Primary teachers` beliefs about teaching English to young learners

While there is a growing belief that English should be taught from an early age in order to achieve better results, little is known about the practices and attitudes of primary school English teachers in Spain. Therefore, a qualitative study based on interviews with 22 primary school teachers of Eng...

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Detalles Bibliográficos
Autor: Roothooft, Hanne
Tipo de recurso: artículo
Fecha de publicación:2017
País:España
Institución:Universidad de Alcalá (UAH)
Repositorio:e_Buah Biblioteca Digital Universidad de Alcalá
Idioma:español
OAI Identifier:oai:ebuah.uah.es:10017/32341
Acceso en línea:http://hdl.handle.net/10017/32341
Access Level:acceso abierto
Palabra clave:Teachers’ beliefs
Attitudes
EFL
Primary education
Creencias de profesores
Actitudes
Inglés como lengua extranjera
Educación Primaria
Ciencias sociales
Educación
Education
Social sciences
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spelling Primary teachers` beliefs about teaching English to young learnersLas creencias de los profesores de primaria sobre la enseñanza del inglésRoothooft, HanneTeachers’ beliefsAttitudesEFLPrimary educationCreencias de profesoresActitudesInglés como lengua extranjeraEducación PrimariaCiencias socialesEducaciónEducationSocial sciencesWhile there is a growing belief that English should be taught from an early age in order to achieve better results, little is known about the practices and attitudes of primary school English teachers in Spain. Therefore, a qualitative study based on interviews with 22 primary school teachers of English was carried out in order to investigate teachers’ beliefs about teaching methodology, the use of group work and the use of the mother tongue. It was found that all the teachers believe in following a communicative approach which focuses mainly on speaking and listening and in which the explicit teaching of grammar plays a minor role. Most of the teachers also claimed to use only the target language in class and to make frequent use of group and pair work. One of the aspects which seems to have influenced these teachers’ attitudes is their own negative experience as language learners in traditional, grammar-based classrooms.Aunque se considera a menudo que el inglés debería enseñarse a partir de edades tempranas para mejorar los resultados, se sabe poco sobre las prácticas y actitudes de los profesores de inglés de primaria en España. Por eso, se elaboró un estudio cualitativo basado en entrevistas con 22 profesores de inglés de primaria con el fin de investigar las creencias de estos profesores sobre la metodología, el uso del trabajo en grupo y el uso de la primera lengua. Se observó que todos los profesores creen en el uso de un método comunicativo enfocado en las habilidades orales y de escucha, en lo cual la enseñanza explícita de la gramática es de menor importancia. La mayoría de los profesores también dicen que usan solo la lengua meta en clase y que hacen un uso frecuente del trabajo en grupos. Uno de los aspectos que parece haber influido en las actitudes de estos profesores es su propia experiencia negativa como alumnos en las aulas tradicionales, enfocadas en la gramática.Universidad de Alcalá. Centro Universitario Cardenal Cisneros20172017-01-01journal articlehttp://purl.org/coar/resource_type/c_6501NAhttp://purl.org/coar/version/c_be7fb7dd8ff6fe43info:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10017/32341reponame:e_Buah Biblioteca Digital Universidad de Alcaláinstname:Universidad de Alcalá (UAH)Españolspaopen accesshttp://purl.org/coar/access_right/c_abf2Attribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessoai:ebuah.uah.es:10017/323412026-06-18T11:13:07Z
dc.title.none.fl_str_mv Primary teachers` beliefs about teaching English to young learners
Las creencias de los profesores de primaria sobre la enseñanza del inglés
title Primary teachers` beliefs about teaching English to young learners
spellingShingle Primary teachers` beliefs about teaching English to young learners
Roothooft, Hanne
Teachers’ beliefs
Attitudes
EFL
Primary education
Creencias de profesores
Actitudes
Inglés como lengua extranjera
Educación Primaria
Ciencias sociales
Educación
Education
Social sciences
title_short Primary teachers` beliefs about teaching English to young learners
title_full Primary teachers` beliefs about teaching English to young learners
title_fullStr Primary teachers` beliefs about teaching English to young learners
title_full_unstemmed Primary teachers` beliefs about teaching English to young learners
title_sort Primary teachers` beliefs about teaching English to young learners
dc.creator.none.fl_str_mv Roothooft, Hanne
author Roothooft, Hanne
author_facet Roothooft, Hanne
author_role author
dc.subject.none.fl_str_mv Teachers’ beliefs
Attitudes
EFL
Primary education
Creencias de profesores
Actitudes
Inglés como lengua extranjera
Educación Primaria
Ciencias sociales
Educación
Education
Social sciences
topic Teachers’ beliefs
Attitudes
EFL
Primary education
Creencias de profesores
Actitudes
Inglés como lengua extranjera
Educación Primaria
Ciencias sociales
Educación
Education
Social sciences
description While there is a growing belief that English should be taught from an early age in order to achieve better results, little is known about the practices and attitudes of primary school English teachers in Spain. Therefore, a qualitative study based on interviews with 22 primary school teachers of English was carried out in order to investigate teachers’ beliefs about teaching methodology, the use of group work and the use of the mother tongue. It was found that all the teachers believe in following a communicative approach which focuses mainly on speaking and listening and in which the explicit teaching of grammar plays a minor role. Most of the teachers also claimed to use only the target language in class and to make frequent use of group and pair work. One of the aspects which seems to have influenced these teachers’ attitudes is their own negative experience as language learners in traditional, grammar-based classrooms.
publishDate 2017
dc.date.none.fl_str_mv 2017
2017-01-01
dc.type.none.fl_str_mv journal article
http://purl.org/coar/resource_type/c_6501
NA
http://purl.org/coar/version/c_be7fb7dd8ff6fe43
dc.type.openaire.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv http://hdl.handle.net/10017/32341
url http://hdl.handle.net/10017/32341
dc.language.none.fl_str_mv Español
spa
language_invalid_str_mv Español
language spa
dc.rights.none.fl_str_mv open access
http://purl.org/coar/access_right/c_abf2
Attribution-NonCommercial-NoDerivatives 4.0 International
http://creativecommons.org/licenses/by-nc-nd/4.0/
dc.rights.openaire.fl_str_mv info:eu-repo/semantics/openAccess
rights_invalid_str_mv open access
http://purl.org/coar/access_right/c_abf2
Attribution-NonCommercial-NoDerivatives 4.0 International
http://creativecommons.org/licenses/by-nc-nd/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidad de Alcalá. Centro Universitario Cardenal Cisneros
publisher.none.fl_str_mv Universidad de Alcalá. Centro Universitario Cardenal Cisneros
dc.source.none.fl_str_mv reponame:e_Buah Biblioteca Digital Universidad de Alcalá
instname:Universidad de Alcalá (UAH)
instname_str Universidad de Alcalá (UAH)
reponame_str e_Buah Biblioteca Digital Universidad de Alcalá
collection e_Buah Biblioteca Digital Universidad de Alcalá
repository.name.fl_str_mv
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