- Bài trích
- Nhan đề: Taking play seriously in the pre-primary English classroom./
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Tác giả CN
| Mourão, Sandie. | |
Nhan đề
| Taking play seriously in the pre-primary English classroom./ Sandie Mourão. | |
Thông tin xuất bản
| 2014. | |
Mô tả vật lý
| p. 254-264. | |
Tùng thư
| Oxford University Press. | |
Tóm tắt
| Drawing on experience and the emerging results of a research project, this article examines the role of play, in particular child-initiated play, when learning languages in pre-primary settings. It begins by characterizing play and highlights the importance of a balanced relationship between adult-led and child-initiated play activities. It proposes that English learning areas might facilitate child-initiated play in the target language, and analyses the relationship between adult-led and child-initiated play, consequently outlining a possible format and its components: structure, role, and script. Analysis of a teacher-led activity with a group of children demonstrates how this format supports children in later child-initiated play. Excerpts from observations of children in English learning areas exemplify how teacher-led instruction can enable child-initiated play. The article concludes with a discussion around the implications for practice in pre-primary EFL settings. | |
Thuật ngữ chủ đề
| Ngôn ngữ-Giảng dạy-Tiếng Anh-TVĐHHN | |
Từ khóa tự do
| Pre-primary. | |
Từ khóa tự do
| Project. | |
Từ khóa tự do
| Teaching English. | |
Nguồn trích
| ELT journal.- 2014, Vol. 68, No. 3. |
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| 100 | 1 |aMourão, Sandie. |
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| 245 | 10|aTaking play seriously in the pre-primary English classroom./|cSandie Mourão. |
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| 260 | |c2014. |
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| 300 | |ap. 254-264. |
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| 362 | 0 |aVol. 68, No. 3 (July. 2014) |
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| 490 | |aOxford University Press. |
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| 520 | |aDrawing on experience and the emerging results of a research project, this article examines the role of play, in particular child-initiated play, when learning languages in pre-primary settings. It begins by characterizing play and highlights the importance of a balanced relationship between adult-led and child-initiated play activities. It proposes that English learning areas might facilitate child-initiated play in the target language, and analyses the relationship between adult-led and child-initiated play, consequently outlining a possible format and its components: structure, role, and script. Analysis of a teacher-led activity with a group of children demonstrates how this format supports children in later child-initiated play. Excerpts from observations of children in English learning areas exemplify how teacher-led instruction can enable child-initiated play. The article concludes with a discussion around the implications for practice in pre-primary EFL settings. |
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| 650 | 17|aNgôn ngữ|xGiảng dạy|zTiếng Anh|2TVĐHHN |
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| 653 | 0 |aPre-primary. |
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| 653 | 0 |aProject. |
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| 653 | 0 |aTeaching English. |
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| 773 | |tELT journal.|g2014, Vol. 68, No. 3. |
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