Methodological approach in teaching English language in elementary school through action research
Session
Education and Development
Description
Currently teaching English language, is becoming a complex task, which viewed from today's perspective, requires teacher’s multidimensional skills, to be involved in the teaching of foreign languages. Given that by learning a foreign language, teachers teach children "different" aspects to any culture and help students to better understand their perspective not only cultural, but also the view of almost any person else in society. It is a fact that the teaching of foreign languages is inseparable element intertwined with culture and learning as much knowledge of cultures and social boost national awareness. Teaching English language was a subject in primary school from 5th grade and that changed on 2005 that started from third grade of elementary school, provided with Kosovo Curriculum. At that time, we faced with many challenges especially with youngest students and teachers that used to teach oldest students and have a different approach. The reform has continued with the reviewed and approved the New Kosovo Curriculum Framework, and from 2016 is a subject from the first grade. Teachers who has teaches English in third grade, had different qualifications and training. A large number of them, especially in villages, were unqualified to teach English classes in third grade, or were only with an English language course and are not trained for the methodological approach to teach English. While a number of other English teachers are qualified but are not trained for methodological approach to work with this age of children and consequently burdening students in different learning situations. These aspects were part of our research. We decided to do this action research on methodological approaches with English teachers in some primary schools, from villages and cities in Kosovo. The idea for such an approach was concern about the methods used in teaching English as a second foreign language in elementary school, especially based on the request of the New Kosovo Curriculum to be taught a foreign language from the first grade in elementary school. They were conducted two workshops with English teachers, which was introduced Action Research methodology, new approaches for teaching foreign language and discussed possibilities for piloting, seven schools were selected which conducted research into action with their students in third grade. This proposal was supported by English teachers in the schools proposed to develop research in action, and also had the support of their school principals. During the entire process, from data collection to the end of the report, we act together, because we shared tasks and each was committed to perform with high responsibility, and always working closely with school teachers and principals. From this research we got:
∙ A clear picture regarding the methodological approach to the teaching of English language in elementary school, third grade.
∙ Set up capacities of teachers in the methodological approach to teaching English.
∙ To promote the philosophy of Action Research in our schools. The second workshop was held after three months, which were invited principals and teachers of schools that were not part of the first workshop and teachers conducted action research in their schools, in order to present the results achieved and experiences transferred to colleagues in other schools.
After publishing the study report we have worked on a training program in methodological approach with three modules, 1: Methodological approach to English language teaching through action research, 2: Interactive methods in learning English language and 3: Multiple Intelligences in English Language Learning. And this training program was accredited from 2014 and implemented with English teachers in Kosovo. And also reaccredited on 2021 from MESI.
Keywords:
English, teaching, learning, action research, teaching practice, teachers and pupils.
Proceedings Editor
Edmond Hajrizi
ISBN
978-9951-550-47-5
Location
UBT Kampus, Lipjan
Start Date
30-10-2021 12:00 AM
End Date
30-10-2021 12:00 AM
DOI
10.33107/ubt-ic.2021.450
Recommended Citation
Shala, Luljeta Bajrami, "Methodological approach in teaching English language in elementary school through action research" (2021). UBT International Conference. 471.
https://knowledgecenter.ubt-uni.net/conference/2021UBTIC/all-events/471
Methodological approach in teaching English language in elementary school through action research
UBT Kampus, Lipjan
Currently teaching English language, is becoming a complex task, which viewed from today's perspective, requires teacher’s multidimensional skills, to be involved in the teaching of foreign languages. Given that by learning a foreign language, teachers teach children "different" aspects to any culture and help students to better understand their perspective not only cultural, but also the view of almost any person else in society. It is a fact that the teaching of foreign languages is inseparable element intertwined with culture and learning as much knowledge of cultures and social boost national awareness. Teaching English language was a subject in primary school from 5th grade and that changed on 2005 that started from third grade of elementary school, provided with Kosovo Curriculum. At that time, we faced with many challenges especially with youngest students and teachers that used to teach oldest students and have a different approach. The reform has continued with the reviewed and approved the New Kosovo Curriculum Framework, and from 2016 is a subject from the first grade. Teachers who has teaches English in third grade, had different qualifications and training. A large number of them, especially in villages, were unqualified to teach English classes in third grade, or were only with an English language course and are not trained for the methodological approach to teach English. While a number of other English teachers are qualified but are not trained for methodological approach to work with this age of children and consequently burdening students in different learning situations. These aspects were part of our research. We decided to do this action research on methodological approaches with English teachers in some primary schools, from villages and cities in Kosovo. The idea for such an approach was concern about the methods used in teaching English as a second foreign language in elementary school, especially based on the request of the New Kosovo Curriculum to be taught a foreign language from the first grade in elementary school. They were conducted two workshops with English teachers, which was introduced Action Research methodology, new approaches for teaching foreign language and discussed possibilities for piloting, seven schools were selected which conducted research into action with their students in third grade. This proposal was supported by English teachers in the schools proposed to develop research in action, and also had the support of their school principals. During the entire process, from data collection to the end of the report, we act together, because we shared tasks and each was committed to perform with high responsibility, and always working closely with school teachers and principals. From this research we got:
∙ A clear picture regarding the methodological approach to the teaching of English language in elementary school, third grade.
∙ Set up capacities of teachers in the methodological approach to teaching English.
∙ To promote the philosophy of Action Research in our schools. The second workshop was held after three months, which were invited principals and teachers of schools that were not part of the first workshop and teachers conducted action research in their schools, in order to present the results achieved and experiences transferred to colleagues in other schools.
After publishing the study report we have worked on a training program in methodological approach with three modules, 1: Methodological approach to English language teaching through action research, 2: Interactive methods in learning English language and 3: Multiple Intelligences in English Language Learning. And this training program was accredited from 2014 and implemented with English teachers in Kosovo. And also reaccredited on 2021 from MESI.