The role of teacher imagination in conceptualising the child as a second language learner
PDF

Keywords

young learners
cognitive development
teacher beliefs
teacher cognition
imagination

How to Cite

Guz, E., & Tetiurka, M. (2013). The role of teacher imagination in conceptualising the child as a second language learner. Studies in Second Language Learning and Teaching, 3(3), 419–439. https://doi.org/10.14746/ssllt.2013.3.3.6

Number of views: 629


Number of downloads: 427

Abstract

In order to initiate and maintain meaningful interaction in a young learner L2 classroom, an adult teacher needs to approach children in ways consistent with their developmental profile and adjust teaching methodology so as to accommodate young learners’ current skills. This requires the ability to predict the child’s possible responses to classroom events by imagining what s/he might think and how s/he might behave when presented with specific instructions. Bearing in mind that the teacher’s perception of the world is purely and completely adult in nature, in order to be effective, educators need to create a mental image or a concept of a young learner by gathering knowledge about his or her developmental characteristics and fully grasping the pedagogical implications of this knowledge. In this paper, we aim to explore the role of imagination in the conceptualisation of a child as a second language learner amongst university level pre-service teachers involved in an early primary EFL education programme. We report on qualitative research based on data obtained in the course of a two semester teacher training course of 35 BA and 30 MA students majoring in English. In the study, we focused on the working image of the child’s developmental characteristics created by the participants and their ability to employ this in their teaching. Our data show a substantial discrepancy between the participants’ theoretical conceptions concerning the business of teaching and the actual actions undertaken during lessons with young learners. Although participants were able to successfully identify the most distinctive developmental characteristics of primary-level learners, they experienced difficulty with integrating them into actual classroom practice.
https://doi.org/10.14746/ssllt.2013.3.3.6
PDF

References

Ahmadi, S., & Gilakjani, A. (2011). The effect of visual, auditory, and kinaesthetic learning styles on language teaching. International Conference on Social Science and Humanity IPEDR, 5, 469-472.

Bloom, B. S. (1956). Taxonomy of educational objectives. Handbook I: The cognitive domain. New York: David McKay.

Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe and do. Language Teaching, 36(2), 81-109.

Borg, S. (2006). Teacher cognition and teacher education: Research and practice. London: Continuum.

Borg, S. (2011). The impact of in-service education on language teachers’ beliefs. System, 39(3), 370-380.

Brewster, J., Ellis, G., & Girard, D. (1992). The primary English teacher’s guide. Harlow: Pearson Education.

Broom, C. (2011). Second-language learning through imaginative theory. TESL Canada Journal/Revue TESL du Canada, 28(2), 1-10.

Bullough, R. V. (1989). First-year teacher: A case study. New York: Teachers College Press.

Cameron, L. (2001). Teaching languages to young learners. Cambridge: Cambridge University Press.

Cameron, L. (2003). Challenges from the expansion in teaching children. ELT Journal, 57(2), 105-112.

Cameron, L., & McKay, P. (2010). Bringing creative teaching into the young learner classroom. Oxford: Oxford University Press.

Carless, D. (2002). Implementing task-based learning with young learners. ELT Journal, 56(4), 389-396.

Carless, D., & Gordon, A. (1997). Primary English teachers’ attitudes towards the implementation of task-based teaching. Journal of Primary Education, 7(5), 32-49.

Cohen, D. (2002). How the child’s mind develops. New York: Taylor & Francis.

Daniels, H. (2011). Vygotsky and psychology. In U. Goswami (Ed.), The Wiley-Blackwell handbook of childhood cognitive development (pp. 673-696). Malden: Blackwell.

Dimroth, C. (2008). Perspectives on second language acquisition at different ages. In J. Philp, R. Oliver, & A. Mackey (Eds.), Second language acquisition and the younger learner: Child's play? (pp. 53-79). Amsterdam: John Benjamins.

Donaldson, M. (1978). Children’s minds. London: Collins/Fontana.

Egan, K. (1992). Imagination in teaching and learning: Ages 8-15. London: Routledge.

Egan, K. (2005). An imaginative approach to teaching. San Francisco: Jossey-Bass.

Egan, K. (2008). The future of education: reimagining our schools from the grounds up. Yale University Press, New Haven, CT.

Ellis, G. (2004). Introduction. In G. Ellis and Morrow, K. (Eds.), ELT Journal. Year of the young learner (pp. 1-2). Oxford: Oxford University Press.

Enever, J. (2011). Policy. In J. Enever (Ed.), ELLiE. Early language learning in Europe (pp. 23-42). London: British Council.

Enever, J., & Moon, J. (2009). New global contexts for teaching primary ELT: Change and challenge. In J. Enever, J. Moon, & U. Raman (Eds.), Young learner English language policy and implementation: International perspectives (pp. 5-22). Reading: Garnet.

Fisher, R. (1990). Teaching children to think. Cheltenham: Nelson Thornes. Fontana, D. (1995). Psychology for teachers. London: Macmillan.

Gajdamaschko, N. (2006). Theoretical concerns. Vygotsky on imagination development. Educational Perspectives, 39(2), 34-40.

