Teaching English through play

Sentence construction awareness in nursery and primary education

Authors

  • Margarita Navarro Pérez University of Castilla-La Mancha

Keywords:

Playing with grammar, Primary English teaching, Nursery English teaching, Phonological awareness, Learning by playing, Learning by moving, Bilingual education

Abstract

Teaching English to young learners is a priority in our globalised society, especially within the growing context of bilingual schools. Thus, it is necessary to find a strategy that allows young learners to grasp the knowledge of the foreign language at a structural level. Nonetheless, children’s cognitive development does not allow for grammatical explanations, it is thus that a tried and tested sequence of activities is provided for primary and pre-primary schoolteachers to be able to incorporate in their teaching, which will develop phonological awareness of the English language at a structural level, thanks to games, manipulation and movement.

References

minutos. (2016, October 10). Un estudio evidencia el efecto negativo del bilingüismo en el aprendizaje de los alumnos. https://cutt.ly/sZbJq6O

Abdon, M. M., Maghanoy, J. M., Alieto, E. O., Buslon, J. B., Rillo, R. M. & Bacang, B. C. (2019). Phonological Awareness Skills of English as Second Language (ESL) Learners: The Case of First-Grade Filipino Bilinguals. Online Submission, 31(5), 647-652.

Almeida, P. A. & Costa, P. D. (2014). Foreign language acquisition: the role of subtitling. Procedia-Social and Behavioral Sciences, 141, 1234-1238. https://doi.org/10.1016/j.sbspro.2014.05.212.

Anghel, B., Cabrales, A. & Carro, J. M. (2016). Evaluating a bilingual education program in Spain: The impact beyond foreign language learning. Economic Inquiry, 54(2), 1202-1223. https://doi.org/10.1111/ecin.12305.

Astutik, Y., Megawati, F. & Aulina, C. N. (2019). Total Physical Response (TPR): How is it used to Teach EFL Young Learners?. International Journal of Learning, Teaching and Educational Research, 18(1), 92-103.

Bakhsh, S. A. (2016). Using Games as a Tool in Teaching Vocabulary to Young Learners. English language teaching, 9(7), 120-128. https://eric.ed.gov/?id=EJ1101751.

Beck, I. L. & Beck, M. E. (2013). Making sense of phonics: The hows and whys. Guilford Publications.

Benson, C. J. (2002). Real and potential benefits of bilingual programmes in developing countries. International Journal of Bilingual Education and Bilingualism, 5(6), 303-317.

Bialystok, E. (2018). Bilingual education for young children: Review of the effects and consequences. International journal of bilingual education and bilingualism, 21(6), 666-679. https://doi.org/10.1080/13670050.2016.1203859.

Birulés-Muntané, J. & Soto-Faraco, S. (2016). Watching subtitled films can help learning foreign languages. PloS one, 11(6), e0158409. https://doi.org/10.1371/journal.pone.0158409.

Blom, E., Küntay, A. C., Messer, M., Verhagen, J. & Leseman, P. (2014). The benefits of being bilingual: Working memory in bilingual Turkish–Dutch children. Journal of experimental child psychology, 128, 105-119.

Campillo, J. M., Sánchez, R. & Miralles, P. (2019). Primary Teachers’ Perceptions of CLIL Implementation in Spain. English language teaching, 12(4), 149-156. https://doi.org/10.5539/elt.v12n4p149.

Chaume, F. (2020). Audiovisual translation: dubbing. Routledge.

Convenio entre el Ministerio de Educación y Formación Profesional y la Delegación en España de la Fundación British Council para la realización de proyectos curriculares integrados y actividades educativas conjuntas. (2020). Boletín Oficial del Estado, 6611, de 23 de Junio de 2020, pp. 43816-43824. https://www.boe.es/boe/dias/2020/06/23/pdfs/BOE-A-2020-6611.pdf.

Cunningham, P. M. (2011). Best practices in teaching phonological awareness and phonics. Best practices in literacy instruction, 4, 199-223.

Dewi, P. (2019). Teaching English for young learners through ICTs. Humanitatis: Journal of Language and Literature, 6(1), 11-24. https://doi.org/10.30812/humanitatis.v6i1.612.

Diakou, M. (2015). Using information and communication technologies to motivate young learners to practice English as a foreign language in Cyprus. Jalt Call Journal, 11(3), 283-292. https://eric.ed.gov/?id=EJ1107935.

Dobson, A., Pérez Murillo, M. D. & Johnstone, R. (2010). Programa de educación bilingüe en España: informe de la evaluación: resultados de la investigación independiente sobre el Proyecto de Educación Bilingüe del Ministerio de Educación y el British Council en España. Madrid: British Council. https://redined.educacion.gob.es/xmlui/handle/11162/66486.

