Young EFL LearnersYoung EFL Learners

S. Zaher Al-HasaniS. Zaher Al-Hasani

G : 1G : 1

The content of the talkThe content of the talk

Language learning at a young ageLanguage learning at a young ageThe spread of EnglishThe spread of EnglishLearning English as a Foreign Learning English as a Foreign

Language (EFL) at a young ageLanguage (EFL) at a young ageKnowledge-Base for teaching EFL Knowledge-Base for teaching EFL

to young learners to young learners Research in-progress: Home Room Research in-progress: Home Room

teachers teaching English in grade teachers teaching English in grade One One

Should a language be introduced Should a language be introduced at a young age?at a young age?

Informal (home) environmentInformal (home) environment vs. formal school settingvs. formal school setting

Home (natural) environment:Home (natural) environment: Caretaker’s fluency and comfort in Caretaker’s fluency and comfort in

the languagethe languageRecognition of the advantages of Recognition of the advantages of

bilingualism – contribution to bilingualism – contribution to complex cognitive skills (Baker,1998; complex cognitive skills (Baker,1998; Bialystock, 2002; Hornberger, 2003)Bialystock, 2002; Hornberger, 2003)

Formal Schooling: Formal Schooling: 2 schools of thought2 schools of thought

AgainstAgainst Interference with L1Interference with L1 Research shows efficient learning Research shows efficient learning

takes place at older ages- ability to takes place at older ages- ability to utilize and transfer skills from L1 utilize and transfer skills from L1 (Cenzos, 2005; Mclaughlin, 1992 (Cenzos, 2005; Mclaughlin, 1992 Singleton, 2001)Singleton, 2001)

Learning FatigueLearning Fatigue Early exposure and more teaching Early exposure and more teaching

hours: not enough to ensure success hours: not enough to ensure success

For For

Affective factors: less inhibited; greater Affective factors: less inhibited; greater motivationmotivation

Oral ability, particularly pronunciation Oral ability, particularly pronunciation enhanced at a young age (Johnstone, enhanced at a young age (Johnstone, 1994; Marinova-Todd et al, 2000) 1994; Marinova-Todd et al, 2000)

Confidence as a language speakerConfidence as a language speakerNeed to know language(s): Need to know language(s):

Multilingualism is a key to successMultilingualism is a key to success

But: Beliefs regarding language But: Beliefs regarding language learning at schoollearning at school

Depend on: Purpose, setting, frequency, Depend on: Purpose, setting, frequency, teacher, resources, languageteacher, resources, language

Discussion: Somewhat PasséDiscussion: Somewhat Passé

Especially with regard to EnglishEspecially with regard to English

Why?Why?

English as a Lingua FrancaEnglish as a Lingua Franca

Emergence of English as a World Language due toEmergence of English as a World Language due to British colonialismBritish colonialism US powerUS power Advent technologyAdvent technology

About a billion people engaged in studying About a billion people engaged in studying English as a Second (ESL) or Foreign (EFL) English as a Second (ESL) or Foreign (EFL) Language: Only about 300,000 million L1 Language: Only about 300,000 million L1 English speakers (British Council, 2004; English speakers (British Council, 2004; Crystal, 2000)Crystal, 2000)

The Spread of English: 3 Circles The Spread of English: 3 Circles (Kachru, 1982)(Kachru, 1982)

Inner:Inner: Britain, USA, Canada, Australia, etc. Britain, USA, Canada, Australia, etc.

Outer:Outer: Nigeria, Singapore, India (New Englishes) Nigeria, Singapore, India (New Englishes)

ExpandingExpanding: Israel, Netherlands, Germany, etc. : Israel, Netherlands, Germany, etc.

EXPANDING

EXPANDING

OUTER

INNER

Currently: Distinction BlurredCurrently: Distinction Blurred

New Englishes in Outer Circles New Englishes in Outer Circles (Periphery) asserting their rights: (Periphery) asserting their rights:

Singlish in SingaporeSinglish in Singapore

Japanese EnglishJapanese English

Indian EnglishIndian EnglishExpanding Circle countries (like Israel Expanding Circle countries (like Israel

and Germany) embracing English as and Germany) embracing English as a semi-official languagea semi-official language

Native and Non-Native English Native and Non-Native English speakersspeakers

Who is a native speaker? Central or Who is a native speaker? Central or Periphery?Periphery?

Who is the best English teacher:Who is the best English teacher:

Native of standard (inner Circle) Native of standard (inner Circle) English or bilingual, non-native English or bilingual, non-native English speaker?English speaker?

Criteria for material selection and for Criteria for material selection and for assessment: Central? Local? English assessment: Central? Local? English as a Lingua Franca?as a Lingua Franca?

Young Learners of EnglishYoung Learners of English

Wide spreadWide spreadLanguage prestigeLanguage prestigeParental pressure: social Parental pressure: social

mobilitymobilityThe younger the better The younger the better

regardless of research regardless of research findingsfindings

How Young is Young?How Young is Young?