Halliwell, S. (1992). Teaching English in the primary classroom. Harlow: Longman.

Haznedar, B., & Gavruseva, E. (2008). Current trends in child second language acquisition: A generative perspective. Amsterdam: John Benjamins.

Hedge, T. (1993). Key concept in EFL: Project work. ELT Journal, 47(3), 275-277.

Hyson, M. (2004). The emotional development of young children. Amsterdam: Teachers College Press.

Iliuk, J. (2002). Jak uczyć małe dzieci języków obcych? Katowice: Gnome.

Ioannou-Georgiou, S., & Pavlou, P. (2003). Assessing young learners. Oxford: Oxford University Press.

Kohn, A. (1993) Punished by rewards: The trouble with gold stars, incentive plans, A’s, praise and other bribes. Boston: Houghton Mifflin.

Linse, C, T. (2005). Practical English language teaching: Young learners. New York: McGraw-Hill.

McKay, P. (2006). Assessing young language learners. Cambridge: Cambridge University Press.

Miyazaki K. (2010). Teacher as the imaginative learner: Egan, Saitou and Bakhtin. In K. Egan & K. Madej (Eds.), Engaging imaginations and developing creativity in education (pp. 33-44). Newcastle: Cambridge Scholars Publishing.

Moon, J. (2000). Children learning English: A guidebook for English language teachers. Oxford: Macmillan Heinemann.

Moon, J. (2005). Teaching English to young learners: The challenges and the benefits. In English, 7, 30-34.

Murray, D. E., & Christison, M. A. (2011). What English language teachers need to know. Volume II: Facilitating learning. Abingdon: Routledge.

Nicholas, H., & Lightbown, P. M. (2008). Defining child second language acquisition, defining roles for L2 instruction. In J. Philp, R. Oliver, & A. Mackey (Eds.), Second language acquisition and the younger learner: Child's play? (pp. 27-51). Amsterdam: John Benjamins.

Peterson, P. L., & Comeaux, M. A. (1987). Teachers’ schemata for classroom events: The mental scaffolding of teachers' thinking during classroom instruction.

Teaching and Teacher Education, 3, 319-331.

Phillips, S. (1993). Young learners. Oxford: Oxford University Press.

Piaget, J. (1969). The psychology of the child (H. Weaver, Trans.). New York: Basic Books.

Pinter, A. (2006). Teaching young language learners. Oxford: Oxford University Press.

Price, G. E., R. Dunn, & Sanders, W. (1980). Reading achievement and learning style characteristics. The Clearing House, 5, 223-226.

Read, C. (2007). 500 Activities for the primary classroom. South Yarra: Macmillan Education Australia.

Robson, S. (2006). Developing thinking and understanding in young children. Abingdon: Routledge.

Scott, A. W., & Ytreberg, L. H. (1990). Teaching English to children. London: Longman.

Shams, L., & Seitz, L. (2008). Benefits of multisensory learning. Trends in Cognitive Sciences, 11, 411-417.

Slattery, M., & Willis, J. (2001). English for primary teachers: A handbook of activities and classroom language. Oxford: Oxford University Press.

Szpotowicz, M. (2011). Wyzwania związane z ocenianiem umiejętności językowych u dzieci. Języki Obce w Szkole, 4, 34-47.

Szpotowicz, M. (2012). Researching oral production skills of young learners. CEPS Journal 2(3), 141-166.

Szpotowicz, M., & Szulc-Kurpaska, M. (2009). Teaching English to young learners. Warszawa: Wydawnictwo Naukowe PWN.

Trappes-Lomax, H. (Ed.) (2002). Language in language teacher education. Amsterdam: John Benjamins.

Tsui, A. B. M. (2003). Understanding expertise in teaching: Case studies of second language teachers. Cambridge: Cambridge University Press.

Vale, D., & Feunteun, A. (1995). Teaching children English. Cambridge: Cambridge University Press.

Vygotsky, L. S. (1978). Mind in society. The development of higher psychological processes. Cambridge, MA: Harvard University Press.

Werbińska, D. (2004). Skuteczny nauczyciel języka obcego. Warszawa: Fraszka Edukacyjna.

Widdowson, H. (2002). Language teaching: Defining the subject. In H. Trappes-Lomax (Ed.), Language in language teacher education (pp. 67-81). Amsterdam: John Benjamins.

Williams, M. (1991). A framework in teaching English to young learners. In C. Brumfit, J. Moon, & R. Tongue (Eds.), Teaching English to children (pp. 203-212). Edinburgh: Longman.

Williams, M., & Burden, R. L. (1997). Psychology for language teachers. Cambridge: Cambridge University Press.

Wood, D. (1998). How children think and learn. Oxford: Blackwell.

Wright, A. (2001). Art and crafts with children. Oxford: Oxford University Press.

Wrighton, C. A. (2010). Determining the effectiveness of a multisensory approach to teach the alphabet and phonemic awareness mastery in kindergarten children (Doctoral dissertation). Argosy University. Retrieved from http://www.zoo-phonics.comimagesresearch_a_multisensory_approach_by_Charlene_Wrighton_10_10.pdf