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  • Teaching English as a second language in Sri Lankan primary schools: opportunity and pedagogy /
Tác giả CN Little, Angela W.
Nhan đề Teaching English as a second language in Sri Lankan primary schools: opportunity and pedagogy / Angela W. Little
Thông tin xuất bản 2019
Mô tả vật lý p.113-127
Tóm tắt Policy guidelines in Sri Lanka prescribe how and for how long English should be taught as a second language in primary education but practices on the ground may deviate. Opportunities for teaching and learning and pedagogy are key aspects of the process of learning. Using a large-scale survey this paper addresses (i) how much time is allocated to the teaching of English and how much time is lost, (ii) how English teachers use their time in primary education classrooms and (iii) the factors associated with student-centred learning and on academic learning in general. Around a quarter of the class time is lost through timetabling, teacher absenteeism, lesson start and finish times and teacher off task activity. Teachers who spend more time teaching in class are more likely to be in rural or estate schools and in schools with more facilities, and to have attended the Primary English Language Programme in the past. Teachers who spend more time on student-centred activities are more likely to be teaching Grade 3 than Grade 5, using remedial methods and holding an official ‘appointment’ as an English teacher. Policy implications for Sri Lanka are considered and points of comparison with policies and practices elsewhere raised.
Đề mục chủ đề Language teaching--English
Thuật ngữ không kiểm soát English
Thuật ngữ không kiểm soát Teaching methods
Thuật ngữ không kiểm soát Phương pháp giảng dạy
Thuật ngữ không kiểm soát Sri Lanka
Thuật ngữ không kiểm soát Time on task
Thuật ngữ không kiểm soát Student-centred pedagogy
Thuật ngữ không kiểm soát Primary education
Thuật ngữ không kiểm soát Tiếng Anh
Thuật ngữ không kiểm soát Giáo dục tiểu học
Nguồn trích Language, Culture and Curriculum- Volume 32, No 2/2019
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24510|aTeaching English as a second language in Sri Lankan primary schools: opportunity and pedagogy / |cAngela W. Little
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30010|ap.113-127
520 |aPolicy guidelines in Sri Lanka prescribe how and for how long English should be taught as a second language in primary education but practices on the ground may deviate. Opportunities for teaching and learning and pedagogy are key aspects of the process of learning. Using a large-scale survey this paper addresses (i) how much time is allocated to the teaching of English and how much time is lost, (ii) how English teachers use their time in primary education classrooms and (iii) the factors associated with student-centred learning and on academic learning in general. Around a quarter of the class time is lost through timetabling, teacher absenteeism, lesson start and finish times and teacher off task activity. Teachers who spend more time teaching in class are more likely to be in rural or estate schools and in schools with more facilities, and to have attended the Primary English Language Programme in the past. Teachers who spend more time on student-centred activities are more likely to be teaching Grade 3 than Grade 5, using remedial methods and holding an official ‘appointment’ as an English teacher. Policy implications for Sri Lanka are considered and points of comparison with policies and practices elsewhere raised.
65000|aLanguage teaching|xEnglish
6530 |aEnglish
6530 |aTeaching methods
6530 |aPhương pháp giảng dạy
6530 |aSri Lanka
6530 |aTime on task
6530 |aStudent-centred pedagogy
6530 |aPrimary education
6530|aTiếng Anh
6530|aGiáo dục tiểu học
7730 |tLanguage, Culture and Curriculum|gVolume 32, No 2/2019
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