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Chilean teachers of English as a foreign language: Teaching Speaking Skills strategies to young learners
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Acknowledgements
irst of all, * am ery grateful of my superisor 6ksana 5fitska, (ho kindly supported
and guided me throughout the dissertation process. +oreoer, to 9os 9oa;u<n -rieto
School, for opening their door and letting me conduct my pro1ect there. To the
superisor, to the teachers (ho let me enter in their classrooms to obsere them and
took time to ans(er my ;uestions. =ithout their kind hearts none of this (ould not hae
happened.
* (ould like to thank as (ell to eerybody that accompanied me along this process: my
family, my friends, my mentor 2eborah >rainin and my loely boyfriend ?riel
+artine@. * am especially grateful for my friend and fello( colleague +ar<a 9esAs for
her extremely kind heart Thank you for all your help.
+5 in 5pplied Linguistics (ith TES6L dissertation
-ia C. Tabali +arin %%/78&&0)
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Chilean teachers of English as a foreign language: Teaching Speaking Skills strategies to young learners
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TABLE OF CONTENTS.
ABSTRACT...................................................................................1
ACKNOWLEDGEMENTS..................................................................3
TABLE OF CONTENTS....................................................................5
LIST OF TABLES. ..........................................................................7
LIST OF FIGURES..........................................................................7
CHAPTER 1 INTRODUCTION........................................................9
1.1 OVERVIEW................................................................................................91.2 AIMS OF THE STUDY.................................................................................101.3 RESEARCH SETTING AND SCOPE OF THE STUDY..............................................111.4 ORGANISATION OF THE DISSERTATION..........................................................12
CHAPTER 2 LITERATURE REVIEW...............................................132.1 INTRODUCTION........................................................................................132.2. Communicative Language Approach..............................................13
2.3 TEACHING YOUNG LANGUAGE LEARNERS......................................................152.3.2 Activities to develop speaking skills with young language learners.............................................................................................................. 172.3.3 Teaching Young Learners in large classes....................................2
2.4 REVIEW OF RESEARCH ON TEACHING YOUNG LANGUAGE LEARNERS IN EFLCONTEXTS....................................................................................................21
2.!.1 Chilean research studies..............................................................232.5 METHODOLOGICAL CONSIDERATIONS...........................................................23
THE FOLLOWING SECTION WILL PRESENT A COMPILED SUMMARY ON DIFFERENT
INVESTIGATIONS CARRIED OUT IN RELATION TO THE FIELD OF YOUNG LANGUAGE LEARNERS AS WELL AS THE TEACHING OF SPEAKING SKILLS TO YOUNG LANGUAGE LEARNERS WHICH UNDERPINS THE CURRENT CASE STUDY. ....................................23
TA!LE 2. !ELOW COMPRISE A SUMMARY OF DIFFERENT RESEARCH STUDIES CONDUCTED ON THE FIELDS OF YOUNG LANGUAGE LEARNERS AND SPEAKING SKILLS....................232." IMPLICATIONS FOR THE PRESENT STUDY........................................................2#2.# SUMMARY..............................................................................................2$
CHAPTER 3 THE RESEARCH STUDY...............................................29
3.1 INTRODUCTION .......................................................................................293.2 THE RESEARCH %UESTION.........................................................................29
3.2.1 "esearch #uestion 1$ %hat are the strategies used &y the
teachers o' (nglish to enhance and develop young learners) speakingskills in large classrooms*.....................................................................2+3.2.2 "esearch #uestion 2$ ,o the teachers 'ollow the strategies statedin the guidelines o' the school)s language pro-ect when teachingspeaking skills to their students*..........................................................33.2.3 "esearch #uestion 3$ %hich o' the strategies employed &yteachers to teach speaking skills go &eyond the school)s policiessylla&us/*.............................................................................................33.2.! "esearch #uestion !$ 0' at all how do the teachers overcome thede'iciencies o' the school)s recommended strategies 'or teachingspeaking*..............................................................................................3
3.3 THE CONTEXT AND FOCUS OF THE STUDY.....................................................313.3.1 trenghts o' the study..................................................................31
3.4 RESEARCH INSTRUMENTS AND DATA COLLECTION PROCEDURES.........................32
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Chilean teachers of English as a foreign language: Teaching Speaking Skills strategies to young learners
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1.!.10nterviews......................................................................................333.5 METHODOLOGICAL APPROACH....................................................................34
3..1 Categories and codes...................................................................33." RELIA!ILITY AND VALIDITY.........................................................................40
3.4.1 "elia&ility..................................................................................... !3.4.2 5alidity.........................................................................................!13.7 (thical issues...................................................................................!1
3.$ SUMMARY..............................................................................................42
CHAPTER 4 ANALYSIS AND FINDINGS...........................................43
4.1 INTRODUCTION........................................................................................434.2 DATA ANALYSIS.......................................................................................434.3 RESEARCH %UESTION 1& WHAT ARE THE STRATEGIES USED !Y THE TEACHERS OF ENGLISH TO ENHANCE AND DEVELOP YOUNG LEARNERS' SPEAKING SKILLS IN THEIR LARGE CLASSROOMS(.....................................................................................444.4 RESEARCH %UESTION 2& DO THE TEACHERS FOLLOW THE STRATEGIES STATED IN THE GUIDELINES OF THE SCHOOL'S LANGUAGE PRO)ECT WHEN TEACHING SPEAKING
SKILLS TO THEIR STUDENTS(............................................................................4#4.5 RESEARCH %UESTION 3& WHICH OF THE STRATEGIES EMPLOYED !Y TEACHERS TO TEACH SPEAKING SKILLS GOES !EYOND THE SCHOOL'S POLICIES *SYLLA!US+(............494." RESEARCH %UESTION 4& IF ANY HOW DO THE TEACHERS OVERCOME THE DEFICIENCIES OF THE SCHOOL'S RECOMMENDED STRATEGIES FOR TEACHING SPEAKING(..................................................................................................................514.# SUMMARY..............................................................................................53
CHAPTER 5 DISCUSSION AND CONCLUSION..................................55
5.1 INTRODUCTION........................................................................................555.2 TEACHING SPEAKING SKILLS TO YOUNG LEARNERS& DISCUSSING THE FINDINGS.....55
.2.1 Appropriate pedagogical skills to teach YLs (nglish ....................
.2.2 uccess'ul methodology techni#ues and materials to teachspeaking skills to YLLs...........................................................................4.2.3 (''ective teaching speaking skills to YLs in large classes ............6
5.3 SCHOOL PRIVATE PRO)ECT OF TEACHING ENGLISH..........................................59.3.1 Adaptation o' the school)s policies...............................................4
5.4 SCHOOL SOCIAL CONTEXT ........................................................................"15.5 SUGGESTIONS FOR FUTURE TEACHING PRACTICES..........................................."15." IMPLICATIONS FOR FURTHER RESEARCH........................................................"25.# CONCLUSION ........................................................................................."3
REFERENCES..............................................................................5
APPENDICES...............................................................................72
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Chilean teachers of English as a foreign language: Teaching Speaking Skills strategies to young learners
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LIST OF TABLES.
TABLE 1 SUMMARY OF ACTIVITIES COMMONLY EMPLOYED TO
ENHANCE SPEAKING SKILLS TO YLLS...........................................19
TABLE 2 SUMMARY OF RESEARCH STUDIES ABOUT YLLS AND
SPEAKING SKILLS.......................................................................25
TABLE 3 SUMMARY OF THE CATEGORIES! SUBCATEGORIES AND
CORRESPONDING CODES TAKES FROM THE ANALYSIS OF THE
CLASSROOM OBSERVATION DATA................................................35
TABLE 4 SUMMARY OF THE CATEGORIES THAT AROUSE FROM THE
DATA ANALYSIS OF THE INTERVIEWS...........................................3"
LIST OF FIGURES.
*B?E / S?++5Y 6 T"E 6SEDE2 ST5TEB*ES E+-L6YE2 Y YE5 ) TE5C"E T6
=6> 6 S-E5>*B S>*LLS....................................................................................78
*B?E $ S?++5Y 6 T"E 6SEDE2 ST5TEB*ES E+-L6YE2 Y YE5 0 TE5C"E T6 =6> 6 S-E5>*B S>*LLS.....................................................................................77
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Chilean teachers of English as a foreign language: Teaching Speaking Skills strategies to young learners
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CHAPTER 1 INTROUCTION
1.1 O!e"!#ew
These days, the necessity of learning English as a second or foreign language is
increasing, (ith English becoming an international language !"armer, $%%%F ro(n,
$%%G'. +oreoer, this has far3reaching conse;uences for young learners4 education. *n
the ne( global educational reality, an important number of children are starting to learn
English from pre3school or primary school, Since it has become a central issue for
goernments, syllabus designers, educators and parents !Cameron, $%%)', the teaching
of English to young learners must be taken seriously. Yet little research has been done
in this field, especially in practical areas such as best teaching practices or approaches to
teach young learners !ixon, /&&&'. ixon !/&&&' remarks on the necessity to enter
classrooms and inestigate young learners and their teachers in action.
*n the educational history of Chile, the teaching of English has been thought of as a key
factor in the deelopment of the country. *ndeed, the national curriculum clearly states
in its guidelines that the English language is regarded as a tool to enable global
communication and to hae access to a (ider amount of kno(ledge, information andtechnology, (hich enables the country to face the demands of global society !English as
a oreign Language, -rimary Education: Curricular asis, $%/$'. Since the Chilean
curriculum (as reformed in /&&H, many changes hae been implemented to improe the
;uality and e;uity of education in Chile !6C2E, $%%8'. The Chilean curriculum has
shifted from being communicatie oriented to putting more emphasis on the receptie
skills such as listening and reading in contrast to the (orld(ide tendency to design
curricula and syllabuses in line (ith the Communicatie 5pproach. The rationale for
this approach is related to the fact that the great ma1ority of Chileans (ould use English
for technical purposes rather than for communicating or (riting !+c>ay, $%%)F Barton
et al., $%//'. 2espite all the improements (ith (hich the Chilean English curriculum
has been experimenting, there is still a gap in the teaching of English to young language
learners, since English language teaching as a school sub1ect is only compulsory from
Year 0 !children aged ten'.
"o(eer, the national curriculum also clearly states that schools, irrespectie of
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Chilean teachers of English as a foreign language: Teaching Speaking Skills strategies to young learners
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(hether they are public or semi3priate, /are allo(ed to employ their o(n pro1ects or
teaching guidelines as long as they meet the basic re;uirements stated in the national
curriculum for each leel. ecause of this goernment concession, Chilean priate
institutions and uniersities hae proliferated oer the last fie years, offering
alternatie English pro1ects to schools to (ork (ith pupils from Year / on(ards.
This case study attempts to dele into the reality of t(o Chilean English teachers (ho
hae been teaching English to young learners (ith the support and guidelines of a
priate school pro1ect in relation to the strategies they employed to teach speaking skills
to their young learners (ithin the context of large Chilean classrooms.
1.$ A#ms o% t&e st'd(
Little literature and research studies hae dealt (ith the issue of teaching English to
young learners !re(ster et al., /&&/F rumfit, /&&/F ixon, /&&&F ikolo, /&&&F
Cameron, $%%)F +oon, $%%7F -inter, $%%0F ikolo, $%%GF unanF $%//'. Scholars
hae identified the necessity to create appropriate teaching methodologies and actiities
that must be employed (ith young learners regarding the deelopmental processes
children at this stage are experiencing. +oreoer, recent studies such as those of
Yildrim and 2ogan !$%/%' in Turkey and SepAleda !$%%G' in Chile hae remarked on
the importance of haing ade;uate and (ell3trained primary teachers.
This case study seeks to examine the strategies teachers of English utili@e to teach
speaking skills to young learners in their large classes, as (ell as to discoer (hether
those strategies correspond to the school pro1ect or (hether teachers hae to turn to their
o(n experience in classrooms. *n particular, this dissertation (ill examine four main
research ;uestions:
/' =hat are the strategies used by teachers of English to enhance and deelop
young learners4 speaking skills in their large classroomsI
$' 2o the teachers follo( the strategies stated in the guidelines of the school4s
language pro1ect (hen teaching speaking skills to their studentsI
1Semi3priate schools in Chile are those that are partly economically supported by the goernment
!+c>ay, $%%)'.
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Chilean teachers of English as a foreign language: Teaching Speaking Skills strategies to young learners
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)' =hich of the strategies employed by teachers to teach speaking skills go beyond
the school4s policies !syllabus'I
8' "o( do the teachers oercome the deficiencies of the school4s recommended
strategies for teaching speakingI
1.) Rese*"c& sett#ng *nd sco+e o% t&e st'd(
The school in (hich the case study (as carried out (orks (ith a priate pro1ect, (hich
(as employed to proide English classes along (ith its education programme. The
pro1ect has a communication focus of (hich the ma1or concern is to make studentsspeak in the target language at the end of their schooling. ie hours of English lessons
a (eek (ere therefore included in $%%&. +oreoer, teachers hae to teach and speak in
the target language for the (hole lessonF they are not allo(ed to speak Spanish$. 5s part
of the school pro1ect, teachers hae a superisor (ho has t(o rolesF she obseres classes
once a month and she holds regular meetings (ith the teachers !eery riday' to discuss
topics related to the lessons. 2uring the meetings, the superisor checks actiities, tests,
assessments or (orksheets. The main purpose of this procedure is to assist teachers in
doing their 1ob better.
The school is located in a lo(3income neighbourhood in the south of Santiago). one of
the surrounding schools hae this kind of pro1ect and generally children do not receie
English lessons until they are in Year 0, according to the goernment4s policies.
Benerally, poor neighbourhoods in Chile do not hae access to good schools or ;uality
education, especially not in foreign language education. "o(eer, this school is
different from others (ithin its socio3economic enironment.
The pro1ect is also supported by the use of a book that is different from those issued by
the +inistry of Education. 5t the beginning of the school year, children4s parents hae
to buy the book intended for each child4s class. The teachers receie all the
supplementary material gien to (ork (ith the course book, such as audio recordings to
carry out the listening actiities, flashcards, a (orksheet book, assessments books and
2
Spanish is the official language spoken in Chile J the students4 mother tongue.
3 Santiago is the capital of Chile.
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Chilean teachers of English as a foreign language: Teaching Speaking Skills strategies to young learners
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een the puppet of the course book. 5dditionally, each teacher of English receies her
o(n C2 player to use in eery class.
1., O"g*n#s*t#on o% t&e d#sse"t*t#on
The oerall structure of the study takes the form of fie chapters, including this
introductory chapter.
Chapter T(o begins by laying out the theoretical dimensions of the research. irstly, it
looks at the general grounds of the Communicatie 5pproach and discusses its
applicability to EL8 contexts. Secondly, it looks at ho( the theory underpins the
teaching of young language learners by pointing out the teaching of speaking skills in
the context of large classes. 5fter(ards, it summari@es research studies carried out on
the teaching of young learners. inally, the implications of this case study are discussed.
The third chapter is concerned (ith the methodology used for this study. irstly, it
discusses the rationale of each research ;uestion. Secondly, the context and focus of the
study are explained, including the strengths and the limitations of the study. Thirdly, the
research instruments and the data analysis procedures are examined, proiding a
detailed description of class obserations and interie(s. Later, the categories and codes
obtained from the data analysis are proided. inally, the processes of ho( reliability
and alidity (ere assured in this case study are explained. +oreoer, ethical issues of
the current study are discussed.
Chapter 8 analyses the findings of this study according to each research ;uestion.
Chapter 7 proides a discussion held on the basis of the findings. The discussion (as
diided into t(o spheres of this study. irstly, the teaching of speaking skills such as the
appropriate pedagogical skills to teach Young Language Learners !YLLs' English,
successful methodology, techni;ues and materials to teach speaking skills to YLLs, and
effectie teaching speaking skills to YLLs in large classes (ere discussed. Secondly, the
context of matters regarding the school pro1ect in the current study is discussed as (ell,
since it proides the general frame(ork of this case study. Suggestions and implications
for further studies are proided. inally, the conclusion of this case study is gien. .
4 EL stands for English as a oreign Language. *n contexts like Chile, English is learned as a foreign
language, since it is not part of a second official language spoken.+5 in 5pplied Linguistics (ith TES6L dissertation
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Chilean teachers of English as a foreign language: Teaching Speaking Skills strategies to young learners
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CHAPTER $ LITERATURE RE-IE
$.1 Int"od'ct#on
The first part of this chapter (ill be deoted to discussing the main aspects of the
Communicatie 5pproach. The second section is mainly related to the issue of
Teaching Young Learners, including the teaching of speaking skills. The implications of
Teaching Young Learners in large classes (ill be found in the fourth section. inally,
the last section (ill discuss the research conducted in relation to this field, as (ell the
literature implications for the present study.
$.$. Comm'n#c*t#!e L*ng'*ge A++"o*c&
5fter years of employing the Brammar Translation +ethod, a ne( theory arose as the
5udiolingual +ethod. This method (as founded in the ?nited States and became one of
the most popular (ays to teach English !ro(n, $%%G'. "o(eer, both trends had a
similar perspectie in (hich the formal aspects of the language (ere highly estimated
and predominant (hen teaching. Communicatie aspects (ere left aside and often
ignored. eertheless, there (as a change to(ards a need for language as a medium to
transmit information and interchange ideas in (hich context must be regarded as (ell.
Communicatie Language Teaching !CLT' is no( emerging as a ne( approach 7. *ts
main focus is the follo(ing:
• The ob1ecties of the classroom are directly related to a more holistic idea of the
language in (hich all the elements are considered. The lessons are not deoted
to only teaching grammar or the linguistic features of the target language.
• To enhance the use of communicatie actiities in the classrooms (hose main
purposes are related to promoting interaction to employ language to exchange
ideas and sole problems.
• The use of authentic materials, (hose aim is not pedagogic but (hich hae the
po(er to proide examples of Kreal life contexts.
5 5round /&H%, the Communicatie 5pproach emerged. *t (as deeloped by ritish linguistics. *ts
mayor aim is to use language to communicatie. luency and accuracy are both e;ually important.
