Page 13 - Teaching English at Primary Level: From Theory into the Classroom

Introduction

languages at the primary level by focusing on the importance of different
language acquisition and learning theories for FL teaching. We then look at
different approaches and methods which have been developed and used
over the last century, with a special emphasis on those relevant for teach-
ing English at the primary level. One of the approaches, Content and Lan-
guage Integrated Learning (CLIL), is discussed separately in the third chapter.
The decision to dedicate a complete chapter to CLIL was made based on the
belief that it is an approach which offers great potential for teaching young
language learners (YLLs) and which successfully integrates other approaches
and concepts.
Part Two focuses on language skills and competences and consists of eight
chapters. The first two give an outline of effective methods and strategies for
developing the four language skills, while literacy development is discussed
in a separate chapter. The fourth chapter, ‘Focus on Vocabulary and Gram-
mar,’ deliberately examines the areas of grammar and vocabulary together,
arguing in favour of using a holistic approach to teaching these two areas
of language. The next two chapters, ‘Materials and Resources,’ ‘Lesson Plan-
ning’ and ‘Inside the Classroom and Classroom Language’ investigate several
practical aspects of teaching a foreign language, from evaluating course-
books to different aspects of lesson planning and classroom management.
The last chapter in this part is dedicated to online learning. The decision to in-
clude a whole chapter to teaching a foreign language online reflects the time
in which the book has been written. Although the text is the result of sev-
eral years of studying, teaching, observing, (self)reflecting, trying and testing
concepts and strategies in the area of teaching YLLs, several chapters were
added in 2020 and 2021, the years of the coronavirus pandemic and a time
which will go down in history as the great expansion of digital education.
Part Three outlines the most important aspects and basic principles of
assessing young language learners and discusses different types of assess-
ment, such as the difference between knowledge and performance assess-
ment. We have argued that the assessment of YLs’ needs to be conducted
with caution, always bearing in mind the learners’ age, their cognitive, mo-
tor, linguistic, emotional and social development. While separate chapters
are dedicated to the assessment of individual language skills, we have also
pointedoutthattheYLs’classroomischaracterisedbymoreattentiononoral
skills (listening and speaking) at the beginning, with reading and writing be-
ing incorporated slowly and gradually. Finally, we have laid out the benefits
and potential of using formative assessment and assessment for learning in
the YLs’ classroom.

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