study in 2017 1 , which recommended further examination of ESL/EFL area studies, this research investigates EFL students' perceptions of what they consider as more motivating or most motivating skill among the four second language acquisition (SLA) skills of reading, listening, speaking and writing. 2 Consequently, the results reveal that learners do not perceive more listening as a very motivating factor compared to more speaking, identified as the most motivating skill and ahead of more writing in the overall ratings. With very low results on the whole, more reading, on the other hand, is much below both speaking and writing in significance, though ahead of listening as a potential motivator. Interestingly, the findings also reveal persistent learner misunderstanding of the interlinkedness of the four skills, with a misperception that acquisition of one skill is independent of the others, as captured from an analysis of the vagaries in their responses.

As was the case with many newly independent African nations, Somalia was beset by a language problem whose complexity had begun well before independence and the unification of British Somaliland and Italian Somaliland in 1960. With three languages (English, Arabic, and Italian) used as media of communication in government offices and in schools, various Somali administrations struggled to contain the impasse but found no tangible solution. Barely three years after Mohamed Siad Barre seized power in October 1969, he had his military regime introduce the Somali orthography in the Latin alphabet. Based on this milestone, Siad Barre's military rule is highly commended for taking a remarkable step forward in what came to be known as the Somalization project. However, officials of the government and Somali scholarship failed to

Today social media has become part and parcel of adults’ lives. Adult learners use social media much as a key to learn and improve their English as a foreign language (EFL) in academics. Currently, English instructors also encourage their adult learners within the realm of technologies. These learners are too self-motivated to use social media tools to learn English language skills. During texting, chatting, and socializing with friends, family, and global society on Facebook, WhatsApp, Blogs, Wikis, LinkedIn, YouTube, Twitter, Telegram, Hangout, and Snapchat, social media are facilitating and enhancing the process for both teachers and the adult learners worldwide. Due to proliferation of advanced technological equipped electronic handy-gadgets, like smartphones, tablets, laptops, and watches, EFL learners (EFLL) with different social media applications (Apps) and tools have become easy, mobile, and flexible. Even spectacular innovation and creation of mobile Apps of international testing agencies and institutes for EFLL are available formally and informally worldwide. Therefore, in this scientific descriptive research article, the critical study investigates the hypothetical propositions about the presumed relations among observed phenomena and personal experience of various websites and social media Apps' interwoven role, creative ways of functioning, and prospects scientifically in the EFLL for adult learners. An adult learner can master a specific skill while using these Apps on social media. Moreover, it is supposed to be handled meticulously and precisely. In that case, social media can prove a boon and panacea for adult learners inside and outside the classroom.
https://al-kindipublisher.com/index.php/ijllt/article/view/1251

This paper presents the alarming emerging situations of English language teaching at the senior secondary level of Hindi medium students in Rajasthan. State government schools continue to register negative growth in learning level (reading and comprehension) in this subject from 2006. The Annual Status of Education Report, 2014 tabled in New Delhi by Pratham, an NGO, says that the share of class V government school students who can read class II text, which was 59 % in 2006, has reduced to 39 % in 2014. 46. 7% of class V students cannot read class II text and 19.5 % of class VIII students failed to read class II text. The situation is absolutely worst in the succeeding classes. The data that have been presented directly questions the quality of education in this state. Due to the territorial vastness of the state, 82 % of the total schools here are in rural areas. Let's put a glance on the academic situation of the state in special reference to the teaching English at Senior Secondary level of Hindi medium students and the main reasons responsible for the deterioration of the government schools.

The Journal of Nursery and Primary Education Instructors in Nigeria is established purposely to cater for findings of research emanating from  researchers ,scholars ,policymakers and the reports on teachings in early childhood education and primary Education. It ultimately aims to:
1) provide classroom- based research that focuses on pre-primary and primary education in Nigeria and beyond
2) encourage practitioners and academics on projects that will facilitate quality teaching and learning in Nigeria schools
3) promote fora for exchange of novel and trends for teachers ,caregivers and other stakeholders in nursery , primary and other allied related courses
The Association emphasizes presentations and articles with strong bias on childhood education, Pedagogy, Curriculum Development, ICT related issues, Continuous professional development etc

MANUSCRIPTS SUBMISSION
Any interested scholar and researcher should please note the following:
i. Articles should not be more than 12 double -spaced of A4 paper all inclusive (Abstract of not more than 250 words)
ii. Submit 3 copies of the article
iii. Findings and book reviews of relevant and current publications in nursery , primary and other related matters are welcome,
iv. Publication fee will be determined according to the production crew and will be based on current market survey after the peer review.
v. Kindly direct your article(s) or further ENQUIRIES to the head of crew,Dr. Odebowale  Ireti Tina, Department of Educational Foundations & Counselling Psychology ,Lagos State University, Ojo Lagos