Durán-Martínez, R. & Beltrán-Llavador, F. (2020). Key issues in teachers’ assessment of primary education bilingual programs in Spain. International journal of bilingual education and bilingualism, 23(2), 170-183.https://doi.org/10.1080/13670050.2017.1345851.

Durán-Martínez, R., Beltrán-Llavador, F. & Martínez-Abad, F. (2020). Training priorities in primary education bilingual programmes in Spain. European Journal of Teacher Education, 1-17. https://doi.org/10.1080/02619768.2020.1827387.

El Economista. (2020, November 18). El nivel de inglés de España no mejora y se estanca en el ranking mundial.https://cutt.ly/RZbJpef

Europa Press. (2021, November 16) El nivel de inglés de los españoles continúa a la cola de Europa, en la 25ª posición, con un nivel medio, según EF. https://cutt.ly/0ZbJReV

Gillon, G. T. (2005). Phonological awareness: Evidence to Influence Assessment and Intervention Practices. Language Speech and Hearing Services in Schools, 36(4), 281-284. https://doi.org/10.1044/0161-1461(2005/028).

Gillon, G. T. (2017). Phonological awareness: From research to practice. Guilford Publications.

Greenfader, C. M. & Brouillette, L. (2013). Boosting language skills of English learners through dramatization and movement. The Reading Teacher, 67(3), 171-180. https://doi.org/10.1002/TRTR.1192.

Ibarrola, A. L. (2010). English phonics for Spanish children: Adapting to new English as a Foreign Language classrooms. Researching literacy in a foreign language among primary school learners, 89-106.

Iswandhary, E. (2021). Using Movement Activities in Engaging Young Learners. Indonesian Journal Of Educational Research and Review, 4(3). https://ejournal.undiksha.ac.id/index.php/IJERR/article/view/42271.

Joseph, L. M., & Seery, M. E. (2004). Where is the phonics? A review of the literature on the use of phonetic analysis with students with mental retardation. Remedial and Special Education, 25(2), 88-94. https://doi.org/10.1177/07419325040250020301.

Jusun, K. D., & Yunus, M. M. (2016). The effectiveness of using sentence makers in improving writing performance among pupils in Lubok Antu rural schools. In International Conference on Education (ICE2) 2018: Education and Innovation in Science in the Digital Era (pp. 469-475).

Khasawneh, M. A. S. (2021). The Impact of Phonological Awareness in Improving Sequential Memory among Students with Learning Disabilities. International Journal of Disability, Development and Education, 1-13. https://doi.org/10.1080/1034912X.2021.1995853.

Laksmi, N. K. P., Yasa, I. K. A., & Mirayani, K. A. M. (2021). The use of animation video as learning media for young learners to improve EFL students’motivation in learning English. Lingua, 17(1), 42-52. https://doi.org/10.34005/lingua.v17i1.1378.

Madarova, S., & Laborda, J. G. (2020). Seven Common Misconceptions in Bilingual Education in Primary Education in Spain. Cypriot Journal of Educational Sciences, 15(2), 358-368.

Malokhat, S. (2022). Teachers’ techniques in teaching english to young learners. Asian Journal of Research in Social Sciences and Humanities, 12(4), 489-494. https://indianjournals.com/ijor.aspx?target=ijor:ajrssh&volume=12&issue=4&article=0860.

Martín-Arroyo, J. (2017, October 8). Las sombras del bilingüismo. Profesores, sindicatos y expertos cuestionan el programa estrella de los 17 Gobiernos autonómicos. El País. https://elpais.com/politica/2017/10/06/actualidad/1507284770_581444.html.

Meneses, N. (2021, November 18). El nivel de inglés en España sigue a la cola de Europa. In El País. https://cutt.ly/YZbJUv7

Merino, M. (2015, July 26). Desventajas de la educación bilingüe. OK Diario. https://okdiario.com/bebes/desventajas-educacion-bilingue-2667064.

Miin, W. P., Rou, L. Y., & Yunus, M. M. (2019). Google Docs: Step by step sentence construction for primary school marginal passing rate pupils. Creative Education, 10(02), 237. https://www.scirp.org/html/1-6304271_90480.htm.

Ministerio de Educación y Formación Profesional. (2022, April 28). Enseñanzas no universitarias. Enseñanza de lenguas extranjeras. Curso 2020-21. https://cutt.ly/KZbJSPV

Ministerio de Educación y Formación Profesional. (2022, July 6). Formación y recursos: infantil y primaria. https://www.educacionyfp.gob.es/mc/british-council/formacion-y-recursos/formacion-profesorado/infantil-primaria.html.