Communication should integrate the four language skills. *ts principles hae influenced other approachessuch as: Task3based language teaching, Cooperatie Language Learning and Content3ased *nstruction
!ichards M Schmidt, $%%$'
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Chilean teachers of English as a foreign language: Teaching Speaking Skills strategies to young learners
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• Learners are encouraged to use their creatiity and imagination to explore
different areas of the target language.
•The concepts of fluency and accuracy are seen as complementary precepts
underpinning language teaching. Since the main focus is on meaning, fluency in
some cases may be regarded as more important rather than accuracy.
!ingham M Skehan, $%%$F ro(n, $%%G'
CLT follo(s the notion that if learners receie a large amount of target language
exposure during their classes, (ork on communicatie actiities that (ill hae a
positie effect on the gro(th of learners4 language kno(ledge and the deelopment oftheir skills !"armer, $%%$'. The approach assists teachers in proiding essential
language and communication skills to help learners efficiently utili@e the target
language (ith a meaningful purpose !-achler M ield, $%%/'.
5lthough CLT has become ery popular and (idespread across the globe, as any other
approach it has its limitations. Some scholars !"olliday, /&&8F >ramsch M Sullian,
/&&0' hae started to dra( particular attention to ho( culturally appropriate CLT might
be, since its model has been exported outside the (estern (orld !"edge, $%%%'. 6ne of
the dra(backs encountered (hen (orking (ith CLT is the tendency to oer3generali@e
the cultural context in (hich the approach (ould be employed !ingham M Skehan,
$%%$'. +oreoer, in different EL contexts across the globe, the demands of CLT
(ould be difficult to meet !Li, /&&H'. urthermore, "olliday !/&&8' analysed the
appropriateness of teaching methodologies. CLT is examined in terms of comparing
K55 Ns TESE- cultures !55 being ritain, 5ustralia and orth 5merica and
TESE- being the spread culture in the rest of the (orld'. *n conclusion, for "olliday it
is not appropriate to impose the teaching style of a certain culture on another. The fact
that it (orks in a certain context does not mean that it (ill be appropriate for eeryone.
>ramsch and Sullian !/&&0' also ponder (hether appropriate language teaching could
be e;ually utili@ed in international and local contexts, since CLT mainly focuses on the
use of Kreal, authentic and natie like language in English lessons. +oreoer, most of
the textbooks designed in terms of that frame(ork (ould follo( that orientation.
"o(eer, (hen applying those textbooks to local contexts (here learners are not liing
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in immersion, such as in EL contexts, the effectieness of Kauthentic language turns
out to be a problematic issue. urthermore, "edge !$%%%' also dra(s attention to CLT4s
cultural appropriateness by pointing out the problems teachers may encounter (hen
(orking (ith imposed course books, (hich instead of being helpful to teachers, might
become a limitation to their classrooms4 reality. The author proposes that teachers must
be allo(ed to hae certain Kfreedom in their classroom. *n this case study children
learn English in terms of a Kcommunicatie oriented pro1ect. *n the follo(ing sections,
the teaching of young language learners (ill be presented.
$.) Te*c&#ng /o'ng L*ng'*ge Le*"ne"s
These days, the teaching of English to Young Learners !YLs' has opened a ne( door
and is gaining more importance. or different reasons, parents, caretakers, school
administrators and goernments are focusing their attention on integrating the teaching
of English to YLs into the primary curriculum !Barton et al., $%//'. +oreoer, the
learning of a second language (ould open different opportunities, such as the early
triggering of a ne( interest in and curiosity and enthusiasm about foreign languages
!-inter, $%%0'. *t also promotes the production of a (ide ariety of materials and course
books (ith ne( methods and approaches specifically designed to teach English to YLs
!"omolo#, $%%&'.
or the purpose of this case study, Young Language Learners !YLLs' (ill be
understood as children bet(een the ages of fie and t(ele years old !ixon, /&&&F
Cameron, $%%/', (hich corresponds to the years Chilean children attend primary
school. 5ccording to -inter !$%%0', Seager !/&&H', "armer !$%%%' and +oon !$%%7',
young language learners4 are characteri@ed by using a language that is mainly focused
on expressing meaning, that is to say, they dra( attention to the (hole message
deliered rather than to particular aspects of the language. Since YLLs are still not able
to analyse language !-inter, $%%0', they dra( meaning from situations and not from the
language employed !"alli(ell, /&&$'.
urthermore, YLLs are mainly characteri@ed by being ery enthusiastic, and since they
are 1ust beginning to kno( the (orld, they hae a necessity and a gro(ing curiosity to
explore it !"armer, $%%%'. +oreoer, they are delighted to play (ith fantasy, creatiityand action !-inter, $%%0'. 5s regards their language skills, YLLs hae limited reading
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Chilean teachers of English as a foreign language: Teaching Speaking Skills strategies to young learners
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and (riting skills, (hich are still being deeloped !-inter, $%%0F Tough, /&&/'.
5lthough YLLs are not a(are of their role in the learning process because they are still
not part of formal schooling !-inter, $%%0', they employ their language skills long
before they become conscious of it !"alli(ell, /&&$'. *n addition, YLLs report a ery
short attention and concentration span !"alli(ell, /&&$F "armer, $%%%F "armer, $%%G',
therefore tasks and actiities must be short.
*n regard to language learning, by nature YLLs learn in a different (ay than teenagers
and adults !"armer, $%%%' !?r, /&&0'. The process children go through to learn a
second language is ery similar to the cognitie process of their first language
ac;uisition !Bordon, $%%G'. +oreoer, teaching a second language to YLLs hae its
adantages as learners hae already deeloped the linguistics structures and mental
connections of learning a language, on (hich the teacher can rely and build ne(
kno(ledge, taking into account that learners bring (ith them a bag of experience and
innate language abilities (hich boost their English language learning !+oon, $%%7'.
5s regards language teaching to YLLs, -inter !$%%0' argues that teachers should lo(er
their expectations of students4 accomplishments in the target language, because younger
students are less proficient than they are in their o(n mother tongue, being less
e;uipped in terms of the skills they hae to master the second language. "o(eer,
according to Cameron !$%%/', een though young learners hae a limited range of
linguistic kno(ledge, teachers need to design and set goals that may be achieable for
them. 6ne of the main principles to successfully teach English to YLLs is to proide
opportunities for learners to experience scaffolding actiities to offer more challenging
actiities. urthermore, (hen teaching YLLs, it is necessary to address children4s
affectie filters, since they need to be praised and need the approal of their teachers!"alli(ell, /&&$'. *n addition, ikolo !/&&&' conducted research, (hich attempted to
identify children4s interaction patterns among their peers in the "ungarian EL context.
The author discoered that the speaking of English represents the discourse expected by
the teacher in the classroom, therefore younger learners feel (illing to put effort into
practising it to please their teachers. Teachers should create a positie classroom
atmosphere that helps and improes students4 confidence by giing them a clear sense
of security, ensuring their self3esteem and lo(ering their affectie filters !+oon, $%%7F
Cameron M +c>ay, $%/%'. urthermore, in the case of EL contexts, the teachers4 role
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Chilean teachers of English as a foreign language: Teaching Speaking Skills strategies to young learners
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has a releant importance, because the teacher is the one (ho is in charge of proiding,
in some cases, the only source of input and exposure to the target language that students
(ill hae, carrying (ith them the releant role of being a model, especially in the early
stages !+oon, $%%7'.
$.).1 Te*c&#ng /o'ng L*ng'*ge Le*"ne"s0 S+e*k#ng Sk#lls
Since skills such as reading and (riting take more time for learners to deelop, the
teaching of English to YLLs relies more on communicatie aspects than reading or
(riting. Therefore, YLLs English education is based more on speaking skills !Cameron,
$%%)'. 5ccording to "alli(ell !/&&$', the teaching of speaking skills is one of the most
challenging skills that teachers hae to deal (ith. urthermore, a fre;uent difficulty
(hen learning speaking skills is the fact that students may encounter problems since it
oerlaps (ith reading, (riting and listening, and also (ith different areas and exercises
!"ughes, $%%$'. *ndeed, unan !$%//' exemplifies this situation by pointing out that the
teaching of speaking to young learners is profoundly linked to the teaching of listening
skills, since, to produce (ords, students need to receie input and different kinds of
exposure in the target language, (hich can be proided by listening actiities.
Eidently, at the initial stages, YLLs (ill re;uire input from the target language until
they are ready to produce it !"alli(ell, /&&$'. *n addition, teachers should respect
YLLs4 language deelopment, as (ell as dra( attention to and being a(are of YLLs4
language competence, since een in their mother tongue they are still not a(are of
aspects of the communication process such as turn3taking, politeness, or haing a
limited idea of (hat the interlocutor kno(s about a certain topic !-inter, $%%0'.
$.).$ Act#!#t#es to de!elo+ s+e*k#ng sk#lls w#t& (o'ng l*ng'*ge le*"ne"s
5ctiities for YLLs are ery important since they are the focus of instruction.
+oreoer, YLLs4 actiities emerged from the 5udiolingual +ethod and the
Communicatie Language 5pproach !Linse, $%%7'. or the purpose of this section,
actiities of both method and approach (ill be discussed.
irstly, the 5udiolingual +ethod (as characteri@ed by presenting a strong reliance on
memori@ation, mimicry and the use of tapes. -atterns (ere taught utili@ing repetitie
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Chilean teachers of English as a foreign language: Teaching Speaking Skills strategies to young learners
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drills and dialogues, among others !ro(n, $%%G'. 5ccording to -inter !$%%0', drilling
!repetition' is crucial at the beginning stages to trigger YLLs4 production. 2rilling can
be diided into t(o groups: repetition and substitution drills, the former being 1ust
listening and then repeating, (hile the latter implies a more demanding task, since in
this kind of drilling, the teachers4 input is 1ust a one3(ord clue and the learners hae to
fill in the gap (ith the corresponding (ord !unan, $%//'. "o(eer, one of the main
dra(backs of drilling is the fact that there is not a communicatie aspect to itF little
language is produced and receied !Cook, /&&G', (hich becomes boring to learners
after a (hile !Linse, $%%7F unan, $%//', and (hich goes against the belief that children
do not only repeat like parrots !+oon, $%%7'. +oreoer, choral response and dialogues
are contributions from the 5udiolingual +ethod as (ell. =hat is more, choral responses
are utili@ed (hen YLLs are re;uired to repeat parts of songs, rhymes, poems, chants,
among others !Linse, $%%7', (hilst dialogues act like a grammar pattern that can be
meaningful (hen using them in real life !Linse, $%%7'. 5ccording to Cameron
!$%%/:0H', dialogues Kproide communicatie phrases that children can learn. *n
addition, applying dialogues in the language classroom enable children to (ork
undependably (hen reducing the gap bet(een the controlled actiities and freer tasks,
permitting instances of mimicking, acting and performing, (hich seem to be erysuccessful (hen (orking (ith YLLs !"alli(ell, /&&$'.
*n regard to the Communicatie 5pproach !see section $.$', its ma1or focus is on
proiding the language students4 need to appropriately employ it in the out3of3
classroom context !unan, $%%)'. +oreoer, CLT3oriented actiities mainly focus on
deeloping children4s fluency !Linse, $%%7' as (ell as engaging in Kreal3life situations
(ith the target language !"armer, $%%%'. "o(eer, one of the difficulties teachers may
encounter (hen (orking (ith CLT is the fact that some of the tasks might be too
linguistically demanding for YLLs. or that reason, Linse !$%%7' recommends that
teachers be (illing to adapt them to make them meaningful and achieable for their
learners. urthermore, (hen (orking (ith children, actiities from CLT are merely
games !rumfit et al., /&&/'. 5ccording to -hillips !$%%/', games hae the po(er of
enabling learners to perceie language learning as a fun, actie, pleasing process,
improing learners4 motiation. +oreoer, (orking (ith games in the language
classroom can be ery beneficial to learners, since not only does it enable students4
language proficiency, but it also fosters the intellectual4s as (ell as YLLs4 affectie+5 in 5pplied Linguistics (ith TES6L dissertation
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Chilean teachers of English as a foreign language: Teaching Speaking Skills strategies to young learners
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filters !"omolo#, $%%&'. y using games, the teacher engages YLLs in an actiity that
comes naturally to children. +oreoer, games promote other skills in learners such as
being cooperatie, sharing, and team (orking. inally, games hae a language purposeF
there are certain features of the target language that students can learn by heart through
them !Cakir, $%%8'. =hen learners concentrate on games, their attention is focused
directly on accomplishing the games4 goal. Children are unconsciously internali@ing and
ac;uiring language !"omolo#, $%%&' because games are designed (ith the purpose of
proiding more opportunities for using the target language !Linse, $%%7'.
6ther actiities such as learning chunks, songs, chants, rhymes, tongue t(isters and
roleplays, are (idely accepted and employed in language classrooms !Linse, $%%7F
unan, $%//F "omolo#, $%%&F "armer, $%%%F -inter, $%%0F Cakir, $%%8F >lippel,
/&&8'. They present language in a fun (ay, (here pupils practise specific patterns of
English unconsciously. +emory is also enhanced through chunks !re(ster et al.
/&&/'. 5ccording to -inter !$%%0', the use of chunks (ith YLLs is ery important since
children put certain language features into practice (ithout consciously analysing them.
+oreoer, songs and chants do appeal and simulate the techni;ues employed by
children to ac;uire their mother tongue, like natie speakers of English learn their first
language. Therefore, a (ide range of authentic songs can be utili@ed by English
language teachers !Linse, $%%7'. Songs also proide opportunities for memori@ing and
repetition, (hich is one of children4s ma1or learning strengths. *n addition, songs are
fun, enthusiastic and creatie. Learners do not hae to kno( eery single (ord
!"omolo#, $%%&'. Youngsters learn grammatical points and ocabulary items in an
unconscious (ay by learning (ithout noticing !Ca@ir, $%%8'.
Table / Summary of actiities commonly employed to enhance speaking skills to YLLs.
5CT*D*T*ES EE*TS 5?T"6S
2rills *t is used for practising sounds,grammar or certain sentences of
language. Buided repetition andpractise are often used.
!ichards, 9. M Schmidt, .$%%$'
ro(n, !$%%G'F -inter !$%%0'Funan, !$%//'
2ialogues 5ctiities employed to practisespeaking skills. Commonly they
come in (ritten form and proidedifferent examples of language in
use. !ichards, 9. M Schmidt, .
Linse, !$%%7'F Cameron !$%%/'F"alli(ell, !/&&$'F 5rgondi@o,
!/&&$'
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Chilean teachers of English as a foreign language: Teaching Speaking Skills strategies to young learners
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$%%$'
Bames 5re organi@ed actiities, (hich
main ob1ectie is to accomplish acertain task. *n relation to
speaking skills, they proideopportunities to communicate
and enhance fluency. !ichards,9. M Schmidt, . $%%$'
rumfit et al. !/&&/'F -hillips
!$%%/'F "omolo#, !$%%&'FCakir, !$%%8'.
Learning chunks Chunks are small unit oflanguage. They are often used in
order to enhance comprehensionof (ords or phrases. +oreoer,
they facilitate production.!ichards, 9. M Schmidt, .
$%%$'
Linse, !$%%7'F unan, !$%//'F"omolo#, !$%%&'F "armer,
!$%%%'F -inter, !$%%0'F Cakir,!$%%8'
Songs Songs proide fun (ays to learnEnglish. They also simulate firstlanguage ac;uisition (ays of
learning.
Linse, !$%%7'F "omolo#,!$%%&'F "armer, !$%%%'F -inter,!$%%0'F Cakir, !$%%8'
Chants, rhymes and tongue
t(isters
-resent language in a fun (ay.
Children unconsciously practicepatterns of language.
re(ster et al. !/&&/'F -inter
!$%%0'F "omolo#, !$%%&'F-inter, !$%%0'F Cakir, !$%%8'
$.).) Te*c&#ng /o'ng Le*"ne"s #n l*"ge cl*sses
Little research has been done that can truly proe the effects of class si@e (ith YLLs.
+any scholars inestigating this field hae focused their studies on the benefits smaller
classes bring to language learners. *n fact, studies conducted in primary school kno(n
as the K-ro1ect Star !The Tennessee Class Si@e Study' in the ?nited States, hae
contributed to exploring class si@e and its impact (hen teaching children !enbo( et al.
$%%G'. +oreoer, latchford and +ortimore !/&&8' conducted a study on class si@e as
(ell. The authors concluded that class reduction has a real impact on younger learners
during their first school years, especially in relation to more disadantaged children and
less e;uipped learners in the language classroom.
These days, there is a (orld(ide tendency to hae larger classes because of political
issues and goernments4 educational budgets !enbo( et al., $%%G'. *n this section large
classes !LC' (ill be understood as classrooms (ith more than forty or fifty students in
(hich the physical e;uipment and space are not enough !Coleman, /&H&'.
Large classes bring (ith them a (ide range of difficulties for both teachers and learners
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Chilean teachers of English as a foreign language: Teaching Speaking Skills strategies to young learners
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!Lo Castro, /&H&'. +oreoer, according to Careless !$%%$', teaching large classes often
presents a tendency of noise and a lack of students4 discipline. The implication of these
problems for speaking skills can be seen. The difficulties (ith noise and behaiour
management of large classes affect pupils4 deelopment of communicatie skills, since
there are not many communicatie materials aailable for teachers to apply in a large
class context !"siao, /&&)'. +oreoer, according to Lo Castro !/&H&', one of the main
pedagogical difficulties faced by teachers teaching in large classes are related to
actiities inoling speaking and receptie skillsF teachers find it difficult to gie
feedback and to superise students4 (ork, leading to the impossibility of giing more
personali@ed instruction and more use of communicatie actiities.
Smith and =arburton !/&&G' also argue that YLLs are more dependent on their
teachers4 help and need more attention from adults. Since one of the ma1or dra(backs
of large classes is the limited amount of teachers4 attentieness students receie,
affecting students4 learning. The success of the lesson depends on the amount of
attention pupils pay !latchford M +ortimore, /&&H'. Thus, they need help to become
effectie students !+osteller, /&&7'. "o(eer, the teacher is unable to dedicate time to
pupils4 indiiduality, such as learning students4 names, for example !-asigna, /&&G'.
