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Teaching English as a second language in Sri Lankan primary schools opportunity and pedagogy

Teaching English as a second language in Sri Lankan primary schools opportunity and pedagogy

 Little, Angela W.
 2019
 p.113-127 English
Language teachingEnglishTeaching methodsPhương pháp giảng dạySri LankaTime on taskStudent-centred pedagogyPrimary education+ 2 từ khóa
Tác giả CN Little, Angela W.
Nhan đề Teaching English as a second language in Sri Lankan primary schools: opportunity and pedagogy / Angela W. Little
Thông tin xuất bản 2019
Mô tả vật lý p.113-127
Tóm tắt Policy guidelines in Sri Lanka prescribe how and for how long English should be taught as a second language in primary education but practices on the ground may deviate. Opportunities for teaching and learning and pedagogy are key aspects of the process of learning. Using a large-scale survey this paper addresses (i) how much time is allocated to the teaching of English and how much time is lost, (ii) how English teachers use their time in primary education classrooms and (iii) the factors associated with student-centred learning and on academic learning in general. Around a quarter of the class time is lost through timetabling, teacher absenteeism, lesson start and finish times and teacher off task activity. Teachers who spend more time teaching in class are more likely to be in rural or estate schools and in schools with more facilities, and to have attended the Primary English Language Programme in the past. Teachers who spend more time on student-centred activities are more likely to be teaching Grade 3 than Grade 5, using remedial methods and holding an official ‘appointment’ as an English teacher. Policy implications for Sri Lanka are considered and points of comparison with policies and practices elsewhere raised.
Thuật ngữ chủ đề Language teaching-English
Từ khóa tự do English
Từ khóa tự do Teaching methods
Từ khóa tự do Phương pháp giảng dạy
Từ khóa tự do Sri Lanka
Từ khóa tự do Time on task
Từ khóa tự do Student-centred pedagogy
Từ khóa tự do Primary education
Từ khóa tự do Tiếng Anh
Từ khóa tự do Giáo dục tiểu học
Nguồn trích Language, Culture and Curriculum- Volume 32, No 2/2019
MARC
Hiển thị đầy đủ trường & trường con
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300[1 0] |a p.113-127
520[ ] |a Policy guidelines in Sri Lanka prescribe how and for how long English should be taught as a second language in primary education but practices on the ground may deviate. Opportunities for teaching and learning and pedagogy are key aspects of the process of learning. Using a large-scale survey this paper addresses (i) how much time is allocated to the teaching of English and how much time is lost, (ii) how English teachers use their time in primary education classrooms and (iii) the factors associated with student-centred learning and on academic learning in general. Around a quarter of the class time is lost through timetabling, teacher absenteeism, lesson start and finish times and teacher off task activity. Teachers who spend more time teaching in class are more likely to be in rural or estate schools and in schools with more facilities, and to have attended the Primary English Language Programme in the past. Teachers who spend more time on student-centred activities are more likely to be teaching Grade 3 than Grade 5, using remedial methods and holding an official ‘appointment’ as an English teacher. Policy implications for Sri Lanka are considered and points of comparison with policies and practices elsewhere raised.
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653[0 ] |a English
653[0 ] |a Teaching methods
653[0 ] |a Phương pháp giảng dạy
653[0 ] |a Sri Lanka
653[0 ] |a Time on task
653[0 ] |a Student-centred pedagogy
653[0 ] |a Primary education
653[0 ] |a Tiếng Anh
653[0 ] |a Giáo dục tiểu học
773[0 ] |t Language, Culture and Curriculum |g Volume 32, No 2/2019
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