Abstract
| Original language | English |
|---|---|
| Title of host publication | Voices from the TESOL Classroom |
| Subtitle of host publication | Participant Inquiries in Young Learner Classes |
| Editors | Fiona Copland , Sue Garton |
| Place of Publication | Maryland, Estados Unidos |
| Publisher | TESOLPress |
| Chapter | 8 |
| Pages | 67-76 |
| Number of pages | 9 |
| ISBN (Print) | 9781942799733 |
| Publication status | Published - Feb 2018 |
Publication series
| Name | TESOL Voices |
|---|---|
| Publisher | TESOLPress |
Fingerprint
Cite this
}
Playing in English : The emerging voices of pre-primary children in a foreign language context. / Mourão, Sandra Jones.
Voices from the TESOL Classroom: Participant Inquiries in Young Learner Classes. ed. / Fiona Copland ; Sue Garton. Maryland, Estados Unidos : TESOLPress, 2018. p. 67-76 (TESOL Voices).Research output: Chapter in Book/Report/Conference proceeding › Chapter
TY - CHAP
T1 - Playing in English
T2 - The emerging voices of pre-primary children in a foreign language context
AU - Mourão, Sandra Jones
N1 - info:eu-repo/grantAgreement/FCT/5876/147374/PT# UID/ELT/04097/2013
PY - 2018/2
Y1 - 2018/2
N2 - Potential provision for early language learning should be integrated into early childhood pedagogy and should not be formalized or designed to ‘fast track’ youngsters out of their childhood experiences” (European Commission, 2011, p. 13). This quote comes from a European policy handbook that outlines what should be happening in preprimary language learning contexts. Reports are emerging that suggest English is taught at the preprimary level in most countries using stand-alone lessons, with formal explicit language instruction focusing on developing discrete language skills and ignoring the importance of integration and age-appropriate pedagogies (Mourão & Lourenço, 2015; Murphy & Evangelo, 2016). This chapter describes a way in which English is successfully integrated into early childhood pedagogy through a balanced approach of teacher-led activity and child-initiated play in English in a preprimary school in Portugal.
AB - Potential provision for early language learning should be integrated into early childhood pedagogy and should not be formalized or designed to ‘fast track’ youngsters out of their childhood experiences” (European Commission, 2011, p. 13). This quote comes from a European policy handbook that outlines what should be happening in preprimary language learning contexts. Reports are emerging that suggest English is taught at the preprimary level in most countries using stand-alone lessons, with formal explicit language instruction focusing on developing discrete language skills and ignoring the importance of integration and age-appropriate pedagogies (Mourão & Lourenço, 2015; Murphy & Evangelo, 2016). This chapter describes a way in which English is successfully integrated into early childhood pedagogy through a balanced approach of teacher-led activity and child-initiated play in English in a preprimary school in Portugal.
M3 - Chapter
SN - 9781942799733
T3 - TESOL Voices
SP - 67
EP - 76
BT - Voices from the TESOL Classroom
A2 - Copland , Fiona
A2 - Garton, Sue
PB - TESOLPress
CY - Maryland, Estados Unidos
ER -