$., Re!#ew o% "ese*"c& on te*c&#ng (o'ng l*ng'*ge le*"ne"s #n EFLcontets
*n the follo(ing section different research studies in relation to teaching young language
learners and speaking to young language learners (ill be presented.
5lthough traditionally, the research of YLs has been limited, the field has experienced
an increasing interest !2re( M "asselgreen, $%%H'. Studies focusing on YLLs4 teaching
hae been carried out by researchers like Barton et al. !$%//'. To get the (orld(ide
picture, the authors conducted large scale research in fie different countries
representing different parts of the (orld, such as Tan@ania !6ceania', South >orea
!5sia', *taly !Europe', ?nited 5rab Emirates !+iddle East', and Colombia !South
5merica'. *ts main purpose (as to inestigate practices employed by YLLs4 teachers of
English. The results sho(ed that most of the teachers did not start their careers as
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Chilean teachers of English as a foreign language: Teaching Speaking Skills strategies to young learners
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teachers of YLLs. They therefore had little experience. +oreoer, teachers used a (ide
ariety of actiities appropriate for YLLs, such as drilling, games, role3plays and the
support of isual aids, like flashcards. "o(eer, teachers had to adapt those actiities to
the reality of their classrooms.
6n the ;uestion of teaching speaking to YLLs, Cameron !$%//', in a more local
context, conducted research in a northern or(egian school, testing children4s speaking
English performance in their use of discourse (hen interacting (ith their teacher in
Year 8. Seen children and their teacher participated in the study. The results of the
study sho(ed that it is easier for children to talk (hen they hae to ans(er ;uestions
about things that seem more familiar to them than to describe something. The author
concluded that to assist young learners in deeloping discourse skills, it is necessary to
consider pupils4 participation. "o(eer, the teacher also needs to proide opportunities
to help learners deelop skills to interact in the target language. 5nother example of the
field of speaking skills is the research study conducted by Llinares Barc<a !$%%7'. The
author analysed the role of teachers in helping young learners in a lo( immersion
context to deelop skills in L$. The main purpose of the study (as to test ho(
"alliday4s0 language functions theory in language classrooms can be transferred from
pupils4 mother tongue to the target language. ie3year3old children of a school
participated in the experiment. Classes (ere diidedF each group (as assigned a
different teacher and (as taught one hour of English a day during four classes. The
study reealed that the experimental group improed their results after the experiment.
5ccording to the author, een if children are learning English in lo(3immersion
contexts, they are able to interact orally and start a conersation by using the target
language.
*n general, studies on YLLs do not consider their opinions about the (ays they hae
been taught. To address this issue, Yildrim and 2ogan !$%/%' conducted a study on the
perception YLs hae of their teachers. The research aimed at inestigating the profile of
YL teacher from the students4 perspectie. The participants of the study (ere 778 ten
and eleen3year3old students from the fourth grade learning English as a foreign
language in Turkey. The data (as collected through the application of ;uestionnaires.
" "alliday, +. !/&G7' diided language into six functions, such as: "euristic function, informatie
function, personal function, regulatory function, instrumental function and interactional function.
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Chilean teachers of English as a foreign language: Teaching Speaking Skills strategies to young learners
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This study discoered that teachers did not follo( any methodology or put into practice
actiities or tasks from the (ide ariety aailable that (ould be more suitable (hen
(orking (ith YLLs.
$.,.1 C&#le*n "ese*"c& st'd#es
*n the Chilean reality, little research has been conducted on this topic. "o(eer,
SepAleda !$%%&' conducted a study on fifty primary teachers of English from public
schools. The research attempted to inestigate the affectie content of Chilean course
books. The ma1or findings of the study reealed that course books did appeal to the
affectie aspect of YLLs through actiities such as songs, games or stories. "o(eer,
teachers did not apply those actiities in their classes, especially not more experiencedteachers (ith a better command of English. Children commented that they felt happier
and more confident in the English lessons (hen those actiities (ere put into practice.
+ore recently, *nostro@a !$%//' conducted research on thirty Chilean teachers of
English in relation to their perspecties on group (ork and large classes. The study
reealed that teachers encountered many problems (ith class si@e.
$.2 3et&odolog#c*l cons#de"*t#ons.
The follo(ing section (ill present a compiled summary on different inestigations
carried out in relation to the field of young language learners as (ell as the
teaching of speaking skills to young language learners, (hich underpins the
current case study.
Table $. belo( comprise a summary of different research studies conducted on the
fields of young language learners and speaking skills.
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Chilean teachers of English as a foreign language: Teaching Speaking Skills strategies to young learners in large classes.
Table $ Summary of research studies about YLLs and speaking skills.
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TEACHING TO /OUNG LEARNERS.
o. Study Type of study ocus +ethodologyN5nalysis +ain indings
/.
Yildrim. M
2ogan. Y
!$%/%'
Exploratory Young
learners4
perspecties
on theirteachers of
English.
778 fourth grade students, (hose natie
language is Turkish, aged /%3// years old.
They (ere asked to ans(er a 07 items
;uestionnaire in relation to the perspectiesthey hae about their teachers of English in
terms of classroom preparation and
personal features.
/. *n relation to classroom preparation
aspect, according to the students4 responses,
children perceied that their teachers (ere
prepared, ho(eer, 1ust some of them utili@eappropriate methodology and actiities to
teach young learners.
$. *n terms of the personal traits, students felt
their teachers (ere respectful and honest
(ith them. "o(eer, (hen it comes to
re;uiring extra help or being tolerant (ithmistakes, learners4 responses (ere less
positie.
$. ikolo, +.
!/&&&'
6bserational -eer3peer
interaction
/// classes (ere obsered in order to
identify the patterns follo(ed by studentsin peer3peer interaction in the "ungarian
EL context, examining ho(, (hat kind of
interaction is exchanged by students in
different educational contexts.
The obseration transcripts (ere analysed
according to the categories found by theresearcher, exemplifying each categories
(ith different obsered episodes.
/. *n peer3peer (ork actiities, students tend
to use "ungarian instead of English, sincethey are exposed to little English language
from their teachers and most of them do not
understand the input gien by them, relying
on their classmates4 clarification.
$. -atterns of interaction changed (ith age.
Younger learners make more attempts topractise the target language since they feel it
is the authoritatie language in the classroom
context. "o(eer, (hen gro(ing older,
students, tend to stop trying to use the target
language, because they (ant to aoid being
considered the teacher4s pet from their fello(classmates.
). Cameron, L.
!$%%/'
6bserational 2iscourse
skills.
The study (as conducted in a small
or(egian school. The participants (ere
seen pupils aged // years old, (hosemother tongue is or(egian and hae
learning English for almost a year. Een
tough children (ere isolated in terms of
liing conditionsF they did hae access to
technology, (hich help them to keeplearning English.
The discourse eents (ere recorded and
/. Children engaged better in tasks that (ere
more related to their interest and reality,
rather than all the topics that appear in thecourse books, (hich makes them feeling
more (illing to produce in the target
language.
$. Children struggled (hen being asked to
describe pictures, because YLs need preious
training, from the teacher, before being askedto perform a task.
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Chilean teachers of English as a foreign language: Teaching Speaking Skills strategies to young learners
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$.4 Im+l#c*t#ons %o" t&e +"esent st'd(
5fter reising the literature and going through different research studies related to the
teaching of YLLs as (ell as the teaching of speaking skills, this section (ill focus on
the gaps detected in the literature on the follo(ing topics:
• There is limited literature related to the processes YLLs go through (hen
learning a second or a foreign language like English, since this is a field that is
1ust emerging.
• +oreoer, limited numbers of research studies hae been conducted on YLLs.
• Teachers do not put into practice actiities that enhance children4s interest and
potential.
• Teachers receie little instruction on ho( to conduct appropriate actiities to
teach language to YLLs.
• +ost of the time children4s opinions about the teaching practices employed to
teach them are not considered.
egarding the former points, this case study attempts to address these issues by deling
into the reality of t(o teachers and reealing the strategies they use to teach English to
their YLLs. The class obserations and the interie(s (ill proide further information
about the current teaching practices employed by these teachers. *n addition, it (ould
also be possible to inestigate ho( appropriate those actiities are and their effect on
children.
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Chilean teachers of English as a foreign language: Teaching Speaking Skills strategies to young learners
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$.5 S'mm*"(
The teaching of speaking English to young learners is a field that has not been explored
ery extensiely. There is little literature on this topic, especially the field of deeloping
speaking skills in young learners (ho are lo(3immersion EL students !"ughes, $%%$'
!similar to the Chilean reality'. Speaking skills seem to be one of the most difficult
areas for teachers to teach !Cameron, $%%/'. "o(eer, the current reality of the (orld is
that children are starting to learn English, in earlier stages, by follo(ing the (ell3kno(n
concept of Kthe younger, the better !Yildrim M 2ogan, $%/%'. eertheless,
appropriate methodologies or actiities are not being put into practice. 6ften, they do
not consider that young children do learn differently from adults or older learners. *n
some cases teachers are not trained to use primary teaching practices in their lessons
(.hen teaching YLL.
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Chilean teachers of English as a foreign language: Teaching Speaking Skills strategies to young learners in
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CHAPTER ) THE RESEARCH STU/
).1 Int"od'ct#on
5fter examining literature on research methodology, this section (ill deal (ith the
presentation of the design of the current research. The second part (ill deal (ith the
research ;uestions !).$'F the third part (ill treat the context and the focus of the study by
determining its strengths and limitations !).)'F the fourth part (ill explain the kind of data
collected, pointing out the methods employed during the research as (ell as the definition
of codes and categories taken from the data collected. The fifth section (ill be deoted to
the methodological approach of the research. The sixth section discusses ho( reliability
and alidity (as ensured in the research. inally, the last part of this section (ill deal
(ith ho( the ethical issues (ere treated in the present research.
).$ T&e "ese*"c& 6'est#on
).$.1 Rese*"c& 6'est#on 10 &*t *"e t&e st"*teg#es 'sed 7( t&e te*c&e"s o%Engl#s& to en&*nce *nd de!elo+ (o'ng le*"ne"s8 s+e*k#ng sk#lls #n l*"gecl*ss"ooms9
5ccording to -inter !$%%0', young language learners hae not fully ac;uired language
skills, especially not (riting and reading. Therefore, in the early stages like in primary
school the strength of EL instruction relies on the deelopment and employment of
speaking skills. *n addition, the school ob1ect of the study employs its o(n English
programme, (hich is underpinned by the Communicatie 5pproach, (hose main
ob1ectie is to enhance communicatie skills in learners. Since they hae to rely on a
priate institution to proide English classes to their students, the main interrogatie is to
determine in class (hat procedures they use to promote speaking skills in their classes.
Since the teaching of young learners is an emerging and unusual educational situation in
Chile, this study aims at discoering the strategies teachers are currently employing to
teach speaking skills in their eeryday lessons. 5dditionally, the issue of large classes
!LC' is considered because it is part of the case study4s context. +oreoer, (ithin LC
speaking is one of the most difficult skills to put into practice because of noise and class
discipline !*nostro@a, $%%/'. inally, no materials hae been designed to (ork on
communication in LC !"siao, /&&)'.
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Chilean teachers of English as a foreign language: Teaching Speaking Skills strategies to young learners in
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).$.$ Rese*"c& 6'est#on $0 o t&e te*c&e"s %ollow t&e st"*teg#es st*ted #n t&eg'#del#nes o% t&e sc&ool8s l*ng'*ge +"o:ect w&en te*c&#ng s+e*k#ng sk#lls tot&e#" st'dents9
The ma1or focus of the Communicatie 5pproach is on the expression of meaningthrough the deelopment of speaking skills. *t considers a (ide ariety of actiities and
strategies teachers may follo( to (ork on the oral component in the classroom !unan,
$%//'. 6ral competence can be deeloped through (arming3up actiities such as
guessing games, 1igsa( tasks, ;uestioning actiities among others !>lippel, /&&8'.
Teachers in this school count (ith the help of a structured pro1ect and (ith the aid of a
superisor. *t is releant to discoer (hether teachers teach their English lessons by
strictly follo(ing the school4s policies, or (hether, in their o(n class context, teachers
are left on their o(n and employ (hat their experience, professional competences or een
their heart dictate.
).$.) Rese*"c& 6'est#on )0 &#c& o% t&e st"*teg#es em+lo(ed 7( te*c&e"s tote*c& s+e*k#ng sk#lls go 7e(ond t&e sc&ool8s +ol#c#es ;s(ll*7's<9
5ccording to the (ork of "olliday !/&&8' and >ramsch and Sullian !/&&0', scholars
hae dra(n attention to the effectieness (hen applying the Communicatie 5pproach
out of the (estern boundaries, since some of the principles that guide it are difficult to
apply in EL contexts. *n Chile English is taught as EL. *n the sub1ect school teachers
hae to (ork (ith the Communicatie 5pproach. "o(eer, as has been proen by
scholars, (hen teaching in their o(n classes, most of them hae to employ their o(n
strategies to meet the school4s as (ell the pro1ect4s re;uirements.
).$., Rese*"c& 6'est#on ,0 I% *t *ll= &ow do t&e te*c&e"s o!e"come t&ede%#c#enc#es o% t&e sc&ool8s "ecommended st"*teg#es %o" te*c&#ng s+e*k#ng9
5s (as mentioned aboe, to oercome problems (ith the actiities or (ith teaching in
general, teachers sometimes hae to use their o(n experience. "ence, it is important to
detect through obseration if there are any problems (hen applying the actiities or any
strategy suggested by the school4s pro1ect, specifically for teaching speaking skills, since
the school4s context is large classrooms. LC often produce problems related to discipline,
behaiour and noise. These factors affect especially students4 attentieness because of the
number of students !>umar, /&&$F "erbert et al., $%%)'. Therefore, the specific
techni;ues teachers employ in their local contexts need to be reealed, as (ell as the
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strategies they use (hen encountering difficulties or challenges during their application.
).) T&e contet *nd %oc's o% t&e st'd(
This research has been conducted on t(o Chilean teachers of English to Young Learners
in relation to the strategies they employ to teach Speaking Skills in their eeryday classes
in a Chilean semi3priate school, (hich is located in one of the poorest neighbourhoods
of Santiago called La -intana. ?nlike the oerall Chilean educational reality in foreign
languages, this particular school (orks (ith a special pro1ect designed for teaching
English, starting from kindergarten until the last year of Secondary School. Currently, the
teaching of English in Chile is a compulsory sub1ect in schools4 curricula only from Year
0 !ten years old'. Therefore, this study is focused on discoering ho( the teaching to
YLLs is being deeloped in terms of priate pro1ects offered to schools. The Chilean
goernment curriculum states that all schools are free to employ their o(n programmes
as long as they ackno(ledge the minimum educational re;uirements established by the
goernment. Therefore, the teaching of English to YLLs is left free for schools in Chile.
5s a conse;uence, there is a big gap in terms of formal research studies, lesson plans,
materials and books in this field, being the rationale underlying this case study.
).).1 St"eng&ts o% t&e st'd(
6ne of the strengths of this study is that it proides opportunities for opening a ne(
branch related to the teaching of English Speaking Skills to Young Learners regarding the
prominent lack of research in this field in Chile, sering as a starting point of possible
ne( research studies. +oreoer, this small3scale research (ould outsource priate
pro1ects for English education. *t (ould proide opportunities for discoering the
teachers4 point of ie(, the effectieness of this kind of pro1ect, as (ell as the
methodologies, techni;ues, strategies, materials, class design and the superisor4s role,
among others. Since this kind of pro1ect is an alternatie to the Chilean national
curriculum, it has been designed to replace (hat the Chilean goernment is not offering
for teaching EL in primary school. urthermore, this study reeals that the educational
reality of a particular social group is often ignored in the Chilean context (here access to
extra educational support is generally limited and remote and (here good results are
seldom expected. "o(eer, this study seres to demonstrate that emerging and
appropriate methodologies are possible to apply and put into practice in eery context
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regardless of its economic status.
).).$ L#m#t*t#ons o% t&e st'd(
*n this research there are some limitations. irst of all, since it is a case study there is a
particular issue related to generali@ing the outcomes because of the limited number of
participants. urthermore, limited time (as aailable for carrying out the study, (hich
restricted the possibilities of going deeper into certain issues. +oreoer, the remote
location of the sub1ect group limited the data collection to be done in a ro( (ith a ery
restricted agenda, almost (ithout leaing time for many changes. Lastly, as class
obserations (ere recorded, the camera as (ell as the presence of the researcher may
hae distracted the participants !2Ornyei, $%%G'.
)., Rese*"c& #nst"'ments *nd d*t* collect#on +"oced'"es
5s part of ;ualitatie research techni;ues, case studies hae been a common approach
utili@ed by researchers in the field of social sciences, especially in small3scale studies
such as the present study !2escombe, $%//'. y nature, case studies proide an in3depth
description of a particular phenomenon (hose main focus is to dele into that reality by
getting the insights of a specific situation in a real3life context, (hich existed prior to the
research being conducted and (ould continue existing after the study has been done !Yin,
., $%%)'.
+oreoer, case studies4 main interest is aimed at understanding and reealing the
processes, relationships and experiences, among others !2escombe, $%//F ro(n, $%%0'
regarding the perceptions, ideas or opinions of indiiduals inoled, in (hich the
researcher (ould proide a thorough description of the contextual features underpinning
the case study being researched !+c>ay, $%%0'. 2escombe !$%//' and Cohen, +anion M
+orrison !$%%G' identify seeral adantages of case studies such as the (ide ariety of
data collection methods the researcher (ould employ, the possibilities of getting to kno(
the intricacies, particularities as (ell as the subtle and uni;ue aspects of a specific
context, (hich may be ignored in large3scale data.
*n this particular study, a case study approach (as chosen to allo( a more detailed insight
into the strategies employed by teachers to (ork on speaking skills (ith YLLs in their
classrooms. T(o data collection methods (ere utili@ed: interie(s and class schedule
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obserations. irstly, according to 2Ornyei !$%%G', interie(s are one of the most
common methods (idely employed in ;ualitatie research to foster not only full ans(ers,
but also to go deeper into more complex matters !Cohen, +anion M +orrison, $%%G'.