Email:anpein2016@gmail.com

STUDENTS' PERCEPTION ON THE IMPLEMENTATION OF CIVIC EDUCATION CURRICULUM FOR CURBING CORRUPTION IN ASA, KWARA STATE - OTEMUYIWA, Bridget Idowu & ATTAH, Justina. O.
DIGITALIZATION IN TEACHER EDUCATION: IMPLICATION FOR POLICY AND CURRICULUM REFORMS - EZEIRUAKU Melvina Ngozi; AKUBUGWO Ijeoma Ginikanwa & OKORONKWO, N.M.
EFFECT OF STREET HAWKING ON THE ACADEMIC PERFORMANCE OF PRIMARY SCHOOL PUPILS IN ILESA EAST LOCAL GOVERNMENT AREA OF OSUN STATE – AGBOLA, Olayinka Jerry
EARLY YEARS CENTRE AND QUALITY CONTROL MECHANISM AMONG CAREGIVERS IN SELECTED TEACHER TRAINING INSTITUTES IN LAGOS STATE – FOWOWE, S.S., SUNMONU, M. & ADIKURU, I.A.
EXCLUSIVE BREASTFEEDING AND THE HEALTH OF THE PRE-SCHOOL CHILD –UGORJI, Perpetua Nkechinyere & NNAMSO, Gertrude Oghomwen
AN INVESTIGATION INTO THE EFFECTIVENESS OF LEARNING CORNERS IN IMPROVING THE COGNITIVE AND PSYCHOMOTOR SKILLS OF PRESCHOOLERS IN LAGOS STATE, NIGERIA - Olayinka Samson ALADE, Oluwaseun Temitope LAWAL & OLUSOLA Duyilemi Jumoke
AN ECO-BEHAVIOURAL MODEL OF EARLY LANGUAGE DEVELOPMENT- OMILOLA, Amina Olawole & OSHIN, ‘Kemi B.
ISSUES OF MUSIC METHODOLOGY IN THE 9 -YEAR BASIC EDUCATION- LOKO, O.O. & MELEKEOWEI, Modupe O.
THE USE OF IMFORMATION AND COMMUNICATION TECHNOLOGY (ICT): A CONTEMPORARY ISSUE IN EARLY CHILDHOOD EDUCATION -DANIEL, E. Mshelbila
SINGLE PARENTHOOD AND FAMILY VALUES: EDUCATIONAL IMPLICATIONS ON LAGOS STATE PRIMARY SCHOOL PUPILS -ABOLUWARIN, Elizabeth O. PhD & ALAGBE, Akeem A.
LEARNERS’ PERSONALITY ON SOCIAL DEVELOPMENT OF PRIMARY SCHOOLS PUPILS - Victoria O. ADEYELE and Abimbola O. AJIBADE
IMPACT OF SUMMER SCHOOL ON ACADEMIC ACHIEVEMENT OF PUPILS' IN EDE NORTH LOCAL GOVERNMENT AREA OF OSUN STATE - Eniola Keji OLA-ALANI PhD, Vivian Omodolapo OLA-ALANI & SOBULO, Elias A.
ROLE OF EARLY CHILDHOOD EDUCATION IN ACHIEVING QUALITY EDUCATION IN PORT HARCOURT LOCAL GOVERNMENT AREA OF RIVERS STATE - Princewill Okechukwu EJEKWU (Ph.D) & Joy JUMBO
IMPACT OF AGRICULTURAL EXTENSION AGENT IN THE DEVELOPMENT OF AGRICULTURE - SHITTU, Bisi Agnes
CORRELATION ANALYSIS OF STUDENTS’ PERFORMANCE IN EDUCATIONAL MEASUREMENT AND EVALUATION - (A CASE OF STUDENTS IN COLLEGES OF EDUCATION IN LAGOS STATE) - GEORGE, Pius Adekunle & UDOFIA, I. G. Richard
EFFECTIVE MANAGEMENT OF LARGE CLASSES IN NIGERIAN SCHOOLS - ADEBESIN, S.T.; ODUNSI, A.A. & OGUNMADE, S.A.
EFFECTS OF COUNSELLING SERVICES ON ANTI-SOCIAL BEHAVIOURS AMONG SECONDARY SCHOOL STUDENTS IN MUSHIN, LAGOS STATE - ADEDOTUN, Kikelomo Oluwayemisi (Ph.D) & LAPITE, Akolade Olubunmi
DYNAMICS OF MIGRATION IN INONGO-VI-MAKOME’S NATIVES AND ONYEKA’S THE HUSTLERS - ABIOLA, Olufemi (PhD)
RE-ENGINEERING QUALITY EARLY CHILDHOOD TEACHER TRAINING THROUGH PROFESSIONAL DEVELOPMENT PROGRAMME FOR SUSTAINABLE DEVELOPMENT GOALS - EMMANUEL-AKPA, Ngozi Queen; MAFIKUYOMI, Johnson A. & OYEDAPO, Philip I.
TRANSACTIONAL ANALYSIS AND EMOTIONAL INTELLIGENCE THERAPIES IN THE TREATMENT OF BULLYING BEHAVIOUR AMONG SECONDARY SCHOOL STUDENTS IN LAGOS STATE - AYODEJI, Olawunmi Badejo PhD, LADIPO-BADA, Fausat Oluwabukola & OYEDAPO, Philip Ibukun
WAR TRAUMA AND WOMEN IN ADICHIE’S HALF OF A YELLOW SUN - Omoh Giwa
THE IMPACT OF FEDERAL AND STATE GOVERNMENT ON THE ACADEMIC PERFORMANCE OF STUDENTS IN BASIC EDUCATION CERTIFICATE EXAMINATION - IKUENOMORE, M.G., ADESOLA , S.O., & OKOROAFOR, N.C.

