Exploring english for young learners (EYL) pre-service teachers' experiences: Innovations during their teaching practicum
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Published:
Apr 13, 2022
Keywords:
innovation, thematic lesson, TEYL, Pre-service EYL teachers
Main Article Content
(1) * Rina Wahyu Setyaningrum
English Language Education Department, Faculty of Teacher Training and Education, Universitas Muhammadiyah Malang, Indonesia
Indonesia
(2) Oikurema Purwati
English Department, Faculty of Languages and Arts, Universitas Negeri Surabaya, Indonesia
Indonesia
(3) Kharisma Naidi Warnanda Sabgini
English Language Education Department, Faculty of Teacher Training and Education, Universitas Muhammadiyah Malang, Indonesia
Indonesia
(*) Corresponding Author
Abstract
Innovation related to Teaching English to Young Learners (TEYL) provide opportunities for learners to gain experience using English contextually. This is the implication of the new paradigm of English as an International Language (EIL) in which learning English is no longer aimed at forming learners to speak as the native speakers. Therefore, innovations in TEYL is needed to answer the challenges of changing the status of English in Primary Schools (SD) from subject to extra-curricular. Referring to lesson plans developed by pre-service EYL teachers (PSTs), observation and interviews, the innovations in thematic lessons for TEYL were investigated. The findings showed that all lesson plans have been integrating innovations, including character building in accordance with the 2013 curriculum and intercultural competency that are important for language learning. To interact in the classroom, first language (L1) was used with colloquial variation, code-mixing and code-switching as well as translation. In conclusion, the innovative lessons for TEYL has been practiced by prospective primary school English teachers for preparing themselves to teach at the real school setting after their graduation. It is suggested that further research will be carried out at primary schools participated by in-service teachers and focused on each innovation in order to find TEYL innovative models.
HIGHLIGHTS:
- The study recognizes a shift in the paradigm of Teaching English to Young Learners (TEYL) due to the emergence of the new paradigm of English as an International Language (EIL).
- English for Young Learners (EYL) requires the teachers’ creativity in teaching it.
- Innovative EYL classes could be characterized by the selection of intelligent themes or topics, ways for delivering new knowledge while giving young learners with context-based English experience, and less demanding evaluation.
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How to Cite
Setyaningrum, R. W., Purwati, O., & Sabgini, K. N. W. (2022). Exploring english for young learners (EYL) pre-service teachers’ experiences: Innovations during their teaching practicum. JEES (Journal of English Educators Society), 7(1), 43-54. https://doi.org/10.21070/jees.v7i1.1645
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Copyright (c) 2022 Rina Wahyu Setyaningrum, Oikurema Purwati, Kharisma Naidi Warnanda Sabgini
This work is licensed under a Creative Commons Attribution 4.0 International License.
References
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Yin, R. K. (2016). Qualitative Research from Start to Finish (second). New York: The Guilford Press.
Zein, M. S. (2016). Professional Development Needs of Primary EFL Teachers : Perspectives of Teachers and Teacher Educators. Professional Development in Education, 5257(March), 1–21. https://doi.org/10.1080/19415257.2016.1156013
Zein, S. (2014). Pre-service Education for Primary School English Teachers in Indonesia: Policy Implications. Asia Pacific Journal of Education, (29 October 2014), 1–16. https://doi.org/10.1080/02188791.2014.961899
Zein, S. (2015). Factors Affecting the Professional Development of Elementary English Teachers. Professional Development in Education, (April), 37–41. https://doi.org/10.1080/19415257.2015.1005243
Zein, S. (2017). Language-in-Education Policy on Primary EFL: The Case of Indonesia. International Journal of Pedagogy & Learning, 12(2), 133–146. https://doi.org/10.1007/BF00598171
Zulhermindra. (2018). Promoting English Club as An Extracuricular Activity for Young Learners: Suggested Procedure. 3rd International Conference on Education 2018 - Teachers in the Digital Age, 389–400.
Carless, D. (2012). Innovation in Language Teaching and Learning. The Encyclopedia of Applied Linguistics, (January). https://doi.org/10.1002/9781405198431.wbeal0540
Creswell, J. W. (2012). Educational Research: Planning, Conducting and Evaluating Quantitative and Qualitative Research (Fourth). Boston: Pearson.
Erben, T., Ban, R., & Castaneda, M. (2009). Teaching English Language Learners through Technology. New York and London: Routledge.
Inbar-Lourie, O. (2010). English only? the linguistic choices of teachers of young EFL learners. International Journal of Bilingualism, 14(3), 351–367. https://doi.org/10.1177/1367006910367849
Marlina, R., & Giri, R. A. (2014). The Pedagogy of English as an International Language: Perspective from Scholars, Teachers, and Students. https://doi.org/10.18823/asiatefl.2018.15.4.23.1186
McKay, S. L. (2003). EIL curriculum development. RELC Journal, 34(1), 31–47. https://doi.org/10.1177/003368820303400103
McKay, S. L. (2018). English As an International Language: What It Is and What It Means For Pedagogy. RELC Journal, 49(1), 9–23. https://doi.org/10.1177/0033688217738817
Meisani, D. R., & Musthafa, B. (2019). Responses towards Policy on TEYL in Elementary Schools : Elevent Conference on Applied Linguistics (CONAPLIN 2018), 254(060), 140–144.