Secondly, ;ualitatie classroom obserations are characteri@ed by proiding direct
information !2Ornyei, $%%G' from eents occurring in realistic settings (hose focus is to
naturally obsere participants4 behaiour in their eeryday life !+ertens, $%%7'.
1.,.1 Inte"!#ews
2ue to participants4 time limitations, interie(s (ere conducted prior to the application
of classroom obserations. Therefore, the first phase of the study attempts to ans(er the
research ;uestions. ace3to3face interie(s (ere conducted (ith t(o teachers of Englishand their superisor from the school4s priate pro1ect. irstly, the purpose of the
interie(s (as to discoer and dele into issues related to teachers4 use of strategies to
teach speaking skills !+c>ay, $%%0'. Secondly, the researcher attempted to collect their
opinions, perceptions, emotions and experiences of their o(n reality !2escombe, $%/%'.
The superisor4s opinions and perceptions are releant for this case study due to the close
relationship she has (ith these t(o teachers. She has been assisting and obsering these
teachers right from the pro1ect4s start up until no(. Therefore, she kno(s the teachers and
she is also the pro1ect4s representatie in the school. The participants (ere contacted
through phone calls and emails to obtain their oluntary participation. Later, the
researcher agreed to a date and aailability for arranging the trip to Chile.
*n this study the interie( utili@ed (as semi3structured (ith ;uestions constructed
according to the research ;uestions and the insights from literature. The interie(s4
guideline can be found on appendix /. Less formal interie(s such as semi3structured
ones allo( the researcher to ask the same ;uestions to the participants, but (ith more
flexibility, permitting the change of ;uestions4 order, the (ording and also the inclusion
of supplementary ;uestions according to the key issues that may arise during the
interie(4s dynamic !2Ornyei, $%%GF unan, /&&$F +c>ay, $%%0F 2escombe, $%/%'.
).,.$ Cl*ss o7se"!*t#on
The second phase of this case study consisted of carrying out three systematic classroom
obserations of each teacher of English that participated in the interie(s. 6ne teacher
(as obsered during her Year ) class and the second teacher (as obsered in her Year 7+5 in 5pplied Linguistics (ith TES6L dissertation
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class. Like ;uantitatie research, obserations in terms of the ;ualitatie approach are
(ell planned and structured in their particular form, for instance counting (ith classroom
obseration checklists or an elaborated and fully planned scheme !ro(n, $%%0'. or the
purposes of this case study, classroom obseration (as conducted (ith the help of a
scheme that matches the focus of this study !unan, /&&$'. The scheme (as deeloped
by the researcher according to the strategies to teach speaking skills in the school4s
priate pro1ect for teaching English to both groups !Year ) and Year 7', to establish
(hether the strategies mentioned in the school pro1ect as (ell as the ones mentioned by
the teachers (ere utili@ed (ithin the context of their classes. +oreoer, a special space
for listing, (here appropriate, (as proided in case, ne( strategies or alternatie
strategies (ere employed by the teachers. The classroom obseration scheme can be
found on appendix $.
5s part of a case study, classroom obserations in this particular case proided the
opportunity to gather detailed information in relation to the school4s settings !2Ornyei,
$%%G', such as students4 response to the teachers4 input, children inolement in class, a
class4s discipline, students4 behaiour, and students4 speaking time. =hat is more
important, the study allo(ed the obseration in real context of the performance of the
strategies mentioned in the school pro1ect as (ell the ones mentioned in the interie(s
(ith teachers.
).2 3et&odolog#c*l *++"o*c&
This section (ill proide the categories, subcategories and codes that emerged as a result
of the data analysis process. The categories are subdiided from the research instrument
they arouse. +oreoer, they also represent the main (orks of teaching young learners,
speaking skills and the issue of large classes !re(ster et al., /&&/F rumfit et al /&&/F
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"alli(ell, /&&$F -inter, $%%0F Linse, $%%7F +oon, $%%7F among others.'
).2.1 C*tego"#es *nd codes
*n the follo(ing section the categories, subcategories and codes obtained after the data
analysis (ill be explained in detail. eleant ;uotes from the participants (ill also be
proided to exemplify each point. urthermore, each table is constructed under the
categories and subcategories raised from the analysis of each research instrument. They
are separated into different tables. The definition of each code can be found in appendix
).
).2.1.1 C*tego"#es t*ken %"om t&e o7se"!*t#on d*t* *n*l(s#s
Table ). Summari@es the categories, subcategories and codes obtained after the classroom
obseration analysis. *n this section categories and subcategories (ill be defined. The
codes are explained in appendix ).
Table ) Summary of the categories, subcategories and corresponding codes takes from the analysis of theclassroom obseration data.
CATEGORIES SUBCATEGORIES COES
Strategies for deelopingspeaking skills
Speaking 5ctiities
lashcards
Puestions and ans(ersSongs
Children ask the teacher;uestions
Bames
2rills
Spelling
2escriptions
-erforming short dialogues
Chanting
Listening 5ctiities Listen to stories
Listen to music
Teachers4 input in L$.
Classroom management
Lack of students4 attentieness
Change seating
Enhance students4 confidence
Engaging students4 attention and participation
Q=ork on isolated groups
5ddress their students by their names
Q?se of L/ in the classroom
Q Codes taken from data reealed in the interie(s.
STRATEGIES FOR E-ELOPING SPEA>ING S>ILLS
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This category can be understood as the tasks teachers perform to enhance the speaking
skills practice of their young learners in their classroom. This category has one code:
Teachers4 input in L$. This definition has been constructed in terms of re(ster et al.
!/&&/' and rumfit et al.4s !/&&/' (ork on teaching English to YLLs. urthermore, it
responds to the (ork of SepAleda !$%%& and Yildrim and 2ogan !$%/%'.
“The teachers use different techniques that can foster the production of English in anoral way, for example there is a lot of singing, there is a lot of chanting, there is a lot
of… for example dialogues that the children have to reproduce, there is a lot of games
where the children have to produce a little bit of the language or second language, in thiscase, orally, so all that, help, helps to have the kids begin to communicative in English, in
the first levels…” *S003+
S+e*k#ng *ct#!#t#es
Speaking actiities are those that are employed by teachers to enhance the oral skills of
YLLs. Teachers employed a (ide ariety of them as a (ay to make students speak. They
are also used at different stages of the class, especially at the beginning and at the end.
This subcategory also contains the follo(ing codes: flashcards, ;uestions and ans(ers,
songs, children asking the teacher ;uestions, games, drills, spelling, descriptions,
performing short dialogues and chanting. rom (hat the school4s superisor had
obsered in classes, she commented:
“n pre!school, for example, it is basically through singing, listening to stories andchanting and playing games, right" #nd the children learn the basic commands and the
basic instructions, for example, and a little bit of vocabulary and as they grow up, they
start increasing the number of activities where they have to speak in English in theclass…” $%&&'(
L#sten#ng *ct#!#t#es
Listening actiities are also employed to enhance speaking skills. The course book
includes a (ide ariety of actiities such as listening to dialogues or pictures stories that
students listen to first. 6ften, after students hae listened to the dialogues, teachers
encourage them to go to the front of the class and perform the dialogues orally (ith their
classmates. This subcategory is constructed by t(o codes: listen to stories and listen to
music. or example, one of the teachers commented:
“)e listen to stories, to music, teach songs that you can listen to on the radio” !T%%$'
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CLASSROO3 3ANAGE3ENT
This category embraces ho( teachers sole the difficulties they encounter in their
eeryday practice, as (ell as ho( they create a good learning enironment. rom (hat(as obsered, teachers (ere fre;uently controlling their students4 behaiour. They did
not start their lessons unless the class (as in silence. +oreoer, (hen asking students
;uestions, teachers asked children to be ;uiet. *f they (ere not listening, teachers scolded
them. This category comprehends seen codes, such as lack of students4 attentieness,
change seating, enhance students4 confidence, engage students4 attention and
participation, (ork in isolated groups, address their students by their names, and the use
of L/ in the classroom. *n relation to this category, one of the teachers commented on her
feelings about classroom management:
, don*t have, ehh, serious problems with behaviour, because tell them that they have to
be in silence, because can ask them some questions before the child finishes with his
presentation, so in general they are paying attention carefully, most of the time+”
*T001+
).2.1.$ C*tego"#es t*ken %"om #nte"!#ews d*t* *n*l(s#s
Table 8. Summari@es the categories, subcategories and codes that emerged after the data
analysis. Categories and subcategories (ill be explained in this section, mean(hile codes
(ill be mentioned. The explanation of each code (ill be found in appendix ).
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Chilean teachers of English as a foreign language: Teaching Speaking Skills strategies to young learners in
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Table 8 Summary of the categories that arouse from the data analysis of the interie(s.
2ifficulties
Lack of opportunities to practise English
Lack of accessibility to the course book from students
School4s social enironment.
Large Classes
Teachers lack of time to preparematerial
Students4 inolement.
Qoise
Class si@e
Teachers4 perspecties Young Learners
Limited deelopment of (ritingand reading skills
YLs go through a silent period
YLs are (illing to participate
YLs learn through repetitie
actiitiesThe younger the better
Teachers4 experience
elying on professionalNteachingcompetences
Teaching style
P-/
Lessons are diided in different stages
Lessons must be done /%%R in English
Superisor4s role
Superisor4s support
QCode taken from obserational data analysis.
IFFICULTIES
5ccording to the (ork of Shamin et. al. !$%%G', difficulties can be regarded in the study4s
context as the challenges encountered by teachers and the problems they hae to face
eery day (hen attempting to teach their lessons. Commonly they are a lack of students4
inolement, limited opportunities for students to express themseles, children getting
easily distracted, and off3tasks. This category contains the follo(ing codes: lack of
opportunities to practise English, lack of accessibility to the course book from students
and school4s social enironment. 2ifficulties are also related to the fact that teachers
hae to deal (ith students (ho are hard to handle, or (ith other topics, for example:
“)e have some hyperactive students, so they are not quiet, it*s difficult for them to keep,
to keep quiet, yeah, sometimes we have problems with these students, with time…”
!T%%$'
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Chilean teachers of English as a foreign language: Teaching Speaking Skills strategies to young learners in
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L*"ge Cl*sses
Large classes are classrooms (ith more than forty or fifty students in (hich the physical
e;uipment and space are not enough !Coleman, /&H&'. oth teachers in this case studygie their lessons in LCF their classes are compounded of forty3fie children. They
consider this situation as a limitation because of the number of students per class. This
subcategory is constructed by four codes such as: teachers4 lack of time to prepare
material, students4 inolement, noise and class si@e. Chilean teachers also daily deal
(ith the reality of large classrooms. 5n example of this (as gien by a teacher:
“f classes were smaller, we could have had better results, eh because we could focus on
giving each student more time speaking is a difficult skill, because is producing, so itmeans that involves producing language rather than receiving, so it-s difficult…”
*T001+
TEACHERS8 PERSPECTI-ES
This category arises from (hat (as stated in the interie(s (ith teachers . *n the context
of the classroom, teachers are the ones responsible for many of the processes that take
place in there. +oreoer, this category contemplates the opinions and points of ie(
teachers hae about the t(o axis of this case study: young learners and their teachers4
experience.
/o'ng Le*"ne"s
This subcategory has emerged from the perceptions and the features teachers consider
important (hen teaching their YLLs. oth teachers demonstrated an interest in them and
appreciated the potential of their children. This subcategory compiles fie codes such as:
limited deelopment of (riting and reading skills, YLLs go through a silent period, YLLs
are (illing to participate, YLLs learn through repetitie actiities, and the younger the
better. or example, one of the teachers commented on YLLs4 process of learning
English:
“They receive and cannot produce immediately, would say, because they also have ehh
a silent period for them to internali.e the contents or the new language we want them to produce ,and then, when they feel more confident, they /ust produce” !T%%/'
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Chilean teachers of English as a foreign language: Teaching Speaking Skills strategies to young learners in
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Te*c&e"s8 e+e"#ence
This subcategory is related to (hat teachers mentioned in the interie(s about the role of
their experience (hen (orking (ith the school pro1ect. Since they (ork under the
guidelines of a priate educational pro1ect, sometimes teachers combine actiities from
their personal repertoire (ith the ones of the school pro1ect. This subcategory has t(o
codes: relying on professionalNteaching competence, and teaching style. To address this
issue, the school4s superisor noted:
“ think there is something of a personal style in every teacher, for example” !S%%)'
PRO?ECT
This category refers to (hat the role of the school pro1ect is (ithin the context of the
sub1ect school. *n addition to that, it is also constructed considering the role the
superisor plays (ithin the school. *t also considers the importance the superisor has for
the teachers. This category also points out adantages and disadantages commented on
by the teachers. *t has four codes such as: lessons are diided in different stages, lessons
must be done /%%R in English, superisor4s role, and the superisor4s support.
urthermore, the school pro1ect (orks independently from the Chilean +inistry of
Education. 6ne of the teachers beliees this is an adantage. She commented:
“n 0hile, we don*t have a pro/ect in the early stages, so, eh, the 1inistry of Education
ehh, has a book from firth grade on, and here, in this school, children began speaking
English or had English classes from kindergarten that is a strong advantage” !T%%$'.
).4 Rel#*7#l#t( *nd !*l#d#t(
).4.1 Rel#*7#l#t(
*n ;ualitatie research defining reliability becomes ;uite controersial. Scholars hae
argued about the accuracy of transferring this term from ;uantitatie to ;ualitatie
research !=inter, $%%%F Stenbacka, $%%/F Bolafshani, $%%)F Cohen, +anion M +orrison,
$%%G'. urthermore, specifically for case studies, according to Yin !$%%)' and 2escombe
!$%%0', reliability should not be assured as in experimental research, since case studies do
not focus on the outcomes of the study, but on the processes, (hich (ere undertaken to
produce those outcomes. Statistical generali@ations are appropriate in experimental
researchF mean(hile, analytical generali@ations are for case studies. Een though assuring+5 in 5pplied Linguistics (ith TES6L dissertation
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reliability seemed to be one of the ma1or criticisms of case studies, as it (as mentioned
before, one or a single case is not enough to proide a generali@ation. "o(eer,
according to 2escombe !$%%0:0%', Kalthough each case is in some respects uni;ue, it is
also a single example of a broader class of things. ollo(ing 2escombe4s ideas, this
particular study can sere as an example of or a starting point for other schools (orking
(ith the same priate pro1ect in the lo(3income, large classes, semi3public context (ithin
the Chilean reality. "o(eer, the same ;uestions could be interpreted differently by
different people !Cohen, +anion M +orrison, $%%G'. To address this issue, the data (as
double3coded (ith the help of second research. The summary of the agreement can be
found in the appendix ).
).4.$ -*l#d#t(
Traditionally, alidity has been regarded as ho( alidly an instrument measures (hat has
to be measured. "o(eer, this conception has eoled. *n ;ualitatie research, for
instance, alidity (ould be addressed in relation to ho( truthful the participants4 ans(ers
are, the scope and the richness of the data collected, as (ell as triangulation and
researchers4 ob1ectiity !Cohen, +anion M +orrison, $%%GF =inter, $%%$'.
To enhance the alidation of this study, both instruments of data collection (ere piloted
in adance before the actual application (ith the target participants (as inoled. irst of
all, the interie( (as piloted (ith the help of a parallel teacher of English. "o(eer,
changes (ere made and the sub1ect did not express ma1or problems in understanding and
ans(ering the ;uestions. 5fter the first pilot, ;uestions (ere added to the interie(s4
guide to better address the issues of the difficulties faced by teachers. *n the second part
of the study, the classes (ere recorded and the obserations (ere piloted (ith the parallel
teachers (ho (ere teaching the same leels as the target teachers employing a
preliminary scheme. 5fter each pilot, the scheme (as modified according to the notes
made by the researcher and the necessities faced (hen obsering the classes.
).5 Et&#c*l #ss'es
Ethical approal by the School of Language and Linguistics (as granted to this study.
+oreoer, consent forms !appendix 0' (ere signed by the participants (ho agreed on
participating in the interie(s as (ell as being recorded as part of the class obseration
stage. The consent forms (ere gien to the participants directly by the researcher.
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).@ S'mm*"(
This chapter presents the methodology insights of the current study. The research
;uestions presented are in relation to unexplored areas of the teaching of young learners
(ithin the Chilean reality. Thus, its ma1or strength is in relation to reealing a reality
often unkno(n in Chile, as (ell as sering as a starting point for subse;uent research on
the teaching of speaking skills to YLLs.
Case studies proide the possibilities of deeply penetrating the reality of a particular
context, in (hich the most important side of the study are the opinions, beliefs and
perceptions participants hae of reality or the reality they are liing in. Therefore, the
research methods employed such as interie(s and class obserations, (hich sered as a
(ay to accomplish the purpose of a case study approach. The codes and categories
obtained from the data analysis emerged from both interie(s and obserations, (hich
(ere related to issues discussed in the literature.
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CHAPTER , ANAL/SIS AN FININGS
,.1 Int"od'ct#on
The follo(ing chapter (ill explain ho( the data obtained from the interie(s and the
class obserations (ere analysed !see section 8.$'. The findings of this case study are
presented according to each research ;uestion in section 8.).
2etailed descriptions of the data analysis are proided. +oreoer, the different steps
follo(ed in the data analysis process are illustrated in this section, proing the rationale
behind each action. Since this study follo(s the ;ualitatie approach, the focus is on
proiding detailed information on the data as (ell as the opinions, perceptions or
feelings of the participants inoled.
The main findings of this empirical research are reported in relation to each of the
research ;uestions.