This study investigates students‘ perceptions of learning English as a Second Language (ESL). Specifically, it aims to obtain students‘ views of what they consider as their areas of weakness among the four communication skills of reading, writing, speaking and listening. It also seeks to understand their perceptions concerning the quality of the instructional material they use in the ESL class and the method of teaching they experience during the teaching/learning sessions. The findings reveal the existence of potential areas of weakness, some of which the learners are consciously aware of and others which they are unaware of—but which require appropriate solution in order to
facilitate effective learning. In addition to the identification of the learners‘ areas of weakness, the study attempts to highlight possible causes of the problems and provides suggestions for further studies in order to tackle the predicament.

This study aims at examining the prospective teachers‟ evaluations about the implementation of the primary ELT curriculum. Also it is aimed to inquire the possible problems and difficulties in teaching English to children. The study is based on qualitative case study design. Qualitative data were collected using participant journaling method from 31 preservice teachers who kept reflective journals throughout their observations of five mentor teachers. The data were analyzed using qualitative content analysis method by coding and creating categories/themes. Results showed that actual practices do not adequately meet the curricular and theoretical requirements in terms of objectives, content, learning-teaching experiences and evaluation. This theory-practice dichotomy about teaching English to children mainly includes the problems such as non-communicative objectives, failure to appeal students emotionally, overdominance of coursebooks and grammar content over communicative content, use of restricted methodology, ineffective use of technology and materials, insecure (coercive, aggressive, and discriminative) classroom atmosphere, lack of or inproper use of game activities, lack of group or pair work, failure to consider individual differences, lack or inappropriate integration of language skills, improper process evaluation, inadequate feedback, and traditional evaluation practices.

An analysis, verification, and proposed solutions to troublesome areas in writing for English language learners (ELL students).  There are a total of 30 exercises, with accompanying resources, to aid in teaching ELL students how to effectively build a foundation of writing skills by scaffolded methods, differentiated teaching methods, and individualized intervention plans.

This study aims to shed light on the teachers’ attitudes and insights towards using first language (L1) in intermediate English (L2) classrooms. It looks into the justifications and perceptions that teachers have regarding the use of Kurdish in English classrooms. More specifically, this study tries to find the major challenges that teachers face if the use of Kurdish language is ignored at intermediate schools. The analysis of this paper was based on a case study which was conducted on (10) intermediate English language teachers from (7) public and private schools in Sulaymaniyah. Qualitative methodology was applied by interviewing the participants virtually and asking the same open-ended questions. The results revealed that the majority of the teachers support the bilingual approach and the use of Kurdish language in intermediate English classrooms. Furthermore, the results showed that the teachers, to some extent, support the use of the Kurdish language to serve certain pedagogic...

Supervision in the pedagogical practice of teachers is one of the drivers of the (re)configuration of the teaching professionality, as it is an important moment of accompaniment, orientation and reflection, from which the teacher is trained to successfully face the challenges inherent to the teaching and educational contexts of our glocal and plural society, which is constantly changing due to the needs and dynamics of the social, business and governmental network. There are several studies that focus on the supervision of pedagogical practice in the initial and continuous formation of teachers, but few have made important contributions to the understanding and improvement of the processes of post-initial and continuous formation, especially those processes that imply a reconfiguration of teacher competences for school years and levels of education different from those for which their initial education prepared them. The main aim of this article is to present a study on the role of training and supervision in the reconstruction of teaching professionality in the context of the pilot project "PEPPA 6/7-Primary English Practice Programme for Ages 6/7", which aims to integrate the English subject within the curriculum of the 1st and 2nd grades of schools in Porto area, Portugal, by following paths which are different from the ones that English in the 3rd and 4th years followed. In fact, within the curricular English of 3rd and 4th years, one has to highlight the lack of collaboration among generalist and specialist (language) teachers and the preference towards more summative assessment procedures. In this context, the main corpus of our work will focus, on the one hand, on the analysis of the representations of teachers of English curriculum of the 1st and 2nd years of school on the supervisory dynamics, strategies and instruments and their contributions in the reconfiguration of teaching professionality as English teachers in the 3rd and 4th grades. Taking into account an ethnographic methodological perspective with action research outlines, the study focuses on the analysis of teachers' representations about the dynamics and implemented supervisory strategies, having several data collection tools been used: a) questionnaire on the socio-biographical and professional profile of teachers and their relationship with languages, their cultures and their learning; b) questionnaire / final critical reflection on the complementary training course for teaching English in the 1st and 2nd years of schooling; c) the creation of teaching units and projects. Results show that the teachers have changed their professionality in the intercultural, collaborative, and pedagogical dimensions, catering for the cognitive, emotional and social development of their pupils.

