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Implementing innovation in primary EFL: a case study in Greece./ Evdokia Karavas.
// ELT journal. 2014, Vol. 68, No. 3. 2014p. 243-253. The purpose of this article is to highlight and discuss the strategies used to diffuse and manage a primary ELT innovation in Greece, strategies that proved essential for developing stakeholders’ acceptance and ownership of the innovation, thereby facilitating its further development and sustainability. The PEAP Programme, launched in 2010, involved the introduction of EFL in the first and second grades of public primary schools in Greece. The extent of its impact and acceptance by teachers and other stakeholders was unexpected given the fact that the project was developed and implemented within a context of social and political instability and massive public sector and economic reform. The strategies reported in this article have implications for the successful management and implementation of primary EFL innovations in Europe and elsewhere.
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Narratives of second language identity amongst young English learners in Hong Kong./ Sharon Besser and Alice Chik.
// ELT journal. 2014, Vol. 68, No. 3. 2014.p. 299-309. This article reports on an exploratory study responding to the problem of understanding how young learners position themselves as speakers of a foreign language. A group of 24 Hong Kong primary-school children (ages 10–12) who are in the process of simultaneously learning English and developing narratives of identities as English speakers, participated in a photo-elicitation project. Two distinct narratives of identity were found. ‘Cosmopolitans’ seemed to draw on multiple resources, largely based on their access to the social and economic benefits of using a great variety of English learning opportunities and popular culture media. ‘Pragmatists’ had fewer resources and were more uncertain about their future learning opportunities. This study demonstrates the importance of considering how educational policy, cultural values, and distribution of resources may impact on young learners studying in similar contexts. Implications are explored and suggestions made for ways teachers can support and foster identity development.
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Primary English teacher education in Europe./ Janet Enever.
// ELT journal. 2014, Vol. 68, No. 3. 2014.p. 231-242. While substantial attention has been given to the introduction of English from the very start of schooling in many European countries today, there remains an insufficient supply of motivated, well-prepared teachers available and willing to meet this demand. This article reviews current mechanisms in Europe aimed at supporting the provision of quality language teacher preparation courses and considers their weaknesses with regard to the needs of primary teachers. This analysis is discussed in relation to evidence of teacher education provision in seven European countries and classroom data drawn from the Early Language Learning in Europe (ELLiE) project. The analysis highlights current weaknesses in provision and concludes by arguing that urgent attention should be given to more relevant guidance in the area of primary teacher education at European level, together with a substantial increase in the provision of continuing professional development in this field across Europe.
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Up and away : using picture books / Wendy Michaels, Maureen Walsh. Melbourne ; Oxford : Oxford University Press, 1990.124 pages : illustrations, facsimiles ; 26 cm.Picture books - Shared reading - Aboriginal stories - Shakespeare and picture books - Themes - Author and illustrator.
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