,.$ *t* *n*l(s#s
The analysis of the ;ualitatie data obtained from the interie(s and the obserations
began (ith the erbatim transcription of the three interie(s. The transcription process
helped to immerse the researcher deeply in the data. 5fter doing the transcriptions, the
data analysis proceeded by categori@ing and assigning codes, (hich emerged from the
interie( transcripts, as (ell as complementary information taken from class
obserations and the scheme employed. urthermore, to check the preliminary codes
obtained after t(o coding processes from the researcher, the use of computer soft(are
called Transana $./$ (as employed. inally, from the crossing of both coding
processes, the definite categories, subcategories and codes (ere organi@ed in a table
!see section ).7./'. *n addition to that, and to increase the consistency as (ell as the
inter3rater reliability of the study, the data (as double3coded by a second researcher
(ith a &7.$R leel of agreement.
The organi@ation of the data analysis in this section (ill be presented follo(ing the
argument and organi@ation of it used by Smith and =arburton !/&&G'. irstly, each
research ;uestion (ill present the data analysis from releant information extractedfrom the obserations as (ell as from the interie(s, ;uoting the participants4 opinion
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(hen necessary. "o(eer, in research ;uestion one as (ell as research ;uestion four the
analysis (ould be presented by intert(ining data obtained from the interie(s and class
obserations.
,.) Rese*"c& 6'est#on 10 &*t *"e t&e st"*teg#es 'sed 7( t&e te*c&e"so% Engl#s& to en&*nce *nd de!elo+ (o'ng le*"ne"s8 s+e*k#ng sk#lls#n t&e#" l*"ge cl*ss"ooms9
The school pro1ect is described in its guidelines as a Kcommunicatie pro1ect (hose
main ob1ectie is to make students speak English. Teachers employed t(o (ays of
accomplishing this ob1ectie. irstly, teachers had to gie their classes /%%R in English.
Secondly, they put more emphasis on the speaking skills during the first school years
!from nursery school to Year &'. *n this particular case, the course book and the syllabus
re;uired teachers to put speaking skills actiities into practice to a greater extend in
comparison to others skills to accomplish their main ob1ectie.
1ain characteristics of the lessons observed+
rom (hat (as obsered in the lessons, both teachers used a (ide ariety of strategies
to teach speaking skills to their young learners. *t could be appreciated that the focus on
the oral skill (as mainly concentrated on the first fifteen and the last ten minutes of the
lessons. The rationale behind this is mainly related to ho( the pro1ect designed the
classes, (hich are diided into fie steps. The first t(o stages are called K(arm3up and
Kclass routineF the former corresponds to the use of a song or any fun actiity to attract
pupils4 attention to the English class, (hich are especially suitable to beginners, (hile
the latter refers to a set of ;uestions teachers hae to ask their learners in eery class,
(hich are related to the (eather, dates and seasons, among others, as (ell as ;uestions
that are taken from the course books4 contents. 2uring the actiity stage, the oral
production decreases for a (hile and children (ork on more grammar and indiidual
exercises. inally, the classes finish (ith a summary of the class and the round3up,
(hich should also be done through a communicatie actiity like singing a song, or
playing a game, for instance.
igure / proides a summary of the most commonly obsered strategies used by
teachers (hen (orking on speaking skills (ith YLLs !Year )'. These (ere taken fromthe schema that (as employed to obsere the lessons, (hich includes the strategies
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suggested by the school pro1ect on its syllabus as (ell as alternatie strategies. *n regard
to Year ), one of the most salient strategies employed by the teacher (as related to
asking and ans(ering ;uestions at the beginning of the class. "er reasons for using this
strategy are as follo(s:
“2ecause, the results+ can see the results faster than other ways don*t know,
but practicing the same questions, the same patters, every day ehh little students
are used to those patterns, so then they can give an answer” !T%%/'
+oreoer, drills (ere also often utili@ed by this teacher (ith the purpose of correcting
pronunciation mistakes or reinforcing ocabulary. 5ccording to the school superisor,
drills are one of the most common strategies used by teachers to (ork on speaking skills
because:
“)ell, teachers use a lot of repetitions, techniques, and a lot of drilling,
because, maybe it*s the easiest way to get students to produce words, initially
and words and sentences afterwards, so drilling is something that they use alot…” !S%%)'
5dditionally, spelling, chanting and the use of flashcards (ere also a strong tool
employed by the teacher to practice speaking skills in her English lesson. Surprisingly,
to a lesser extent songs and action songs, (hich are (ell3kno(n for being the most
commonly used strategy to foster speaking skills !Yuliana, $%%)F "alli(ell, /&&$' are
employed on fe(er occasions than the actiities mentioned aboe.
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Chilean teachers of English as a foreign language: Teaching Speaking Skills strategies to young learners
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ig./ Summary of the obsered strategies employed by Year ) teacher to (ork on speaking skills. S/stands for: SongsF S$: 5ns(ering orally in relation to numbersF S): 5ns(ering and asking ;uestionsF S8:
ChantingF S7: SpellingF S0: ead aloudF SG: 2rillingF SH: +emori@ing and performing poemsF S&:aming and describing elements about classroom ob1ectsF S/%: Expressing (hat the students and others
canNcant doF S//: Looking at flashcards and ans(ering ;uestionsF S/$: Children ask ;uestions to theteacher
=ith reference to Year 0, igure $ sho(s the strategies used by the teacher. *ndeed, they
do not differ from the ones employed in Year ) to a great extent. +oreoer, in year 0,
the strategy most commonly employed by the teacher also corresponds to theans(ering, asking ;uestions and drilling. eertheless, this teacher includes many
descriptions of pictures and characters from children4s course book, as (ell as games.
-erhaps the rationale behind the use of these actiities at this leel and not before !Year
)' is related to the age and the linguistics maturity older learners hae ac;uired !-inter,
$%%0'.
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Chilean teachers of English as a foreign language: Teaching Speaking Skills strategies to young learners
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F.2 S667-8 : ;<-=> <-7< 6?@8> ;8 Y7- " 7:- -B <?7B
<B@@<. S/: SongsF S$: -erforming short dialoguesF S): 2escribing images or picturesF S8: 5ns(ering andasking ;uestionsF S7: 2rillingF S0: ead aloudF SG: 6rally elicit information from studentsF SH: 5sking
and ans(ering ;uestions about daily life actiitiesF S&: BamesF S/%: SpellingF S//: Check actiitiesorallyF S/$: ChantingF S/): aming actiities students canNcant do.
nterviews
*n the data taken from the interie(s, teachers expressed their reasons for using these
kinds of actiities. Teachers and the superisor belieed that children should be engaged
in actiities that permit their participation and actie inolement, making their learning
more meaningful, since they are fun, dynamic and energetic, since the participants
beliee that children is Kfun. 6ne of the teachers stressed the importance of using these
actiities by stating the follo(ing:
“ think that those activities are very meaningful for them, they participate, they
express themselves, they can speak, they can listen to the songs they want to,
they give me ideas of the songs they want to listen to, so we can study, we can
ehhm, we can study the background of a specific song, in the case of the songs,
in the case of the stories, they can act the stories, so think they participate and
that is the way it should be+”!T%%$'
,., Rese*"c& 6'est#on $0 do t&e te*c&e"s %ollow t&e st"*teg#es st*ted #nt&e g'#del#nes o% t&e sc&ool8s l*ng'*ge +"o:ect w&en te*c&#ng
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Chilean teachers of English as a foreign language: Teaching Speaking Skills strategies to young learners
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s+e*k#ng sk#lls to t&e#" st'dents9
5lthough the school4s pro1ect has its o(n guidelines, (hich define the aims and the
general re;uirements teachers and learners hae to meet in the English language class,
teachers also hae the freedom to adapt their lessons to their students4 needs regarding
their indiidual differences. +oreoer, both teachers claimed that een though the
pro1ect is (ell designed, the course book is interesting and they receie support from the
pro1ect. They are the only ones (ho kno( their students and kno( ho( they are going
to react to certain actiities. or instance, they emphasi@ed the fact that they often hae
to adapt the proposed strategies. *ndeed, one of the teachers addressed this issue by
commenting:
K“)e know our students, ok" )e know what they can do, and we know their
strengths and their weaknesses…” !T%%$'
*n addition, teachers remarked that they needed to adapt the policies according to their
o(n class context. 5mong the teachers and the superisor there is a consensus that each
teacher puts into practice a combination of the school syllabus4 strategies, her
experience and her o(n personal teaching style.
1ain characteristics of the lessons observed
The obseration data sho(ed eidence that teachers follo(ed the school pro1ect4s
actiities. Eery class (as based on the use of the course book and its exercises, (hich
are the main tool the pro1ect has to unify the English lessons. "o(eer, it (as
demonstrated that alternatie strategies (ere employed (hen teaching speaking skills,
(hich go further than the proposed actiities of the school4s pro1ect for English
education. Therefore, teachers4 classes (ere a combination of the school4s pro1ect and
their experience. The alternatie strategies detected (ere discussed in section 8.7.
nterviews
Since teachers used a combination of their experience and the pro1ect in the classes,
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Chilean teachers of English as a foreign language: Teaching Speaking Skills strategies to young learners
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during the interie( session, one of the teachers commented that the school had had a
preious pro1ect (here she learnt ho( to (ork (ith young learners. +oreoer, one of
the teachers pointed out that is not al(ays possible to follo( the school pro1ect. *n some
circumstances, depending on the content or the class, they decide (hen to use the
guidelines or the actiities they feel are better for their learners. 6ne of the teachers
commented:
“1ost of the time, they are mixed, because can use the ideas of the guidelines
and can use my ideas, that*s why am saying use both, but sometimes
change it, change the ideas of the guidelines…” !T%%$'
*n the English lessons of this school there therefore is a combination of their
professional competences, experience and the school pro1ect4s guidelines. *n addition,
their experience accumulates the aid and the tools proided by a former pro1ect. The
teachers noted:
“2efore we had this pro/ect, we had another one+ n that pro/ect, would say,
learned a lot to work with little kids” !T%%/'
urthermore, sometimes, teachers hae to turn to their o(n experience instead of strictly
follo(ing the school4s pro1ect due to the large classes they hae to teach. This issue
arose as a limitation to both teachers, since the policies seem difficult to put into
practice in a real context. or instance, actiities like oral presentations, (hich are often
suggested as a techni;ue for practising speaking skills, are considered a limitation in
relation to ho( many times that actiity can be used in the classroom. or these teachers
it is hard to listen to forty3fie students one by one. Teacher may spend a long time
listening to each pupil. This (ould produce problems (ith class behaiour and noise.
Therefore, that strategy is used only once a term.
urthermore, both teachers as (ell as the superisor remarked on teachers4 limited free
time. Teachers pointed out that the lack of time for preparing material does not allo(
them to keep creating and put into practice ne( actiities as the school pro1ect or the
superisor asks them to do.
,.2 Rese*"c& 6'est#on )0 &#c& o% t&e st"*teg#es em+lo(ed 7( te*c&e"s
to te*c& s+e*k#ng sk#lls goes 7e(ond t&e sc&ool8s +ol#c#es;s(ll*7's<9
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1ain characteristics of the lessons observed
rom the analysis of the schemata both teachers demonstrated the use of alternatie
strategies in their lessons. The actiities that go beyond the school4s policies are:spelling, games, orally eliciting information from pupils, chanting, drilling, reading
aloud, orally eliciting information from students, checking actiities orally.
*n addition, in Year ), the teacher does not only use the songs that are included in the
course book. =hen planning her lessons, she looks for songs she has been accumulating
throughout her experience and that are related to the topics. *n t(o out of three classes
obsered, the Year ) teacher used complementary isual aids support. *n the first class
she stuck a big poster on the (hiteboard (ith the alphabet to sing the 5C song. *n the
third obsered lesson, to sing a song related to colours, the same teacher pasted a big
stae on the (all in (hich, instead of music notes, there (ere dots arranged according
to the colours mentioned in the song. These seemed to motiate children, because all of
them (anted to go to the front of the class to sing the song. *nnoatie actiities are
ery important. *ndeed, the school4s superisor supports this idea by commenting:
“The idea is to have, to be changing the activity constantly, so that the students
don*t get bored if they are doing the activities over and over, right"” !S%%)'
nterviews
2uring the interie(s, insights complementing (hat (as obsered in the classrooms
arose. =hen discussing personal experience, one of the teachers said that one of her
alternatie strategies (as to increase the contents seen in the course book. She
commented:
“ try to introduce more than the, than the pro/ect requires, that means if see
that the class can respond include more topics, more questions for them,
because think they are available or capable of answering” !T%%/'
5nother alternatie strategy mentioned by both teachers and the superisor, (hich (as
also present during the obseration of data, is that in the set of routines children also ask
the teachers ;uestions. 5ccording to the superisor, this is a special peculiarity of this
school only. She commented:
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Chilean teachers of English as a foreign language: Teaching Speaking Skills strategies to young learners
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K n the little grades sometimes they do role play and they play to be the teacher,
so they have to go in front of the class and they perform the initial routine which
is always oral and then they ask the same questions the teacher asks in the
routine, but they are the teacher, right" That also creates a very relaxed
atmosphere and it helps them to start speaking in English+ #haI !S%%)'
6ne of the teachers pointed out:
“They like not only to answer questions, but to ask me questions, to the teacher
and that*s a little difficult for them, to ask questions, because they are used to
answer” !T%%/'.
*n general, a (ide ariety of alternatie strategies to teach speaking skills in their large
classes (as not obsered. "o(eer, it (as obsered that, in some cases, teachers (ere
follo(ing the school4s syllabus, but they added extra or special features to the same
actiity proposed by the pro1ect. *n other (ords, the teachers, for different reasons,
changed the actiities proposed by the school4s pro1ect to make them more challenging
or more interesting for their learners, as is the case (ith songs preiously mentioned.
,.4 Rese*"c& 6'est#on ,0 #% *n(= &ow do t&e te*c&e"s o!e"come t&ede%#c#enc#es o% t&e sc&ool8s "ecommended st"*teg#es %o" te*c&#ngs+e*k#ng9
*n general, teachers did not face many problems, since the actiities employed in the
English lessons are simple, easy and achieable for both teachers and learners. +ost of
them are ade;uate and ad1ust to children4s (ay of learning. "o(eer, teachers beliee
that:
“%peaking is a difficult skill, because it is producing, so it means that it involves
producing language rather than receiving, so it-s difficult+” !T%%/'
5s (as mentioned in section $.)./, according to "alli(ell !/&&$', speaking is one of the
most difficult skills to teach. 5lthough the teacher has this feeling about speaking skills,
in the interie(s both teachers felt confident about achieing the school pro1ect4s main
goal, (hich is making pupils speak. 6ne of the teachers noted:
“3evertheless, think the purpose of speaking is to communicate meaning, eh,
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in one or other way, and think that goal, think have achieved with them+ 3ot
with the whole group, but a big part of the class…” !T%%/'
Surprisingly, in the interie(s the teachers pointed out different issues related toproblems they encounter in their lessons. Some of them (ere not directly related to
teaching speaking skills, but they do hae an impact on this skill. irst of all, since both
teachers inoled in the research hae an important difference in terms of their years of
teaching experience, there is a clear implication of the (ay they manage their
classrooms. +oreoer, the teacher (ith more experience remarked that apart from
English itself, she does not hae ma1or problems (hen (orking (ith speaking skills in
her lessons. This (as erified during the obseration of her classes, (here she looked
confident and the children sho(ed great interest in the sub1ect. Children (ere (illing to
participate. =hen they (ere asked to go in front of the class to sing or perform a poem,
the great ma1ority of students in her class raised their hands to take part in the actiity.
*n the context of large classes4, like the reality in (hich this study took place, problems
(ith students4 behaiour or noise often affect communicatie actiities. "o(eer, from
(hat (as obsered, in the classes of the more experienced teacher !Year )', children
(ere (illing to listen to each other and (hen the pupils (ere too noisy, the teacher (as
strong enough to raise her oice to make students ;uiet and listen to each other.
+oreoer, the teacher did not continue asking ;uestions if the children (ere too noisy
to listen to each other. Sometimes, teachers encountered problems in carrying out oral
presentations, (hich means haing one pupil presenting in front of the class (hile the
rest must be ;uiet. To cope (ith this problem, the Year ) teacher commented:
“ tell them that they have to be in silence, because can ask them some
questions before the kid finishes with his presentation, so in general they are
paying attention carefully, most of the time…” !T%%/'
*n regard to Year 0, this teacher has by far less experience than the teacher from Year ).
She seems to hae more problems, perhaps not only (ith speaking skills, but also (ith
classroom behaiour and noise, (hich affect the deelopment of actiities enhancing
speaking skills. To address this issue, during the interie(s she mentioned that she
changes students4 seats, and during the obserations it (as sho(n that she uses a(histle to control students4 noise. eertheless, een though sometimes doing speaking
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actiities brings (ith it a nosier class, she does play games and follo(s the school
pro1ect4s main ob1ectie.
+oreoer, this teacher seems to encounter problems (ith oral presentations as (ell. Tooercome difficulties (ith this actiity, one of the solutions she suggested are related to
enhancing students4 confidence. She commented:
K try to make them feel confident, because, well sometimes they say the
presentation /ust with me in private and then give him or her the feedback and
when they feel confident they can say it in front of the class, most of the time,
that works, because when the student is shy or have problems, they do it very
well in private with me and have to encourage him or her to give it in front of
the class and students can see in front of their classmates doing the same thing,
so that is motivating for him or her… !T%%$'
The teacher has ackno(ledged that one of her problems (ith speaking skills is (ith shy
students. She kno(s that if pupils do not feel at ease (ith the speaking actiity, they
(ould not be able to effectiely deelop speaking skills.
,.5 S'mm*"(
This case study found that the teachers of English of the sub1ect school employed a
(ide ariety of actiities to enhance their YLs4 oral proficiency similar to the tasks
suggested by the literature !see section $.)./'. "o(eer, it is a rare example (ithin the
Chilean context. +oreoer, this study sho(ed eidence of teachers putting their o(n
personal style and experience in the language classroom into practice to meet the
re;uirements of the school4s priate English pro1ect, (hich also inoles the adaptation
of tasks. inally, the results of this study in relation to the problems encountered by
teachers (hen teaching speaking skills, sho(ed some differences compared to (hat the
literature on large classes argues !see section $.).$', since these teachers did perform
communicatie actiities in their classes.