Merriam, S. B., & Tisdell, E. J. (2016). Qualitative Research: A Guide to Design and Implementation. San Fransisco: John Wiley & Sons., Inc.
Newton, J. (2016). Teaching English for Intercultural Spoken Communication. In W. A. Renandya & H. P. Widodo (Eds.), English Language Teaching Today : Linking Theory and Practice (pp. 25–40). https://doi.org/10.18823/asiatefl.2017.14.2.14.373
Nurhajati, D. (2018). Creating English Student Book Through Project Based Learning in TEYL Subject. 145(Iconelt 2017), 66–69. https://doi.org/10.2991/iconelt-17.2018.16
Oktaviani, A., & Misgiyati, D. (2019). CLASSROOM LANGUAGE EMPLOYED BY TEACHERS IN TEACHING EYL IN LUBUK LINGGAU. Jambi-English Language Teaching Journal, 4(1), 9–15.
Orafi, S. M. S. (2013). Effective Factors in the Implementation 0f ELT Curriculum Innovations. Scientific Research Journal, I(V), 14–21.
Pinter, A. (2019). Agency and technology-mediated task repetition with young learners. Language Teaching for Young Learners, 1(2), 139–160. https://doi.org/10.1075/ltyl.00010.pin
Rachmajanti, S., & Anugerahwati, M. (2019). Predictors of the students’ english achievement at lower secondary school: Clil context. Teflin Journal, 30(1), 72–87. https://doi.org/10.15639/teflinjournal.v30i1/72-87
Richards, L. (2005). Handling Qualitative Data: A Practical Guide. Washington DC.: SAGE.
Rose, H., & Montakantiwong, A. (2018). A Tale of Two Teachers: A Duoethnography of the Realistic and Idealistic Successes and Failures of Teaching English as An International Language. RELC Journal, 49(1), 88–101. https://doi.org/10.1177/0033688217746206
Schröter, T., & Danielsson, K. M. (2016). English for Young Learners in Sweden : Activities , materials and language use in the classroom. 47–73.
Sehan, Z. (2018). An investigation on the last year EFL university students ‟ ideas on using story in teaching English to young learners. Journal of Language and Linguistic Studies, 14(1), 125–138.
Seitz, H., & Bartholomew, C. (2008). Powerful portfolios for young children. Early Childhood Education Journal, 36(1), 63–68. https://doi.org/10.1007/s10643-008-0242-7
Setyaningrum, R. W., & Purwati, O. (2020). Projecting the Implementation Feasibility of CLIL Approach for TEYL at Primary Schools in Indonesia. JEES (Journal of English Educators Society), 5(1), 23–30. https://doi.org/10.21070/jees.v5i1.352
Shin, J., & Crandall, J. (2014). Teaching Young Learners English: From Theory to Practice. Singapore: Heinle Cengage Learning.
Shin, J. K. (2014). Using Songs and Movement with Young Learners of English. English Teraching Forum, 14–25. Retrieved from americanenglish.state.gov/english-teaching-forum
Sulistiyo, U., Haryanto, E., Widodo, H. P., & Elyas, T. (2019). The Portrait of Primary School English in Indonesia : Policy Recommendations. Education 3-13, 0(0), 1–15. https://doi.org/10.1080/03004279.2019.1680721
Taylor, S. J., Bodgan, R., & DeVault, M. L. (2016). Introduction to Qualitative Reasearch Methods: A Guidebook and Resourse. New Jersey: John Wiley & Sons., Inc.
Tomlinson, B. (2013). Innovation in Material Development. In K. Hyland & L. L. C. Wong (Eds.), Innovation and Change in English Language Education (p. 284). https://doi.org/10.4324/9780203362716
Waters, A. (2009). Managing innovation in English language education. Language Teaching, 42(4), 421–458. https://doi.org/10.1017/S026144480999005X
Yin, R. K. (2016). Qualitative Research from Start to Finish (second). New York: The Guilford Press.
Zein, M. S. (2016). Professional Development Needs of Primary EFL Teachers : Perspectives of Teachers and Teacher Educators. Professional Development in Education, 5257(March), 1–21. https://doi.org/10.1080/19415257.2016.1156013
Zein, S. (2014). Pre-service Education for Primary School English Teachers in Indonesia: Policy Implications. Asia Pacific Journal of Education, (29 October 2014), 1–16. https://doi.org/10.1080/02188791.2014.961899
Zein, S. (2015). Factors Affecting the Professional Development of Elementary English Teachers. Professional Development in Education, (April), 37–41. https://doi.org/10.1080/19415257.2015.1005243
Zein, S. (2017). Language-in-Education Policy on Primary EFL: The Case of Indonesia. International Journal of Pedagogy & Learning, 12(2), 133–146. https://doi.org/10.1007/BF00598171
Zulhermindra. (2018). Promoting English Club as An Extracuricular Activity for Young Learners: Suggested Procedure. 3rd International Conference on Education 2018 - Teachers in the Digital Age, 389–400.