ART lessons / elementary / 1st grade
CLIL content
English as a second language



All rights reserved. No par t of this book may be reproduced in any form or by any electronic or mechanical means including information storage and retrieval systems without permission in writing from the publisher.

In the light of a recent curriculum reform to improve the teaching of English in primary schools in Malaysia, this study set out to investigate the extent to which teachers are adopting a communicative language teaching (CLT) approach in their teaching. A mixed-method approach incorporating systematic observation, stimulated recall and interviews with teachers was used to study 32 English lessons at Standard 1. Despite being urged to adopt CLT approaches, the data analysis revealed the underlying pedagogy of the teachers was made up of rote, recitation, instruction and exposition, and that it severely restricted opportunities for pupils to participate in dialogue and discussion. Implications for improving the quality of English language teaching in primary schools in Malaysia and other countries in the Asia-Pacific region are considered.

In this article we will present a study undertaken in the scope of a Content and Language Integrated Learning project, which was implemented at a local private primary school in the Oporto area, Portugal. This project takes into account the promotion of a teaching and learning process based on the fostering of 21st Century skills, the so-called "creactical skills", i.e., critical thinking and creativity into action (Ohler, 2013) and a global and sustainable awareness. By developing an action research project and following a mixed-method research methodology, we analysed the project's implementation , online questionnaires results, and other data including lesson plans, supervision reports/notes, pictures, videos and projects in order to find evidence of practices which foster the "creactical skills". The results show that pupils' critical thinking, creativity, collaboration, and cultural awareness skills may have been fostered, but there is still some work to be done regarding other skills mainly due to teachers' approaches which have to change.

Part 1: working with young language learners identifying priorities and their implications being realistic - practical activities 1. Part 2: working with a coursebook working without a coursebook integrating language work and other subjects - practical activities 2.

This is a final task which asked by my graduate program of Teaching Developing Material subject, Teuku Zulfikar. The task consists of the lesson plans of developed and designed materials which created, adopted, and organized by the writer. The task is expected to be essential for the relevant purposes.

The European Primary Teacher Education programme (EPTE), a joint project from seven European Higher Education institutions, offers future primary school teachers the opportunity to participate in an international study programme, which includes the development of skills through different courses. The main aim of the project is to depart from the local and national environment and make use of a common European heritage in order to build a new pro-active European citizen in a global world. In 2016, Porto Polytechnic-School of Education had the opportunity to welcome students from the several institutions and offer a "Plurilingual and Intercultural Education" course, amongst others. Focusing on topics such as "education for democratic citizenship" and "21st century approaches", students had the chance to critically reflect on European citizenship, from a linguistic perspective, and apply strategies for the promotion of intercultural education, by developing and implementing projects in primary school contexts. The aim of this article is to introduce the EPTE programme and its outcomes. By following an ethnographic methodological approach, focused on practices and students' outputs, we will reflect upon the creation of a collaborative and interdisciplinary project work entitled "Luko's Journey", a picture book about refugees in Europe which was made by a group of fourth year primary pupils together with EPTE's teachers-to-be at a local school in Porto. Results showed that a project work approach can aid in the progression of dialogue, promote critical cultural awareness and expedite pupil's cognitive and affective enthrallment and engagement.

The European Primary Teacher Education programme (EPTE), a joint project from seven European Higher Education institutions, offers future primary school teachers the opportunity to participate in an international study programme, which includes the development of skills through different courses. The main aim of the project is to depart from the local and national environment and make use of a common European heritage in order to build a new pro-active European citizen in a global world. In 2016, Porto Polytechnic School of Education had the opportunity to welcome students from the several institutions and offer a “Plurilingual and Intercultural Education” course, amongst others. Focusing on topics such as “education for democratic citizenship” and “21st century approaches”, students had the chance to critically reflect on European citizenship, from a linguistic perspective, and apply strategies for the promotion of intercultural education, by developing and implementing projects in...