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CHAPTER 2 ISCUSSION AN CONCLUSION
2.1 Int"od'ct#on
This chapter discusses the rationale behind the actiities employed by teachers to teach
speaking skills to their YLLs. *t (ill be diided into t(o areas of the main findings.
irstly, the teaching of speaking skills to YLLs, (hich is subdiided into appropriate
pedagogical skills to teach YLLs English, successful methodology, techni;ues and
materials to teach speaking skills to YLLs, and effectie teaching speaking skills to
YLLs in large classes. Secondly, the discussion (ill be deoted to the school pro1ect
and the adaptation of the school4s policies. +oreoer, the influence of the context
underpinning this study (ill be treated. 5fter(ards, suggestions for future teaching
practise (ill be gien. inally, implications for further research in the field of teaching
speaking skills to YLLs (ill be discussed.
2.$ Te*c&#ng s+e*k#ng sk#lls to (o'ng le*"ne"s0 #sc'ss#ng t&e %#nd#ngs
2.$.1 A++"o+"#*te +ed*gog#c*l sk#lls to te*c& /Ls Engl#s&
To teach YLs, scholars hae argued about the best pedagogical skills for primary
teachers of English !rumfit, /&&/F rumfit, /&&/F 2ickinson, /&&/'. 2ifferent research
studies !2re( M "asselgreen $%%HF SepAleda $%%G' hae pointed out that primary
language education is not successful, mainly because teachers do not set tasks that are
appropriate for YLLs. Conersely, this study demonstrated through class obserations
and interie(s that these teachers are a(are of ho( children learn and the most
appropriate actiities to gie meaningful lessons that are suitable to YLLs4 interests and
(ay of learning, although the school4s pro1ect did not proide formal instruction on ho(
to teach young learners.
*n their eeryday teaching practice these teachers represent the ;ualities of a good
primary teacher since they are confident about the language skills and hae an
exhaustie understanding of ho( children learn !rumfit, /&&/'. +oreoer, the teachers
of this school are not particularly different from other Chilean teachers. oth of them
(ent to uniersity and graduated as teachers of English and none of them receied
specific training during their bachelor4s for YLLs. "o(eer, (ith time and properinstruction, both of them learned ho( to (ork (ith children. 5ccording to rumfit
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!/&&&', secondary teachers (ho (ant to teach YLLs (ill encounter difficulties, since
they (ill hae to learn a ne( methodology and the characteristics of this ne( sub1ect
group. 6ne of the teachers commented:
“ didn*t know how to work with them, because /ust work with older students and
panicked in the beginning, but now love little kids and prefer them to the older ones”
!T%%/'
Teachers in the school receied training before (orking (ith the current pro1ect !see
section 8.8'. *n other (ords, as this teacher argues, (ith good guidance and training
teachers may become good primary teachers. +oreoer, the school4s pro1ect also
proides teachers (ith some support in terms of additional (orkshops or seminars once
or t(ice a year to get more ideas or to get to kno( ho( to use the course book
according to the needs of the teachers.
5nother limitation often presented by primary teachers is the limited English
proficiency they hae !SepAleda, $%%8'. eertheless, in this study teachers do not
encounter this problem because they are specialists. oth of them demonstrated that
they could conduct a class fully spoken in English by using simple language. *ndeed,
they might make some mistakes, but at the same time they managed to be successful.
The ideo recordings sho(ed that they (ere excellent in capturing pupil4s attention by
employing a (ide range of actiities, actiely inoling children and creating a (arm
learning enironment !re(ster, et al., /&&/F +oon, $%%7'.
2.$.$ S'ccess%'l met&odolog(= tec&n#6'es *nd m*te"#*ls to te*c& s+e*k#ngsk#lls to /LLs.
2ifferent from the reality of many primary schools in (hich teachers, because of noiseor other issues, prefer to ignore communicatie actiities !Careless, $%%$', one of the
main findings of this case study (as the eidence left by teachers through the class
obserations of the (ide ariety of actiities they employed to teach speaking skills to
their YLs. Children are by nature enthusiastic and charming !"armer, $%%%'. They loe
entertaining themseles, and they learn by playing (ith language !"alli(ell, /&&$F
+oon, $%%7'. 2uring the class obserations teachers employed actiities such as:
performing short dialogues, singing songs, chanting, riddles, T- songs, drilling, use
of formulaic ;uestions, games and descriptions, among others. The rationale behind
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using these actiities is related to the fact that children learn by being inoled in their
language process. These tasks enhance their exploration of the (orld by creatiely using
their imagination. *n addition, these actiities also reach children4s affectie filters,
motiating them to increase their interest in the target language !Ca@ir, $%%8F Linse,
$%%7F -inter, $%%0F ro(n, $%%GF 5rgondi@o, /&&$'. *n this respect, the school4s
superisor commented:
“t*s another way of practising the language, because when they do games and the
songs and the chants and everything in English, right" t*s got like another appearance
if you want+” !S%%)'
“#t the beginning of the class and introduction to the class, which is usually something
fun 4it can be a song, a rhyme, a tongue twister, a game, a word game and any activity
that is fun that can attract the children to get into the class+” !S%%)'
*n the interie( session the school4s superisor pointed out that the use of these
actiities also hae a positie impact on children, since they (ill beliee that English is
fun, therefore the English lessons must start and finish (ith a fun game. rumfit et al.
!/&&/' asserts that teachers must balance fun actiities (ith the time spent on them,
since often they (ould become a (aste of time in the language lesson. "o(eer, in the
school fun actiities are presented in the class (ith a restricted time, (hich benefits both
teachers and children.
5ccording to rumfit !/&&/', experienced EL teachers of YLs are a(are of the
proceedings needed to teach YLLs. Conersely, SepAleda !$%%G' discoered in the
Chilean reality that more experienced teachers did not employ actiities like songs or
games, because they thought it (as a (aste of time !Seager, /&&H'. 5s a result, children
(ere not happy in their classes and often afraid. *n the classroom obserations of this
study, ho(eer, children looked happy and motiated eery time the teachers
introduced a ne( actiity, (ith the great ma1ority of the pupils eager to participate by
raising their hands. *ndeed, one of the teachers commented:
“They want to speak, they want to participate all the time, they want to do many things
and they don*t… that is not a problem for them, for young learners, because they want
to speak, they want to participate all the time+” !T%%$'
5ccording to Cameron and +ckay !$%/%', teachers should ealuate and balance the
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extent to (hich the communicatie actiity is ade;uate for children (ith the language
aimed to be practised. They emphasise that for successful results children should be
confident and at ease (ith the speaking actiity, other(ise they (ould not (ant to try it
and (ould feel threatened in the English language lesson. +oreoer, in others contexts
like Turkey, Yildrim and 2ogan !$%/%' reported that a significant number of YLs4
teachers do not put appropriate actiities, techni;ues, materials and ade;uate
assessments pertinent to YLLs into practice.
2.$.) E%%ect#!e te*c&#ng s+e*k#ng sk#lls to /Ls #n l*"ge cl*sses
6ne of the main dra(backs often mentioned by scholars in relation to teaching (ithin
large classes is the lack of opportunities for teachers to (ork on speaking skills. *nregard to the Chilean reality, *nostro@a !$%//' conducted ;uestionnaires and interie(s
!see section $.7' (ith Chilean EL teachers of large classes in public schools. The
participants of the study said that one of their ma1or difficulties !0%R of the teachers'
(as to Kproide students the opportunity to speak English in the lesson and to Kgie
learners the opportunities to express themseles in English. The teachers of this study
relate these difficulties to the limitations they hae in dedicating time to each student.
"o(eer, in this case study one of the teachers addressed this issue by commenting:
“ separate students, mean, for instance, on 1onday focus my class on the round up
of five or ten students, then, the next day with five or ten students other, new five or ten
students, so can cover the whole class at the end of 5riday” !T%%/'
*n others contexts like 9apan !Lo Castro, /&H&' or "ong >ong !Careless, $%%$' teachers
also deal (ith problems to perform speaking tasks. Lo Castro !/&H&' found that (ithin
the main pedagogical difficulty encountered by 9apanese teachers, there (ere actiities
inoling speaking and receptie skills, because according to the teachers, they (ere
harder to get done. 5dditionally, "siao !/&&)' discoered that it (as difficult to gie
more chances for students to practise. +oreoer, Careless !$%%$' reported that teachers
did not (ant to (ork on communicatie skills, because they (ere more demanding and
they brought noise and discipline problems as (ell.
This case study is a good example of ho( teachers are effectiely able to put speaking
actiities in their large classes into practice. 2uring class obserations, teachers dedicate
at least the first fifteen minutes eery day to the speaking skills, (hich are understood+5 in 5pplied Linguistics (ith TES6L dissertation
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Chilean teachers of English as a foreign language: Teaching Speaking Skills strategies to young learners
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by the pro1ect as the K(arm3up. 2uring this stage, the teachers ask children ;uestions,
they ans(er back and sometimes they ask the teacher ;uestions like:
67 1iss 8imena, have you got a pet"
T7 9es, *ve got a pet+
67 )hat pet have you got" !6S)T%%/'
5ccording to re(ster et al. !/&&/', teachers should proide opportunities for their
learners to speak as much and as soon as possible. +oreoer, in Year 0 the teacher took
time to play (ith her learners and perform short dialogues in front of the class. 2uring
the actiities she allo(ed children to make a little noise she could manage. Teachers
(ere often calling for students4 attention. 6ne of the teachers actually used a (histle to
make students ;uiet and the other one had a flashcard (ith a stop sign. oth of them
also employed chants like:“:,;,', silence please<<” to reduce the noise leel of their
classes and to keep students ;uiet. Therefore, to practise speaking skills, teachers also
need to hae good control of their classroom management.
2.) Sc&ool +"#!*te +"o:ect o% te*c&#ng Engl#s&
The teachers and the superisor hae been (orking together on this pro1ect for four
years. Een though none of the participants mentioned in the interie(s !neither the
teachers nor the superisor' receied any special training in speaking skills, teachers
demonstrated the use of appropriate and meaningful actiities for YLs that comply (ith
literature !see section $.)./' 5ccording to ixon !/&&/' and Linse !$%%7', the actiities
selected to (ork (ith young learners should be specific strategies and exercises that
follo( the ob1ecties of the program along (ith the pupils4 deelopment phase.
5ccording to the findings of this study, the school pro1ect follo(s this premise, the
actiities, the materials and the course books fit for YLs4 (ay of learning.
This pro1ect is regarded as an adantage for teachers. *t is different from the one
proided by the Chilean +inistry of Education and has the peculiarity of children
starting to learn English since they are in nursery school. This seems to be something
that makes teachers happy and special (ithin the Chilean teaching reality. *ndeed, one
of the teachers remarked:
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Chilean teachers of English as a foreign language: Teaching Speaking Skills strategies to young learners
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“The 1inistry of Education ehh, has a book from fifth grade on, and here in this school,
children began speaking English or have English classes from kinder, that is a strong
advantage” !T%%$'
2.).1 Ad*+t*t#on o% t&e sc&ool8s +ol#c#es
2ata obtained from the interie(s and obserations reported that teachers employed a
combination of their experience and the actiities from the school4s pro1ect. 6ften
English pro1ects, the syllabus and een the goernmental curriculum to teach in EL
contexts seem a bit ambitious, since they are too demanding for the teacher. or
example, teachers, as in this case study, commented that sometimes they cannot use
English during the (hole lesson. They need to turn to Spanish (hen children do notunderstand a (ord or instructions although it is prohibited by the school pro1ect4s
policies. Therefore, meeting the re;uirements of the syllabus also presents a difficulty to
teachers !+oon, $%%7F *nostro@a, $%//'. 6ne of the teachers of this study pointed out:
“%ometimes it is, mean, the pro/ect it*s a bit greedy” !T%%$'
*n some cases or (ith some actiities, the school pro1ect seems to be too demanding for
teachers. irst of all, teachers are not allo(ed to speak in Spanish, not een to clarify
doubts. Secondly, teachers hae to follo( a determined structure to carry out their
lessons, and finally they hae to put the communicatie actiities of the course book
into practice, among others. "o(eer, to cope (ith their (ork, especially in relation to
teaching speaking skills, teachers commented in the interie(s that they follo( the
textbook, but (hen they feel it is necessary, they adapt the actiities or change them
(ith others they think are more appropriate. or example:
“=h, think use both, because can take ideas from the guidelines, ammm, some ofthem and interesting and can do them in a particular class…” !T%%$'
5ccording to Yildrim and 2ogan !$%/%', a (ide ariety of materials or songs suitable
for YLs (ould be better rather than 1ust merely adhering to the course books. Similarly,
ixon !/&&/' argues that teachers should adapt the ideas they find by detecting (hich
language features are meaningful to (hat they are teaching. The author asserts: Klet the
syllabus or course book be your backbone, but seek ribs to add to it !ixon, /&&/:87'.
Therefore, it seems ineitable that teachers adapt the pro1ect guidelines, because it isalso the (ay teachers deal (ith the problems they encountered (hen applying the
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school syllabus.
2., Sc&ool soc#*l contet
Since this school is located in a particular enironment, teachers signalled Kthe school4s
context as another constraint in their teaching. *n this respect both teachers and the
superisor commented on this issue:
“2ecause of many reasons, one of them is because of the social environment where they
live, this is a special school, a school were most of the children come from, eh, not poor
families, but a low social level” !T%%/'
“n this school, most of the children are poor, ok" The social environment is not good”
!T%%$'
“t*s a school that is located in an area, there are a lot of social and economic
problems, a lot of disrupted families, here, we have a lot of children who do not have a
father or a mother, children with step parents, children with parents in /ail and they
have a very sad reality in their houses so that makes it even more valuable to think that
in spite of the…this terrible reality they have to face it that they are still able to come to
school and learn English, which is something totally far from their world and think we
are doing a good /ob with them…” !S%%)'
5ccording to the participants, the school context seems to be an additional difficulty for
these teachers. The school is located in a lo(3income area in (hich children4s liing
conditions tend to be problematic. +ost of their parents hae dropped out of primary or
secondary school and almost none of them hae receied education in a second
language. Therefore, outside the school or the English class, pupils do not hae
opportunities to use or practise (hat they hae learnt during the lessons. Thus, although
children are motiated and hae the additional help of the school pro1ect, the results are
limited mainly because some of them do not see the adantages that learning a foreign
language (ill bring to their lies. 5ccording to ikolo !/&&&' !see section $.8', in
foreign language contexts like Chile, children do not need the language outside the
classroom. They therefore do not perceie it as a useful tool for interaction in the future.
This makes the teachers4 1ob more aluable but also more challenging.
2.2 S'ggest#ons %o" %'t'"e te*c&#ng +"*ct#ces
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This case study (ould sere as an example to support (hat scholars hae discussed
about the issues of appropriate methodologies and actiities that must be employed (ith
YLLs. rom (hat (as obsered, the use of these kinds of actiities increases children4s
motiation and attracts their attention, among others. "o(eer, since this case study
represents an uncommon reality in Chile, it suggests that good results can be obtained
(ith accurate instruction, support and appropriate materials regardless of its social
context. urthermore, since teachers hae to teach (ithin the contexts of large classes,
this case study (ould be useful for those sharing the same context that may beliee that
because of class si@e limitations, innoatie and effectie classes cannot be achieed in
those contexts.
2.4 Im+l#c*t#ons %o" %'"t&e" "ese*"c&
Little research studies hae been carried out in this field in Chile, especially in the field
of YLLs, Therefore, some semi3priate schools and, to a lesser extent, some public
schools are 1ust beginning to teach English to YLLs. Thus, this case study (ould sere
as a starting point for other research studies in the field of YLLs by offering a picture of
appropriate teaching practices to (ork on the speaking skills (ith YLLs. Teachers or
future researchers could take the results of this case study and see ho( practical and
successful the methodology employed in this study is in other contexts. -erhaps,
schools from the same area might benefit from the teaching practices reealed in this
case study in case they (ould be interested in starting to teach English to their YLLs.
+oreoer, it can help school administrators, teachers or syllabus designers to get
general guidelines of a pro1ect that has been carried out in the same school for four
years.
*t is releant to point out that because this is a case study, generali@ations about the
findings of this study must be done carefully. eertheless, there are three possibilities
in dealing (ith this issue. irstly, this case study can be taken as an example for other
research that shares the same context !EL in primary school'. Secondly, the possibility
of generali@ing this case study (ill depend on ho( similar the setting or contexts of this
case study (ould be to others. inally, readers themseles (ould also be responsible for
1udging to (hat extent the reports made in this case study (ould be useful or applicable
to this field of interest !2escombe, $%/%'.
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urther studies are also re;uired in the fields of EL primary teachers4 training, since
Chilean uniersities or educational institutions do not hae programmes specifically
oriented to the teaching of English to YLLs. +oreoer, further research (ould be
necessary in the fields related to appropriate materials design, especially for Chilean
YLLs. inally, it (ould be essential to bear in mind the possibilities of deeloping Ka
child3centred English language teaching syllabus, (hich (ould be designed in terms of
children4s characteristics, cognitie and psychological stages of deelopment, as (ell as
the internali@ation of appropriate material and books.
2.5 Concl's#on
This case study has inestigated the strategies employed by t(o teachers of English to
teach speaking skills to YLLs in their large classes (ith the support of a school pro1ect.
*n regard to the research ;uestions presented at the beginning of this dissertation pro1ect,
it is possible to contend that the teachers of English, (ho (ork (ith the T5S>S school
pro1ect, hae a strong communicatie focus on their classes. irstly, teachers put a (ide
ariety of actiities into practice to teach speaking skills to their YLLs. Secondly, some
of those actiities correspond to the ones recommended by the school4s priate pro1ect
syllabus. "o(eer, others are part of their personal experience or teaching style. efore
the implementation of this ne( school pro1ect, both teachers receied training in ho( to
(ork (ith YLLs. Thirdly, teachers do use alternatie strategies that go further than the
school4s policies as (ell as the actiities suggested in the course book. Some of them
(ere a (ay teachers found to make their lessons more challenging !children asking
teachers ;uestions', (hile others (ere used (ith the purpose of haing a more
entertaining lesson !singing (ith a stae, a colours song'. +oreoer, in some
circumstances, teachers need to adapt the actiities from the course book, because they
are not ade;uate for the reality of the school, or the actiities might be too demanding
for the children4s leel. inally, teachers did not encounter many problems (hen
performing the actiities because most of them (ere appealing to children4s interest.
