The Perceptions and Views of Prospective ELT Teachers on Teaching English in Preschools: A Microteaching Lesson Study and Practical Experiences

Year 2023, Volume: 9 Issue: 3, 179 - 192, 31.12.2023

Hatice Kubra Koç

Abstract

The perceived importance teaching English to younger learners has increased in the last few decades. For the need of studying on early language learning, various studies have been undertaken over many years. In these studies, nearly all aspects such as those relating to learners, teachers, parents, education systems, policy-makers, school administrators, environmental factors etc. have been considered by researchers. However, not just in-service teachers but also prospective teachers should be listened to improve the foreign language teaching process. Consequently, the views and perceptions of prospective English Language Teaching (ELT) teachers on teaching English to very young learners are discussed in the present study. In terms of the main aims of this study, it is examined the prospective ELT teachers’ current knowledge, common views, suggestions for improvement via microteaching, practical experiences in real classrooms and suggestions with regard to early language teaching. These aspects have been analyzed in the light of related studies. A total of 64 prospective ELT teachers who have been studying in the ELT Department at Erzincan Binali Yıldırım University during the 2022-2023 academic year were involved as participants. Using a semi-structured interview protocol, these individuals were asked about the research aims, and the data were analyzed using qualitative data analysis methods. The findings of the study show that the prospective ELT teachers had positive attitudes and views with regard to early language teaching; however, they suggested that they needed to be trained in teaching English to very young/young learners in order to develop themselves professionally.

Keywords

preschool education, Prospective ELT teachers, Microteaching, Very young learners, English Language Teaching (ELT)

Aday İngilizce Öğretmenlerinin Okul Öncesinde İngilizce Öğretimine İlişkin Algıları ve Görüşleri: Bir Mikro Öğretim Çalışması ve Pratik Deneyimler

Abstract

Çocuklara yabancı dil eğitimi son birkaç yılda giderek önemini arttırmıştır. Erken dil öğrenimi üzerine uzun yıllar boyunca çeşitli araştırmalar yapılmıştır. Bu çalışmalarda öğrenenler, öğretmenler, veliler, eğitim sistemleri, politika yapıcılar, okul yöneticileri, çevresel faktörler vb. gibi hemen hemen tüm unsurlar araştırmacılar tarafından dikkate alınmıştır. Ancak yabancı dil öğretim sürecinin iyileştirilmesi için sadece öğretmenlerin değil, öğretmen adaylarının da dinlenmesi gerekmektedir. Bu nedenle, İngilizce Öğretmenliği (ELT) öğretmen adaylarının okul öncesi dönemde İngilizce öğretme konusundaki görüş ve algıları bu çalışmada tartışılmaktadır. Bu çalışmada, ELT öğretmeni adaylarının mevcut bilgileri, ortak görüşleri, mikro öğretim yoluyla iyileştirme önerileri, gerçek sınıflardaki uygulama deneyimleri ve erken dil öğretimi ile ilgili önerileri incelenmiştir. 2022-2023 Eğitim-Öğretim yılında Erzincan Binali Yıldırım Üniversitesi İngilizce Öğretmenliği Bölümü'nde öğrenim görmekte olan 64 İngilizce Öğretmeni adayı katılımcı olarak yer almıştır. Yarı yapılandırılmış bir görüşme protokolü kullanılarak nitel veri toplanmış ve nitel veri analizi yöntemleri kullanılarak analiz edilmiştir. Araştırmanın bulgularına göre ELT öğretmen adaylarının erken dil öğretimi ile ilgili olumlu tutum ve görüşlere sahip olduğu görülmüştür; ancak öğretmen adaylarının kendilerini profesyonel olarak geliştirmek için çocuklara İngilizce öğretme konusunda eğitim almaları gerektiğini ifade ettikleri belirlenmiştir.

