engleski

Policy and Practice of Teaching English to YoungLearners in Croatia: Teacher Perspective

Lack of adequately trained teachers to young learners has been an issue despite SLA experts’ repeated warnings about their critical significance for early English language learning outcomes(e.g. Emery, 2012 ; Enever, 2014 ; Rokita-Jaśkow & Ellis, 2019). In this chapter the issue of teacher beliefs and practices in EELL is addressed within the context of Croatia, a country with a long-standing tradition of research into the age factor and advantages of early start. A great majority of Croatian children aged 6-7 start their formal study of EFL in state-funded primary schools, and the provision of adequately trained professionals who are skilful at implementing foreign language policy and capable of ensuring achievement of curriculum goals is of particular interest to all stakeholders. However, some have drawn attention to the inadequacy of university programmes for teachers of FL to YLs in Croatia (e.g. Mihaljević Djigunović, 2004 ; Mihaljević Djigunović & Mardešić, 2009 ; Vičević Ivanović et al., 2019). The aim of the study presented in this chapter was to explore the relationship between policy and practice of TEYL in Croatia. A questionnaire was used as a data collection instrument (Papandopoulos & Savić, 2020). It was completed by 155 teachers in the period between late June and early September 2019. Years of teaching experience and intensity of seminar attendance in the past three years were included as two separate background variables. The respondents’ reported beliefs, approaches and practices were found to be well-aligned with standards and policies appropriate for teaching English to young learners. A clear understanding of appropriate FL pedagogy with young learners was found. However, in-service training attended in the past three years failed to have favourable impact on teacher knowledge and practice. The findings are discussed with reference to the contemporary understandings of the benefits of an early start and teaching approaches and practices believed to contribute to successful early English programmes. Further inquiry is needed into the ways of making CPD more effective and meaningful to Croatian teachers of English to young learners.

EFL teachers, young learners, EELL, policy and practice, in-service training

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