Naslov
To Be a Teacher of (Very) Young Learners: a Croatian Perspective on Early FL Teaching

Autori
Gavrilović Smolić, Tea

Vrsta, podvrsta i kategorija rada
Radovi u zbornicima skupova, cjeloviti rad (in extenso), stručni

Izvornik
Proceedings of the Symposium Trends and Challenges in Foreign Language Education and Research (Zbornik radova simpozija Trendovi i izazovi u učenju i p(r)oučavanju stranih jezika) / Cindrić, I. ; Milković, I. - Zagreb : Učiteljski fakultet Sveučilišta u Zagrebu, 2022, 27-44

ISBN
978-953-8115-90-5

Skup
Međunarodna znanstvena i umjetnička konferencija Suvremene teme u odgoju i obrazovanju – STOO 2019

Mjesto i datum
Zagreb, Hrvatska, 15.11.2019. - 17.11.2019

Vrsta sudjelovanja
Predavanje

Vrsta recenzije
Međunarodna recenzija

Ključne riječi
communicative competence ; motivation ; positive attitude ; supportive student-teacher relationship ; teaching (very) young learners

Sažetak
The importance of learning foreign languages and developing cultural awareness leading to multilingual and intercultural communicative competence to be able to use different languages appropriately and effectively for communication, is recognized and stated in The European Union Council Recommendation of 22 May 2018 on key competences for lifelong learning. Awareness of the significance of developing the ability to communicate across cultures in order to fully participate in a modern, multicultural society, places a great responsibility of building strong foundations at the very beginning of learning a language on teachers of young learners. As learners start learning a foreign language at a very early age, teachers have to adapt their teaching methods to match the developmental and individual characteristics of their learners. One of the first tasks the teachers are faced with is the development of motivation and a positive attitude towards learning another language. Teachers play a major role – their competence in both language and teaching methodology is crucial. The teacher provides an example and a role model for learners who, in this sensitive period, absorb the presented language content. Furthermore, young learners will benefit from a positive, encouraging and supportive student-teacher relationship. With support from a competent teacher, young learners can avoid barriers such as foreign language anxiety. By skilfully adapting their teaching to young learners' needs, teachers can provide favourable conditions and adequate support to lay the firm groundwork and start scaffolding children's development in a foreign language, enabling each child to achieve their potential. This paper will attempt to identify the areas of teaching young learners where teachers may encounter difficulties or specific challenges. Presented in this paper are the author's observations from extensive experience in (very) early English language teaching, as well as in working with novice teachers, students and their mentors. The presented observations suggest areas for future scientific research.

Izvorni jezik
Engleski

Znanstvena područja
Pedagogija, Interdisciplinarne humanističke znanosti, Interdisciplinarno umjetničko polje, Obrazovne znanosti (psihologija odgoja i obrazovanja, sociologija obrazovanja, politologija obrazovanja, ekonomika obrazovanja, antropologija obrazovanja, neuroznanost i rano učenje, pedagoške discipline)

POVEZANOST RADA