"o(eer, they faced problems (ith oral presentations because they are time3
consuming, because there is large number of children in the class, and because they are
tiring for teachers. +oreoer, there is a big gap bet(een the years of teaching
experience. The more experienced teacher therefore has less difficulty (hen soling
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problems. eertheless, both teachers hae good control of the class.
This case study also seres as a contribution to the emerging research in the field of
appropriate teaching practices for YLLs (ithin Chile but also in the (orld.
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)%' "edge, T. !$%%%' Teaching and Learning in the Language Classroom. 6xford.
6xford ?niersity -ress.
)/'"erbert, 2. Chalmers, 2. and "annan, . !$%%)' Teaching Large Classes:
6ercoming the myths. Economic #nalysis F 6olicy, )) !/', p. /%)3//G.
)$'"olliday, 5. !/&&8' 5 Culture3 sensitie 5pproach. n7 5. "olliday !eds'
#ppropriate 1ethodology and social context . Cambridge. Cambridge ?niersity
-ress. p. /0%3/G&
))' "omolo#, E. !$%/%' +otiating Young Learners in 5c;uiring English through
Songs, -oems, 2rama and Stories. *n Theories and -ractice. -roceedings of the
first international conference on English and 5merican studies. Ul<n. Tomas
ata ?niersity.
)8' "siao, =. !/&&)' *s Teaching in Large Classes eally an *nsoluble -roblemI.
9unior College. Tai(an. -. HG3//8.
+5 in 5pplied Linguistics (ith TES6L dissertation
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Chilean teachers of English as a foreign language: Teaching Speaking Skills strategies to young learnersin large classes.
)7'"ughes, . !$%%$' Teaching and researching speaking. London. -earson
Education.
)0' *nostro@a, +.9 !$%//' 5ssessing Broup =ork *mplementation and The2ifficulties faced by Chilean teachers of English as a oreign Language (ith
Young Learners in Large Classes. +5 dissertation !unpublished'.
)G'>ennedy, Chris and 9aris, 9enny !/&&/' *deas and issues in -rimary ELT.
Edinburgh. Thomas elson.
)H' >lancar, .* !$%%0' 2eeloping speaking skills in the young learners classroom.
The nternet TE%? Dournal, /$ !//'.
)&' >lippel, 2. !/&&8' >eep Talking: communicatie fluency actiities for language
teaching. Cambridge, Cambridge ?niersity -ress.
8%' >ramsch, C. and Sullian, -. !/&&0' 5ppropiate +ethodology. E?T Dournal, 7%
!)', /&&3$/$.
8/'>umar, >. !/&&$' 2oes Class Si@e eally +ake a 2ifferenceI Exploring
classroom interaction in large and small classes. @E?0 Dournal, $), p. $&3 8G.
8$' Li, 2. !/&&H' *t4s al(ays more difficult than you plan and imagine: Teachers4
perceied difficulties in introducing the communicatie approach in South
>orea. TE%=? uarterly, )$ !8', p. 0GG3G%$'.
8)' Linse, C. !$%%7' -ractical English language teaching: Young learners. .Y.
+cBra(3"ill.
88' Lo Castro, D. !/&H&' Large Si@e Classes: The Situation in 9apan. Lancaster3
Leeds Language Learning in Large Classes. esearch -ro1ect eport o. 7.
Lancaster ?niersity. 2ept of Linguistics and +odern English LanguageF Leeds
?niersity. School of Education.
87' Llinares, 5. !$%%G' Young Learners4 unctional use of the L$ in a lo(3
immersion EL context. E?T Dournal, 0/ !/', p. )&387.
80'+c>ay, S.L. !$%/%' esearching second language classrooms. +ah(ah.
+5 in 5pplied Linguistics (ith TES6L dissertation
-ia C. Tabali +arin %%/78&&0)
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Chilean teachers of English as a foreign language: Teaching Speaking Skills strategies to young learnersin large classes.
outledge.
8G' +c>ay, S. !$%%)'. Teaching English as an international language: the Chilean
context. E?T Dournal, 7G !G' /)&3/8H
8H'+ertens, 2. !$%%7' esearch and ealuation in education and psychology
integrating diersity (ith ;ualitatie, ;uantitatie and mixed methods. London.
Sage.
8&' +oon, 9. !$%%7' Children learning English. 5 guidebook for English Language
Teachers. 6xford. +acmillan.
7%'+osteller, . !/&&7' The Tennesse Study of Class Si@e in the Early School
Brades. 0ritical ssues for 0hildren and 9ouths, 7 !$', p. //)3 /$G.
7/' ikolo, +. !/&&&' atural born speakers of English: Code s(itching in pair3
and group3(ork in "ungarian -rimary Classrooms. *n: ixon, S. !/&&&' Young
learners of English: Some research perspecties. Essex. -earson Education
Limited. p. G$3HH.
7$'unan, 2. !/&&$' esearch +ethods in Language Learning. Cambridge.
Cambridge ?niersity -ress.
7)' unan, 2. !$%//' Teaching English to Young Learners. 5naheim. 5naheim
?niersity -ress.
78'-achler, orbert and ield, >it !$%%/' Learning to Teach +odern oreign
Languages in the Secondary School: a companion to school experience. London.
outledge.
77' -asigna, 5. !/&&G' *EP -ro1ect. Tips on "o( to +anage a Large Class.
*nstitute for *nternational esearch, *nc.
70' -eVate, +. and a@o, -. !$%%/' The effects of repetition, comprehension checks,
and gestures, on primary school children in an EL situation. E?T Dournal, 77!)', p. $H/3$HH.
+5 in 5pplied Linguistics (ith TES6L dissertation
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Chilean teachers of English as a foreign language: Teaching Speaking Skills strategies to young learnersin large classes.
7G' -hillips, S. !$%%/' Young Learners. "ong >ong. 6xford ?niersity -ress.
7H' -inter, 5. !$%%0' Teaching young language learners. 6xford. 6xford ?niersity
-ress.
7&' ichards, 9ack and Schmidt, ichard !$%%$' Longman 2ictionary of Language
Teaching M 5pplied Linguistics. Essex. -earson Education Limited.
0%' ixon, S. !/&&/' The role of fun and games actiities in teaching young learners.
n7 C. rumfit et.al !eds' Teaching English to Children. rom -ractice to
-rinciple. London. Collins ELT. p. ))38G.
0/' ixon, S. !/&&&' Young learners of English: Some research perspecties. Essex.
-earson Education Limited.
0$'SepAleda, +.T. !$%%&' The importance of 5ffect in Teaching and Course
books for Young Learners in Chile. >umanising ?anguage Teaching, //!0'
0)' Seik, +. !$%//' Teacher ie(s about using songs in teaching English to young
learners. Educational @esearch and @eview, 0!$'. p. /%$G3/%)7.
08' Shamin, au@ia et.al !$%%G' +aximi@ing learning in large classes. ?>. ritish
Council.
07' Smith, -. and =arburton, +. !/&&G' Strategies for managing large classes: a
case study. Dournal of n!%ervice Education, $) !$' $7)3$07.
00' Stenbacka, C. !$%%/' Pualitatie research re;uires ;uality concepts of its o(n.
1anagement Cecision, )& !G'. p. 77/3 777.
0G' ?r, -. !/&&0' 5 course in language teaching. -ractice and theory. Cambridge.
Cambridge ?niersity -ress.
0H' =inter, B. !$%%%' 5 comparatie discussion of the notion of alidity in
;ualitatie and ;uantitatie research. The ualitative @eport , 8. p. )38.
0&' Yildrim, . and 2ogan, Y. !$%/%' Young learners English teacher profile from
students4 perspectie. 6rocedia %ocial and 2ehavioral %ciences. $. /0/73/0/&.
+5 in 5pplied Linguistics (ith TES6L dissertation
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Chilean teachers of English as a foreign language: Teaching Speaking Skills strategies to young learnersin large classes.
G%' Yin, .>. !$%%)' Case study research: 2esign and +ethods. London. Sage.
G/' Yuliana, Y. !$%%)' Teaching English to Young Learners through Songs. GHta,
7 !/', 0$300.
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Chilean teachers of English as a foreign language: Teaching Speaking Skills strategies to young learnersin large classes.
APPENICES.
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Chilean teachers of English as a foreign language: Teaching Speaking Skills strategies to young learnersin large classes.
APPENI 10 INTER-IE GUIELINE.
CHILEAN TEACHERS OF ENGLISH AS A FOREIGN LANGUAGE0TEACHING SPEA>ING S>ILLS STRATEGIES TO /OUNG LEARNERS INLARGE CLASSES.
INTER-IE GUIELINE.
5t any time during your participation, (o' &*!e t&e "#g&t to w#t&d"*w %"om t&e#nte"!#ew, (ithout haing to gie a reason. 5ll the recordings (ill be stored and
organi@ed by code (ith no access to your personal information. Thus, con%#dent#*l#t(*nd *non(m#t( *"e *ss'"ed. There are no right or (rong ans(ersF therefore, the
success of this study depends on that your ans(ers are as truthful as possible regardingteaching speaking skills to young learners.
INTER-IE ITH THE TEACHERS.
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Study +ethod School Teacher 2ate
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THE3ES SA3PLE UESTIONS
*.
1<
*ntroductory comments and (arm up;uestions
3 "o( long hae you been teachingI
3 "o( long hae you been in this
schoolI
3 =hat grades are you currentlyteachingI
$<
Teaching Speaking Skills
3 "o( often do you practise speaking
skills in your classesI
3 =hat kind of actiities do you do inyour classes in order to teach
speaking skillsI
3 =hat are the most common
strategies used by you in order to
teach speaking skillsI
3 Can you gie me reasons (hy youprefer using themI
)
School4s pro1ect
3"ae you read T5S>4 pro1ect of
EnglishI
3 2o you take actiities from the
school syllabus to (ork on speakingskills in your classesI
3
3 2id you receie instruction of ho(to apply T5S>4s pro1ect (hen
(orking (ith speaking skillsI
,<
Experience
=hen teaching speaking skills to
your students. 2o you use more yourteaching experience or the guidelines
gien by T5S> pro1ectI =hy9
2<
Strategies !-ro1ect'
3 2o you prefer using your o(n
strategies to teach speaking skills orthe ones proposed by T5S> teaching
English pro1ectI
3 =hat are the adantages for you to(ork (ith T5S> guidelines to teachspeaking skillsI
3 Can you mention any
disadantageI
3 =h I
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Chilean teachers of English as a foreign language: Teaching Speaking Skills strategies to young learnersin large classes.
APPENI $0 CLASS OBSER-ATION SCHE3A
P"otocol %o" *t* Collect#on0 P*"t $ Cl*ss"oom O7se"!*t#on (e*" ).
6 E5C" 6SEDE2 LESS6.
A'd#oD!#s'*l "eco"d#ng0
• ecord (hole session !uninterrumpted' using digital ideo camera.
• ecord t(o different teachers.
• Label all 2D24sNrecording using identifiers.
F#eldnotesDw"#tten "eco"d#ng0
/. Complete 6bsered Lesson Summary Sheet.
$. Take field notes.). Tick in the blank s;uare and (rite the detail of the alternatie strategy employed
(hen needed.
Ident#%#c*t#onDCollect#on o% m*te"#*ls.
• School pro1ect of English.
• Extra resources: Course Wbooks !Q'
• Lesson plans.
!Q' 6n first isit.
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Study +ethod School Sub1ect Topic 2ate
Study +ethod School Sub1ect Topic 2ate
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Chilean teachers of English as a foreign language: Teaching Speaking Skills strategies to young learnersin large classes.
OBSER-E LESSON.
SU33AR/ SHEET.
Time: 2ata collected:
Target teacher:
Total -upils in class.
2igital recordings:
• Camera4s code:
• =hole lesson ideo
!code'
T4s lesson plan 6ther
Lesson %oc's.
Lesson plan.
Course book unit
Class content.
6TES !eg. -hysical conditions, unexpected problems or any external interention'
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Chilean teachers of English as a foreign language: Teaching Speaking Skills strategies to young learners in large classes.
TEACHERS8 SPEA>ING S>ILLS STRATEGIES /EAR ).
Strategies suggested in theEnglish Language -ro1ect
!T5S>'
Strategy employed by the teacher.
StrategySuggested inthe pro1ect
5lternatiestrategy
2escriptionof alternatiestrategyemployed
Timededicated tothe strategy
Stage of thelesson(here thestrategy (asemployed
"o( manytimes (asthe strategyusedI
-urpose ofthe strategy.
Extra notes
/' Singing songs.
$' -erforming shortdialogues.
)' *nterie(ing others andpresent results.
8' +emori@ing and saymore.
7' +emori@ing and
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Chilean teachers of English as a foreign language: Teaching Speaking Skills strategies to young learners in large classes.
perform poems.
0' =atching ideos andorally report (hat (asseen.
G' aming and describing
elements about theclassroom ob1ects.
H' 5ns(ering orally inrelation to numbers.
&' 5ns(ering ;uestionsabout ;uantities.
/%' aming clothes items.
//' Expressing (hat thestudents and others
canNcan4t do
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Chilean teachers of English as a foreign language: Teaching Speaking Skills strategies to young learnersin large classes.
P"otocol %o" *t* Collect#on0 P*"t $ Cl*ss"oom O7se"!*t#on /e*" 2.
6 E5C" 6SEDE2 LESS6.
A'd#oD!#s'*l "eco"d#ng0
• ecord (hole session !uninterrupted' using digital ideo camera.
• ecord t(o different teachers.
•
Label all 2D24sNrecording using identifiers.•
F#eldnotesDw"#tten "eco"d#ng0
8. Complete 6bsered Lesson Summary Sheet.
7. Take field notes.
0. Tick in the blank s;uare and (rite the detail of the alternatie strategy employed(hen needed.
Ident#%#c*t#onDCollect#on o% m*te"#*ls.
• School pro1ect of English.
• Extra resources: Course Wbooks !Q'
• Lesson plans.
!Q' 6n first isit.
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Study +ethod School Sub1ect Topic 2ate
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Chilean teachers of English as a foreign language: Teaching Speaking Skills strategies to young learnersin large classes.
OBSER-E LESSON.
SU33AR/ SHEET.
Time: 2ata collected:
Target teacher:
Total -upils in class.
2igital recordings:
• Camera4s code:
• =hole lesson ideo!code'
T4s lesson plan
6ther
Lesson %oc's.
Lesson plan.
Course book unit
Class content.
6TES !eg. -hysical conditions, unexpected problems or any external interention'
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Study +ethod School Sub1ect Topic 2ate
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Chilean teachers of English as a foreign language: Teaching Speaking Skills strategies to young learners in large classes.
TEACHERS8 SPEA>ING S>ILLS STRATEGIES /EAR 4.
Strategies suggested in theEnglish Language -ro1ect!T5S>'
Strategy employed by the teacher.
Strategy
Suggested inthe pro1ect
5lternatiestrategy
2escriptionof alternatiestrategyemployed
Timededicated tothe strategy
Stage of thelesson(here thestrategy (asemployed
"o( manytimes (asthe strategyusedI
-urpose ofthe strategy.
Extra notes
/' Singing songs.
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+ethod School Sub1ect Topic 2ate
$2
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Chilean teachers of English as a foreign language: Teaching Speaking Skills strategies to young learners in large classes.
$' -erforming shortdialogues.
)' *nterie(ing others.
8' +emori@ing andperform poems.
7' 2escribing images orpictures.
0' 5sking and ans(er;uestions about daily lifeactiities.
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Chilean teachers of English as a foreign language: Teaching Speaking Skills strategies to young learners in large classes.
countries holidays orfestiities.
//' 5ns(er and ask;uestions.
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Chilean teachers of English as a foreign language: Teaching Speaking Skills strategies to young learnersin large classes.
APPENI )0 COES.
The follo(ing section (ill explain in detail the codes (hich emerged from the dataanalysis. Categories, subcategories and codes are summari@ed in section ).7./.$. irstly,
the codes taken from the obseration data analysis (ill be explained. Secondly, thecodes, (hich emerged from the interie(s data analysis, (ill be described. The codes
are exemplified (ith extracts taken from the interie(s.
1. COES TA>EN FRO3 THE OBSER-ATION ATA ANAL/SIS.
S'7c*tego"(0 SPEA>ING ACTI-ITIES.
/' lashcards.
5s it (as demonstrated on the obserations, teachers employed different types of isualaids such as flashcards, pictures from the books, dra(ing made by them on the board, inorder to elicit oral production from students.
“%howing pictures and they have to describe the pictures” !T%%/'
$' Puestions and ans(ers.
This strategy is often used along the (hole class, especially in the first part of the
lesson. 5s part of a routine, the teachers ask ;uestions to pupils from the cousebook orfrom topics approached by teachers.
“)ell, first ask them several questions, personal questions or related tocurrent affairs, for example the weather, TI programmes, likes and dislikes and
they answer about them, then start the class as a sum up asking them the
contents we studied last class, yeah"” !T%%$'
)' Songs.
Songs are employed by teachers as a (ay to expose children to L$. Songs as (ellengaged pupils to produce chunks or fixed patterns of the language in a fun (ay.
“%ongs, listen to songs, filling the gap with the songs, they can listen to thespecific word we are learning” !T%%$'
8' Children ask ;uestions to the teacher.
2uring the routine of ;uestions, at the beginning of the class. *t (as obsered that notonly the teachers asked ;uestions to children. -upils ask ;uestions to the teacher as (ell.
“They like not only to answer questions, but to make questions to me, to theteacher and that*s a ?ittle difficult for them to make questions, because they are
used to answer” !T%%/'
7' Bames.
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Chilean teachers of English as a foreign language: Teaching Speaking Skills strategies to young learnersin large classes.