Home environment: birthHome environment: birth

School: School: Foreign language teaching in the US- 12Foreign language teaching in the US- 12 Europe: varies: often 9-10 (or earlier)Europe: varies: often 9-10 (or earlier) Cambridge Young Learners’ test: 7-12Cambridge Young Learners’ test: 7-12 Israel and other “expanding countries”Israel and other “expanding countries” The younger the better move to lower The younger the better move to lower

age. Currently: grade one age. Currently: grade one Sometimes kindergarten Sometimes kindergarten

What Knowledge-Base is What Knowledge-Base is required for teaching EFL to required for teaching EFL to

young learners young learners

Knowledge of the languageKnowledge of the language Knowledge about the language Knowledge about the language Knowledge how to teach he language Knowledge how to teach he language Knowledge about teaching young Knowledge about teaching young

childrenchildren Knowledge about teaching the language Knowledge about teaching the language

to young childrento young children

Home Room Teachers Home Room Teachers Teaching EnglishTeaching English

A common phenomenon in some European A common phenomenon in some European and Asian countriesand Asian countries

In Israel: Began 5 years ago in the town of In Israel: Began 5 years ago in the town of Ra’ananaRa’anana

Reasons:Reasons: Rooted in educational philosophical thoughtRooted in educational philosophical thought Availability, convenienceAvailability, convenience Economically viable Economically viable

Knowledge on how to teach Knowledge on how to teach English to young learnersEnglish to young learners

Till recently: Lack of training in EFL teacher education programs

(Program component in Beit Berl since 2001)

Who has the advantage

Programs for teaching EFL to Programs for teaching EFL to young learners: Pertinent issuesyoung learners: Pertinent issues

Goals: exposure, fun, or academic?Goals: exposure, fun, or academic? Listening/speaking or literate skills?Listening/speaking or literate skills? Use of target language (English) vs. local Use of target language (English) vs. local

language (Hebrew; German), and for what language (Hebrew; German), and for what purpose?purpose?

Integration with in-going topics (taught in Integration with in-going topics (taught in the local language)the local language)

Literacy?Literacy? Assessment?Assessment? Coordination with programs for the older Coordination with programs for the older

learners?learners?

Relevance to IsraelRelevance to Israel

The Younger the better: move to The Younger the better: move to introduce English at younger ages introduce English at younger ages

One of the flagships of the current One of the flagships of the current Ministry of Education policyMinistry of Education policy

Vast spread of first grade English Vast spread of first grade English initiativesinitiatives

In-Progress Research:In-Progress Research:Home Room teachers Home Room teachers

teaching English in Grade teaching English in Grade OneOne

Headed by Prof. Elana Shohamy, Headed by Prof. Elana Shohamy, Tel-Aviv University Tel-Aviv University

Initiated and Initiated and Funded by the Israeli Funded by the Israeli Ministry of EducationMinistry of Education

Pertinent IssuesPertinent Issues

Programs (3 programs are being examined)Teacher’s Knowledge-Base (English teachers vs. home room teachers)Attitudes of the public (high level administrators, principals, parents)Students: achievements, attitudes, self-assessment

Research ToolsResearch Tools

Large SampleLarge Sample Teachers’ questionnaires (home room and Teachers’ questionnaires (home room and

English)English) Principals’ questionnairePrincipals’ questionnaire Interviews (administrators, program Interviews (administrators, program

developers)developers)

Sample of 7 schools:Sample of 7 schools: Parents’ questionnaireParents’ questionnaire Classroom observationsClassroom observations Teacher interviewsTeacher interviews Students’ research toolsStudents’ research tools

Students’ Research ToolsStudents’ Research Tools

Listening comprehension quiz Listening comprehension quiz (N=250)(N=250)

Individual oral interaction interviews Individual oral interaction interviews (N=54)(N=54)

Attitude questionnaires (N=250)Attitude questionnaires (N=250)Self-Assessment questionnaires Self-Assessment questionnaires

(N=250)(N=250)

Some initial observationsSome initial observations

Teaching of English in grade 1 in Teaching of English in grade 1 in Israel is extremely commonIsrael is extremely common

Both teaching models exist (home Both teaching models exist (home room and English teachers) room and English teachers)

Programs: different objectives and Programs: different objectives and modes of implementation (one modes of implementation (one program – home room teachers only)program – home room teachers only)

Student Research ToolsStudent Research Tools

Specific age appropriate and Specific age appropriate and language level considerations language level considerations

format (whether individual, group or format (whether individual, group or class)class)

choice of item and task typeschoice of item and task typeschoice of contexualized, age-relevant choice of contexualized, age-relevant

stimulistimuli

Comparative Research Comparative Research Study?Study?

Similar phenomena in Germany?Similar phenomena in Germany?Possibilities for joint and Possibilities for joint and

comparative research?comparative research?

Contact us :Contact us :

fata-fata-alesteqama@hotmail.comalesteqama@hotmail.com