English in Elementary School

By Published On: April 7th, 2016

English continues to be taught for many children in 5th grade in Taiwan, and this has been the case for quite some time now. In Taipei County, in eleven elementary schools the students who are in second grade have started to take an English class a few times per week in the fall semester of 2002. Unfortunately, elementary college English instruction at any grade level is hindered by a small amount of course hours per week.

A curriculum that is fully integrated is among the features of the 9 year curriculum that the Ministry of Education has promoted within the previous two years. In reality, integrating English with other content topics has been fashionable in the West for decades. Content – based ESL is ESL teaching that is integrated by a method with topic matter instruction. This language training strategy aims not just to show the language as a topic, but in addition as a medium for understanding educational topics to make use of the target language.

Incorporated English and content teaching has several advantages. First of all, language acquisition relies on input signal that is clear and significant to the student. Such integration raises students’ passions with content themes, and consequently, it also offers a significant foundation for knowing and obtaining new language constructions and designs. (Genesee, 1994, Krashen, 1989, Snow 1989, Taylor, 1983). 2nd, language, cognition and social abilities develop at the same time among young students. Language is a critical medium that cognitive and social development proceeds (Genesee, 1994). By understanding core topics in English-, students can get core ideas and create social abilities. Third, the integration of English and content teaching stresses the specificity of practical language use.

When you integrate English and instruction using content to help students to learn English in Orlando or anywhere else, Brief points out that teachers can change their teaching design with things like creating a pupil-centered approach to training and understanding, reducing and modifying teacher talk too as recognizing the reality that pupils make language errors. Furthermore, Brief suggests methods to educate multilevel classes such as making use of cooperative learning, integrating peer tutoring, design lessons for pupils’ discovery learning, and including gap activities of information. Shorts (1991) also urges teachers to accommodate conventional English training methods to the content classroom such as including songs and jazz chant activities, having pupils do hand-on activities, performing demonstrations, bringing realia into the course, making use of pictures or videotapes, supplementary publications, etc. For assessing pupils’ comprehension of the information instruction, alternate assessments are suggested such as dialogue journals, role-playing, or portfolio.

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