Bames are used at the beginning and at the end of the lesson. 6ne of the teachers
obsered, used games in order to practice oral production (ith her pupils. irst, she
played in one class tic3tac3toe and in the third class she played (ords from (ords duringthe round up.
“%ome games, some games when we start de class and we finish the class ehwith the same strategy, round up the class with the topic we have talked that day
and we can finish with a game or singing a song again” !T%%/'
0' 2rills.
2rills are often used (ith the purpose of checking or reinforcing pronunciation. *n
addition to that, teachers utili@e drilling in order to make students produce chunks or torepeat ;uestions like: +ay * go to the bathroom pleaseI
“)ell, if cover a specific topic, ehh we usually do some drills, that meansrepetition”$ T%%/'
“)ell, teachers use a lot of repetitions, techniques, and a lot of drilling…”!S%%)'
G' Spelling.
Spelling refers to the deconstruction of a (ord by saying each of the o(els or
consonants that compounds it. Teachers used spelling along the class, in order to
practice the alphabet they hae learn in Year $.
“)ell, ?ittle kids like for instance, eh spelling words” !T%%/'
H' 2escriptions.
This strategy is (idely used in order to elicit oral production as (ell as predicting
information from their students. -upils are asked to describe principally pictures orcharacters from their course books actiities or picture stories.
“f we are about to read a story, they can look at the pictures and they infer,
can infer the information from them…” !T%%$'
&' -erforming short dialogues
This is a common strategy employed by teachers in order to promote oral productionfrom pupils. *t can be (orked by teachers in t(o (ays. or example, children can read
and perform the dialogues in front of the class mean(hile they can improise and repeatsome (ords from the original dialogues, but they can make their o(n sentences as (ell.
“#lso there is a lot of role playing and dialogues of the class, which is
something that the kids love to do, usually the same dialogue they have on the
book the teachers go and they read it in, like dramati.ed…” $%&&'(
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Chilean teachers of English as a foreign language: Teaching Speaking Skills strategies to young learnersin large classes.
6ften, chants are used by these teachers (ith a double purpose. irst, children learn a
chunk in an unconscious and entertaining (ay. Secondly, chants are utili@ed by teachers
(hen they (ant to call students attention, keep ;uiet or tide up.
“The teachers use different techniques that can foster the production of Englishin an oral way, for example there is a lot of singing there is a lot of chanting$ S%%)'
S'7c*tego"(0 LISTENING ACTI-ITIES.
/' Listen to music, dialogues and stories.
efore speaking children need to be exposed to the target language by proiding input
(ith multiple listening actiities. The most common used in the classes obsered (asthe listening to songs, dialogues and short stories from the course books actiities.
“)e listen to stories, to music” !T%%$'
C*tego"(0 STRATEGIES E3PLO/E TO TEACH SPEA>ING S>ILLS.
/' Teachers input in L$.
Since teachers are asked to speak /%%R in English. *n this case study teachers talk
during eery class is a complementary tool for students to receie comprehensible input.
“The classes are done a hundred per cent in English” !S%%)'
“9eah… first of all, we have to speak :&&J in English we are not allowed tosay every single word in %panish…” !T%%$'
C*tego"(0 CLASSROO3 3ANAGE3ENT.
/' Lack of students4 attentieness.
ecause of the class si@e, some students lose their concentration span during the English
lesson and stop paying attention. =hen pupils are distracted, often they make noise and
misbehae. 5ccording to the teachers this situation happens especially to studentssitting at the back. 6ne of the teachers commented:
“2ecause they don*t focus, they are not concentrated in the class, sometimes, so
the, maybe we are reading a story or we are listening to the story and they are
lost, they don*t know even the page or sometimes they don*t have the work, and you have to work with those students and you have to make them speak, and
make them participate, because the counsellor is asking you for results at theend of the term…” !T%%$'
$' Change seats.
*n order to deal (ith the problems of students behaior, children misbehaing are askedto moe from their seats and sit closer to the teacher, therefore she can hae a better
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Chilean teachers of English as a foreign language: Teaching Speaking Skills strategies to young learnersin large classes.
management of their behaior.
“%ometimes sit the students who are not concentrated in the class, sit those
students in the, in front of the class, next to me, near me, so can control them
easily, and that works, think and most of the students like English, so don*thave problems, so keeping under control those students have a good class,ok…” !T%%$'
)' Enhance students4 confidence.
*n order to lo(er affectie filters, children need to feel confident in English lessons.
Therefore, (hen encountering these problems teachers, praise students orally, ask them
to perform their presentations (ith her before, (hen feeling unsecure.
“9eah, sometimes, once or twice, but try to make them feel confident, because,
well sometimes they say the presentation /ust with me in private and then givehim or her, the feedback and when they feel confident they can say it in front of
the class, most of the time, that works, because when the student is shy or have
problems, they do it very well in private with me and have to encourage him orher, to give it in front of the class and students can see in front of their
classmates doing the same thing, so that is motivating for him or her…” !T%%$'
8' Engaging students4 attention and participation
5ccording to the teachers one of the main strategies employed by them in order to
control their classes is to call students attention, inoling them in class by constantlyasking ;uestions, (alking around the classroom, checking their (orks progress.
“ ask them anyway the set of questions, what is your name" >ow are youtoday" ask them and they listen to the answers, they listen to their classmates
and they are used to listen to English, so they have to learn, they know, they
know something, it*s impossible for them not to know anything …” !T%%$'
“They try at the beginning not to follow you, but when you start and you push
up the class with you, they surrender and they follow me and the class…”!T%%/'
7' =ork on isolated groups.
6ne of the (ays teachers found in order to pay attention to eery student4s oral
performance is to (ork on small groups. 2uring the routine of ;uestions teachers
concentrate on certain students, after they hae asked them seeral ;uestions, theteachers focus on some other group. *n that (ay they can manage to listen to all
students.
“%o, separate students, mean for instance on 1onday focus my class on the
round up on five or ten students, then, next day with other five or ten students,
new five or ten students, so can cover the whole class at the end of 5riday”!T%%/'
“%o, it*s a ?ittle difficult to have the chance to eh listen to every student, so, we
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try to focus each day with some group, a determine group” !T%%/'
0' 5ddress their students by their names.
*t (as obsered that in order to manage discipline (ithin the language classroom, theteacher addressed students by their names. ot only to scold them, but also to ask them
;uestions or to enhance their participation.
G' ?se of L/ in the classroom.
Teachers feel that sometimes is not possible for them to gie the class /%%R in English,therefore (hen students dont understand concepts or instructions, teaches use their
mother tongue. *n addition to that, L/ is employed as (ell for scolding pupils.
“2ecause our 6ro/ect, one of the main goals is try to all the class in English, notto speak %panish, so when they got problems in English, sometimes have to
use, ehh %panish, to give an example, they definitely don*t understand, even if do some mimics and, but if can see their faces that they do not understand
anything, unfortunately have to use %panish+” !T%%/'
“%ometimes have to scold students in %panish, because it*s mean %panishsounds, mean more strict than English, don*t know… 9eah…” !T%%$'
$. COES TA>EN FRO3 INTER-IES8 ATA ANAL/SIS.
C*tego"#es0 IFFICULTIES.
/' Lack of opportunities to practice English
-upils hae limited opportunities to practice (hat they hae learned in their English
lessons outside the school, because their parents do not speak English, they do not haechances to meet natie speakers or access to authentic materials.
“They do not hear at home, so they produce English here, /ust in the class in ourschool, in the school…” !T%%/'
“The class, stop here when they go home, they do not speak English…” !T%%/'
“)e have one hour, sorry, five hours of English a week, eh the only sub/ect in
English is English, ok we don*t have any other sub/ect like science or math orlanguage, like other students, like other school…” !T%%$'
$' Lack of accessibility to the course book from students.
Since the schools social enironment belongs to a lo(3income neighborhood.Sometimes, parents cannot afford to buy a priate book because of its high price.
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Therefore, teachers hae to encounter this reality and find solutions on their o(n.
“%ome parents hasn*t got money or enough money to buy the book, so
sometimes we have that problem, because the books are expensive and not all
the children can afford that, eh…” !T%%$'
)' School4s social enironment.
5ccording to teachers as (ell as the superisor, since the school is settled do(n in a
shantyto(n, the reality itself brings (ith it many disadantages like disrupted families,etc. =hich makes harder to teach in that enironment.
“This is a special school, a school were most of the children come from, eh, not
poor families, but a low social level, so they do not hear at home, so they produce English here, /ust in the class in our school, in the school…” !T%%/'
“)ith the kind of children that we have here in this school, we have big problems, most of them…” !T%%/'
“n this school, most of the children are poor, ok", the social environment is not
good !T%%$'
“2ecause this is a part subsidi.ed school is not a private school, it*s a school
that is located in an area, there are a lot of social and economical problems, alot of disrupted families, here, we have a lot of children and do not have or
father or a mother, children with step parents, children with parents are in /ail
and they have a very sad reality in their houses so that makes it even more
valuable to think that in spite of the…this terrible reality they have to face isthat they are still able to come to school and learn English, which is somethingtotally far from their world and think we are doing a good /ob with them…”
!S%%)'
S'7c*tego"(0 L*"ge Cl*sses.
/' Teachers lack of time to prepare material.
Teachers are (ell kno(n for not haing time because of the multiple tasks they haerespond to. *n this school, teachers refer to their lack of time in relation to creating ne(
materials or looking for ne( strategies to make their lessons more aried.
“)ell it is well known that teachers don-t have many, don-t have much time to
prepare or classes or to make a, mm, don*t know, more… maybe we don*t have
time to prepare innovative activities, we are always running out of time…”!T%%$'
K2ecause we have to plan from class to class and sometimes we don*t have time,
we are always in a rush, and we have to keep lesson plans on time…” !T%%$'
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“#s they usually they don*t have time to look at extra stuff, we provide that,
right"” !S%%)'
$' Students4 inolement.
ecause of the large number of students, teachers considered that it affects on students
attentieness. or example, children in the first ro(s, often pay more attention thatpupils sitting at the back do, affecting in the deelopment of the target language.
“The number of students per class might be a problem because, sometimes youare in the class, the students that are sitting in the first rows, in the first rows,
sitting in the first rows, students pay attention, participate and the students who
are sitting at the back, doesn*t, don*t pay attention, it*s difficult to make themconcentrate on the class…” !T%%$'
“%o, it*s a ?ittle difficult to have the chance to eh listen to every student, so, we
try to focus each day with some group, a determine group” !T%%/'
“)ell, in general terms would say, teaching specifically this skill, speaking eh
it*s not a disadvantage, but it*s a difficult to follow all the steps when there areforty five! forty!six students in the class” !T%%/'
)' oise.
2uring the obserations, teachers fre;uently encountered problems (ith noise. Teachers
(ere constantly asking students to be ;uiet, to close their mouths and to (ork in silence.
Chants (ere also used to control students4 noise. "o(eer, according to the teachersthey do not hae many problems (ith noise:
don*t have ehh++ ehhh++ hard problems with noise inside the classroom, thestudents behavior in general+ They try at the beginning not to follow you, but
when you start and you push up the class with you, they surrender and they
follow me and the class…” !T%%/'
8' Class si@e.
Teachers complained about the number of students per class, since it is difficult forthem to carry out oral actiities. They feel like if classes (ere smaller, they (ould hae
more opportunities to dedicate attention and time to pupils indiiduality.
“2ut you know… it*s a little difficult, because we teach large classes, forty five,forty, forty six students on each class…” !T%%/'
“f classes were smaller, we could have had better results, eh because we couldfocus in each student more time…” !T%%/'
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C*tego"(0 TEACHERS8 PERSPECTI-ES.
S'7c*tego"(0 /o'ng Le*"ne"s.
/' Limited deelopment of (riting and reading skills.
5ccording to the teachers as (ell as the superisor, young learners bet(een 0 or H years
old are still in the process of deeloping and strengthen their (riting and reading skills.Therefore, the mean of instruction to teach them must be speaking.
“#t the same time, it might be a little bit more difficult for them to discriminatebetween the two languages, so it is better to begin with the oral skill, right"
)ith the speaking first and then when they are in second grade or so we
introduce the reading and writing…” !S%%)'
“The little kids you know, they don*t know how to read, they don*t recogni.e ehletters” !T%%/'
“=ne because the kids for example in first and second grade they are /ustbeginning to read and write in their mother tongue, so if you start with reading
and writing together, right" !S%%)'
$' YLLs go through a silent period.
6ften, (hen 1ust starting to learn English, children (ould not speak immediately. They
may need time to begin their oral production, (hich is understood by one of the
teachers as Kstudents4 silent period. or example, one of the teachers pointed out:
“They receive and can produce not immediately, would say, because they also
have ehh a silent period for them to internali.e the contents or what the newlanguage we want to produce on them and then when they feel more confident
they /ust produce” !T%%/'
)' YLLs are (illing to participate
The teachers as (ell as the superisor, expressed in the interie(s that children are
often happy, they are playful, and they are motiated and the great ma1ority of childrenlike, feel enthusiastic about English and they en1oy different actiities.
“They are more motivated” !T%%/'
“ think, children are very playful, they want to speak, they want to participate
all the time, they want to do many things and they don*t… that is not a problem
for them, for young learners, because they want to speak, they want to participate all the time…” !T%%$'
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“5or me it*s a very good class and they are opened to receive and to learn
everyday more things…” !T%%/'
8' YLLs learn through repetitie actiities.
Teachers expressed in the interie(s that YLs learn ocabulary, songs, games and
language structures by repetition. -art of the class routine, is constructed by asking thesame kind of ;uestions to pupils eeryday. This is done (ith other strategies too.
“ can see the results faster than other ways don*t know, but practicingeveryday the same questions, the same patters, ehh little students are used to
those patterns, so then can give an answer” !T%%/'
7' The younger the better.
*n the interie(s, the teachers and the superisor belieed that the younger children
begin to learn a foreign language the better results and high leel of achieement (ill be
accomplished.
“5or example if we see the kids that began with this pro/ect four years ago andthey are now on third grade, right" f they started in kinder, they are in thirdgrade now, the kids are able to answer a lot of questions…” !S%%)'
“%ince children have English from kinder, it is easier for them to produce someideas in English…” !T%%$'
“mmhh well, first of all, they have English from kinder and that*s a very goodadvantage, because you can do many things with them, when they are in first orforth grade, they are listening to English, when they are in third or forth grades,
you can check the pronunciation in early students, they can speak, because in
first grade, they… some of them don*t know how to write so you can develop thespeaking strategy and the listening…” !T%%$'
S'7c*tego"(0 TEACHERS8 EPERIENCE.
/' elying on professionalNteaching competences.
Een though teachers hae the support and guidelines from the schools pro1ect, (hen
putting in practice the actiities they are asked to do, sometimes they struggle and mustfind resources, (hich are part of their personal repertoire or teaching experience.
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“=h, think use both, because can take ideas from the guidelines, ammm,
some of them and interesting and can do them in a particular class…” !T%%$'
“1ost of the time, they are mixed, because can use the ideas of the guidelines
and can use my ideas, that*s why am saying use both, but sometimes change it, change the ideas of the guidelines…” !T%%$'
$' Teaching style.
Teachers hae their o(n style (hen teaching. The teachers of this school are asked to
fulfill the re;uirements of an external pro1ect. "o(eer, both of them hae they o(n
personal (ay of applying the demands, (hich is connected to their o(n teaching style.
“ think there is something of personal style in every teacher, for example, there
are some teachers who are very keen on using visual aids, which is veryimportant to produce oral language…” !T%%)'
KThere are teachers who like drilling more than others, right" =thers that likestudents to perform in front of the class or to dramati.e a dialogue…” !T%%)'
C*tego"(0 PRO?ECT.
/' Lessons are diided in different stages.
The pro1ect states that English lessons must be diided in fie steps: the class mustbegin (ith a (arm3up, set of ;uestions, (hich is follo(ed by the actiity stage !use of
course book'. inally, the summary of the lesson and the round up.
“#t the beginning the first part of the 6ro/ect we have to follow some steps thatmean starting with warming up or lead in, then practice the activities, ehh in
which learners have the opportunities to use the language, then we have thewarm up, sorry the round up or the post activity in which learners do free
activities on the topics and work with the language that we are using+ think
those are the three main steps we follow” !T%%/'
$' Lessons must be done /%%R in English.
The main ob1ectie of the pro1ect is that teachers hae to do their classes /%%R inEnglish. y asking their students to reply in English as (ell. *n order to create an
immersion atmosphere for 87 minutes.
“yeah… first of all, we have to speak :&&J in English we are not allowed to
say every single word in %panish…” !T%%$'
“The instructions are given in English that students must communicate in
English too, if they want to go to the bathroom they have to say it in English…”!T%%$'
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“The teacher has to do those five hours completely in English…” !S%%)'
“The main reason is that the classes are done a hundred per cent in English and
also during the class we tried to have the teachers use different techniques that
can foster the production of English in an oral way…” !S%%)'
)' Superisor4s role.
5s the person in charge of the pro1ect, the superisor has got many roles. She obseres
lesson, proides feedback, (rite reports and has (eekly meetings (ith the teachers.
“9es, we have a counsellor, she comes every week, we gather together, all the
colleagues we discuss the results of the classes, also she once a month, she
supervises our classes” !T%%/'
“9es, we have a feedback” !T%%/'
8' Superisor4s support.
"er role (ithin the school as (ell is to help and assist teachers in their eeryday
problems, such as proiding extra material, going to obsere in more occasions (hen
needed, checking tests and discussing classroom problems like misbehaior.
“%ometimes we receive feedback from the counselor, because the counselorcomes to observe classes once a month and she gives her feedback from ourclasses the good strategies and the strategies, which are not so good…” !T%%$'
“9eah, she can give us ideas to manage some problems or classroom
management, she can gives us ideas, she brings us ideas to work with somegrammar points like extra materials…” !T%%$'
“3o, apart from the materials taken into account in the book, no, no any othermaterial…” !T%%$'
“9es, we have a counselor, she comes every week, we gather together, all thecolleagues we discuss the results of the classes, also she once a month, shesupervises our classes” !T%%/'
“9es, we have a feedback” !T%%/'
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