Taking play seriously in pre-primary English classes

Research output: Contribution to journalArticle

Abstract

Drawing on experience and the emerging results of a research project, this article examines the role of play, in particular child-initiated play, when learning languages in pre-primary settings. It begins by characterizing play and highlights the importance of a balanced relationship between adult-led and child-initiated play activities. It proposes that English learning areas might facilitate child-initiated play in the target language, and analyses the relationship between adult-led and child-initiated play, consequently outlining a possible format and its components: structure, role, and script. Analysis of a teacher-led activity with a group of children demonstrates how this format supports children in later child-initiated play. Excerpts from observations of children in English learning areas exemplify how teacher-led instruction can enable child-initiated play. The article concludes with a discussion around the implications for practice in pre-primary EFL settings.
Original languageEnglish
Pages (from-to)254-264
Number of pages10
JournalELT Journal
Volume63
Issue number3
DOIs
Publication statusPublished - 2014

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title = "Taking play seriously in pre-primary English classes",
abstract = "Drawing on experience and the emerging results of a research project, this article examines the role of play, in particular child-initiated play, when learning languages in pre-primary settings. It begins by characterizing play and highlights the importance of a balanced relationship between adult-led and child-initiated play activities. It proposes that English learning areas might facilitate child-initiated play in the target language, and analyses the relationship between adult-led and child-initiated play, consequently outlining a possible format and its components: structure, role, and script. Analysis of a teacher-led activity with a group of children demonstrates how this format supports children in later child-initiated play. Excerpts from observations of children in English learning areas exemplify how teacher-led instruction can enable child-initiated play. The article concludes with a discussion around the implications for practice in pre-primary EFL settings.",
author = "Sandie Mour{\~a}o",
note = "info:eu-repo/grantAgreement/FCT/5876/147374/PT# UID/ELT/04097/2013",
year = "2014",
doi = "10.1093/elt/ccu018",
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}

Taking play seriously in pre-primary English classes. / Mourão, Sandie.

In: ELT Journal, Vol. 63, No. 3, 2014, p. 254-264.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Taking play seriously in pre-primary English classes

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PY - 2014

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