Morthy, D. K., & Aziz, A. A. (2020). The Use of Language Games in Enhancing ESL Learners’ Sentence Construction. Sciences, 10(9), 16-32. http://dx.doi.org/10.6007/IJARBSS/v10-i9/7695.

Nieto Moreno de Diezmas, E. (2019) Students, teachers and management teams in bilingual programmes: shared perceptions and areas of improvement. Journal of English Studies (JES). 17, pp. 283-304. http://doi.org/10.18172/jes.3564.

Nuraeni, C. (2019). Using total physical response (TPR) method on young learners English language teaching. Metathesis: Journal of English Language, Literature, and Teaching, 3(1), 26-34. http://dx.doi.org/10.31002/metathesis.v3i1.1223.

Pavón Vázquez, V. P. (2018). La controversia de la educación bilingüe en España. Revista Tribuna Norteamericana, (26), 20-27.

Payant, C., & Reagan, D. (2018). Manipulating task implementation variables with incipient Spanish language learners: A classroom-based study. Language Teaching Research, 22(2), 169-188. https://doi.org/10.1177/1362168816669742.

Peck, S. (2001). Developing children’s listening and speaking in ESL. Teaching English as a Second or Foreign, 5.

Putri, A. R. (2016). Teaching English for young learners using a total physical response (TPR) method. Edulingua: Jurnal Linguistiks Terapan dan Pendidikan Bahasa Inggris, 3(2). https://ejournal.unisnu.ac.id/JE/article/view/503.

Quiroga, T., Lemos-Britton, Z., Mostafapour, E., Abbott, R. D., & Berninger, V. W. (2002). Phonological awareness and beginning reading in Spanish-speaking ESL first graders: Research into practice. Journal of School Psychology, 40(1), 85-111.

Ratminingsih, N. M., Mahadewi, L. P. P., & Divayana, D. G. H. (2018). ICT-Based Interactive Game in TEYL: Teachers’ Perception, Students’ Motivation, and Achievement. International Journal of Emerging Technologies in Learning, 13(9). https://core.ac.uk/download/pdf/234940214.pdf.

Rendón Romero, S. I., Navarro Pablo, M., & García-Jiménez, E. (2021). Using phonics to develop the emergent English literacy skills of Spanish learners. Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras. Porta Linguarum, 35. https://doi.org/10.30827/portalin.v0i35.16876.

Ricart de Domingo, C. (2018). The Main Difficulties for Spanish Speakers to Learn English. Phonics: a proposal. http://hdl.handle.net/2445/125139.

Rieg, S. A., & Paquette, K. R. (2009). Using drama and movement to enhance English language learners’ literacy development. Journal of Instructional Psychology, 36(2), 148-155.

Rupérez Micola, A., Bris, A., & Banal-Estañol, A. (2009). TV or not TV? Subtitling and English skills. Subtitling and English Skills (March 5, 2009). http://dx.doi.org/10.2139/ssrn.1435259.

Sánchez Caballero, D. (2021, November 19). Bilingüismo ‘fake’: familias y docentes, contra un sistema que según el 80% de su profesorado reduce el rendimiento. elDiario.es. https://cutt.ly/wZbJZSL

Shamir, A., Korat, O. & Fellah, R. (2012). Promoting vocabulary, phonological awareness and concept about print among children at risk for learning disability: can e-books help?. Read Writ 25, 45–69. https://doi.org/10.1007/s11145-010-9247-x.

Shin, J. K. (2017). Get up and Sing! Get up and Move! Using Songs and Movement with Young Learners of English. English Teaching Forum, 55 (2), 14-25. https://eric.ed.gov/?id=EJ1147117.

Stahl, S. A. (2001). Teaching phonics and phonological awareness. Handbook of early m literacy research, 1, 333-347.

Stahl, S. A., Duffy‐Hester, A. M., & Stahl, K. A. D. (1998). Everything you wanted to know about phonics (but were afraid to ask). Reading research quarterly, 33(3), 338-355. https://www.jstor.org/stable/748309#metadata_info_tab_contents.

Vinuesa, V., & Izquierdo, E. (2019). Mitos y realidades sobre la educación bilingüe. Revista ESPACIOS, 40(21).

What is phonics? (n.d.). National Literacy Trust. https://literacytrust.org.uk/information/what-is-literacy/what-phonics/.

Wood, C., & Terrell, C. (1998). Preschool phonological awareness and subsequent literacy development. Educational Psychology, 18(3), 253-274. https://doi.org/10.1080/0144341980180301.

Zabalbeascoa, P., González-Casillas, S. & Pascual-Herce, R. (2015). Bringing the SLL project to life: engaging Spanish teenagers in learning while watching foreign language audiovisuals. Subtitles and Language Learning, 105-126.

Downloads

Published

2022-12-05