Keywords

okul öncesi eğitim, mikroöğretim, yabancı dil eğitimi, aday öğretmen

References

• Akdeniz, G. & Gelmez - Burakgazi, S. (2020). A mixed design research on foreign language learning and teaching at early ages. Inonu University Journal of the Faculty of Education, 21(1), 62-86. DOI: 10.17679/inuefd.644728
• Allen, D. W., & Eve, A. W. (1968). Microteaching. Theory into Practice, 7(5), 181-185.
• Arsal, Z. (2015). The effects of microteaching on the critical thinking dispositions of pre-service teachers. Australian Journal of Teacher Education, 40(3), 139-153. http://dx.doi.org/10.14221/ajte.2014v40n3.9
• Bell, N. D. (2007). Microteaching: What is going on here? Linguistics and Education, 18, 24-40.
• Cameron, L. (2001). Teaching languages to young learners. UK: Cambridge University Press.
• Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches (2nd ed.). Thousand Oaks, CA: Sage.
• Creswell, J. W., & Miller, D. L. (2000). Determining validity in qualitative inquiry. Theory into Practice, 39 (3), 124-130.
• Demirezen, M. (2003). Yabancı dil ve anadil öğreniminde kritik dönemler. TÖMER Dil Dergisi, 118, 5-15.
• Enever, J. (2011). ELLiE: Early language learning in Europe. London: British Council.
• Enever, J., & Moon. J. (2009). New global contexts for teaching primary ELT: Change and challenge. In J. Enever, J. Moon, & U. Raman (Eds.), Young Learner English language policy and implementation: International perspectives (pp. 5-21). Reading: Garnet Education. https://doi.org/10.1111/j.1467-971X.2012.01766.x
• Haznedar, B. & Uysal, H. H. (2010). Introduction: Embracing theory and practice in teaching languages to young learners. In B. Haznedar & H. H. Uysal (Eds.). Handbook for teaching foreign languages to young learners in primary schools (pp. 1-20). Ankara: Anı Publications.
• Fernandez, M. L. (2005). Learning through microteaching lesson study in teacher preparaiton. Action in Teacher Education, 26(4), 37-47.
• Galloway, A. (2005). Non-probability sampling. In Encyclopedia of social measurement, pp. 859–864. New York: Elsevier. https:// doi.org/10.1016/B0-12-369398-5/00382-0.
• Gürsoy, E., Korkmaz, S. C., & Damar, E. A. (2017). English Language Teaching within the New Educational Policy of Turkey: Views of Stakeholders. International Education Studies, 10(4), 18-30.
• Halliwell, S. (1993). Teaching English in the primary classroom. London: Longman.
• Johnstone, R. (2009). An early start: What are the key conditions for generalized success? In J, Enever, J. Moon, & U. Raman (Eds.), Young Learner English language policy and implementation: International perspectives (pp. 31-41). Reading: Garnet Education.
• Karataş, Z. (2015). Sosyal bilimlerde nitel araştırma yöntemleri. Manevi Temelli Sosyal Hizmet Araştırmaları Dergisi,1(1), 62-80.
• Kılıç, A. (2010). Learner-centered micro teaching in teacher education. International Journal of Instruction, 2(1), 432-443.
• Kpanja, E. (2001). A study of the effects of video tape recording in microteaching training. British Journal of Educational Technology. 32(4), 483-486.
• Krashen, S. D. (1975). The critical period for language acquisition and its possible bases. Annals of the New York Academy of Sciences, 263(1), 211-224.
• Lenneberg, E. (1967). Biological foundations of language. New York: Wiley.
• Mirici, İ. H. (2001). Çocuklara yabancı dil öğretimi. Ankara: Gazi Kitabevi.
• MoNE (Ministry of National Education of Turkey). (2012). İlköğretimkurumları İngilizce ders öğretim programı. Ankara: Milli Eğitim Bakanlığı Talim ve Terbiye Kurulu Başkanlığı.
• Reynolds, B.L., Ha, X.V., Ding, C., Zhang, X., Liu, S., Ma, X. (2022). Pre-Service Teachers Learning to Teach English to Very Young Learners in Macau: Do Beliefs Trump Practice? Behavioral Sciences, 12(19), 2-21. https:// doi.org/10.3390/bs12020019
• Richards, J. C. (2017). Teaching English through English: Proficiency, pedagogy and performance. RELC Journal, 48(1), 7-30.
• Rockoff, J. E. (2004). The impact of individual teachers on student achievement: Evidence from panel data. The American Economic Review, 94(2), 247-252.
• Shishavan, H. B., & Sadeghi, K. (2009). Characteristics of an effective English language teacher as perceived by Iranian teachers and learners of English. English language teaching, 2(4), 130-143.
• Slattery, M., & Willis, J. (2001). English for Primary Teachers. Oxford: Oxford University Press.
• Suryani, F. B., Rukmini, D., Bharati, D. A. L., & Hartono, R. (2018). Promoting EFL student teachers’ life-long learning through microteaching lesson study. Celt: A Journal of Culture, English Language Teaching & Literature, 18(2), 267-281.
• Tarakçıoğlu, A. Ö., & Tunçarslan, H. K. (2014). The effect of short stories on teaching vocabulary to very young learners (aged 3-4-year): A suggested common syllabus. Journal of Language and Linguistic Studies, 10(2), 67-84.
• Taşdelen-Karçkay, A., & Sanlı, Ş. (2009). The effect of micro teaching application on the preservice teachers’teacher competency levels. Procedia – Social and Behavioral Sciences, (1), 844–847.
• Unesco. (2012). Why language matters for the millennium development goals. Bangkok: UNESCO.
• Vos, J. (2008). Can preschool children be taught a second language?, Earlychildhood News. Retrieved from: http://ww.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleId=60
• Wahba, E. (1999). Microteaching. English Teaching Forum, 37(4), 22-23.
• Wallace, M. J. (1991). Training foreign language teachers: A reflective approach. Cambridge: Cambridge University Press.
• Widlok, B., Petravić, A., Org, H., & Romcea, R. (2011). Nuremberg recommendations on early foreign language learning (Revised edition). London: Goethe Institute.
• Yıldırım, A., & Şimşek, H. (1999). Sosyal bilimlerde nitel araştırma yöntemleri (1. Baskı). Ankara: Seçkin Yayıncılık.
• Yiğitoğlu-Aptoula, N. (2021). Pre-service teachers’ perceptions about the efficacy of various types of feedback on micro-teaching activities. Kuramsal Eğitimbilim Dergisi [Journal of Theoretical Educational Science], 14(2), 79-92.
• Yüksel, İ., & Özkanal, Ü. (2019). Investigation of pre-service teachers‟ reflective views on microteaching in real classrooms. Uluslararası Türkçe Edebiyat Kültür Eğitim Dergisi, 8(4), 2378-2398.