Playing in English

The emerging voices of pre-primary children in a foreign language context

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

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.
Original languageEnglish
Title of host publicationVoices from the TESOL Classroom
Subtitle of host publicationParticipant Inquiries in Young Learner Classes
EditorsFiona Copland , Sue Garton
Place of PublicationMaryland, Estados Unidos
PublisherTESOLPress
Chapter8
Pages67-76
Number of pages9
ISBN (Print)9781942799733
Publication statusPublished - Feb 2018

Publication series

NameTESOL Voices
PublisherTESOLPress

Fingerprint

foreign language
childhood
language
language instruction
European Policy
European Commission
Portugal
learning
teacher
school
experience

Cite this

Mourão, S. J. (2018). Playing in English: The emerging voices of pre-primary children in a foreign language context. In F. Copland , & S. Garton (Eds.), Voices from the TESOL Classroom: Participant Inquiries in Young Learner Classes (pp. 67-76). (TESOL Voices). Maryland, Estados Unidos: TESOLPress.
Mourão, Sandra Jones. / Playing in English : The emerging voices of pre-primary children in a foreign language context. Voices from the TESOL Classroom: Participant Inquiries in Young Learner Classes. editor / Fiona Copland ; Sue Garton. Maryland, Estados Unidos : TESOLPress, 2018. pp. 67-76 (TESOL Voices).
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abstract = "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 (Mour{\~a}o & Louren{\cc}o, 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.",
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Mourão, SJ 2018, Playing in English: The emerging voices of pre-primary children in a foreign language context. in F Copland & S Garton (eds), Voices from the TESOL Classroom: Participant Inquiries in Young Learner Classes. TESOL Voices, TESOLPress, Maryland, Estados Unidos, pp. 67-76.

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 proceedingChapter

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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.

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A2 - Garton, Sue

PB - TESOLPress

CY - Maryland, Estados Unidos

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Mourão SJ. Playing in English: The emerging voices of pre-primary children in a foreign language context. In Copland F, Garton S, editors, Voices from the TESOL Classroom: Participant Inquiries in Young Learner Classes. Maryland, Estados Unidos: TESOLPress. 2018. p. 67-76. (TESOL Voices).