Many thousands of people with varying degrees of preparation teach English as a second or foreign language to many millions of people around the world. Some of these teachers are novice, volunteer teachers, who have not received any professional-level training. These novice teachers help to meet the demand for English teachers by often teaching for little remuneration or in non-ideal teaching conditions. These teachers can benefit from receiving training in how to teach English as a foreign language. Basic Training and Resources for Teaching English to Speakers of Other Languages (BTRTESOL) is a program that is being created to provide training to these novice teachers on a wide variety of topics, including teaching various age groups. Research has shown that children learn language differently from adults. It is therefore important that teachers be aware of the cognitive, social, and emotional development of children and the teaching techniques that help children acquire language. Additionally, important differences exist between very young children (aged 3-7) and children (aged 7-11) that affect how they learn and how they should be taught. In addition to novice, untrained teachers, people who have been trained to teach English to adults may work abroad teaching English to children. They can benefit from additional training in educating children. In sum, training in the distinctive language learning needs of children will help all these teachers and their students to be more successful.

This report will review some of the current and past literature on case-based learning and instruction, while also providing the reader with a background on the development of this particular learning strategy with implications for future research. The first two chapters will review case-based learning/instruction by examining its background and history, current uses, and benefits associated with its current uses in educational settings, as well as how these benefits may apply to younger learners. In chapter three, I have discussed some of the more well established discussion-based methods in K-12 education, specifically those most similar to case-based learning. This section is followed by suggestions for implementing case-based learning and instruction with younger learners. The report concludes with limitations associated with case-based learning and its implementation with younger learners. / text

In the Storyline approach a fictive world is created in the classroom. Learners become characters in a story, which develops as they work in small groups on open key questions, devised by the teacher on the basis of curriculum content and in which practical and theoretical tasks are integrated. Though established in first language contexts, Storyline is less known in second language education, although it would seem to offer conditions considered to promote language development in young learners: the story framework provides an engaging and meaningful context in which learners use their language skills holistically, in tasks which simulate the way they might use English in the real world, and in which they can use their creative talents. This multi-strategy case study investigated the language development of a class of Swedish 11-13 year olds who took part in Storyline, Our Sustainable Street, lasting five weeks. In the topic the learners were families living in a new street in a fictive English town. The aim was to consolidate their existing structural and lexical knowledge, develop their language skills and introduce the lexis of sustainability. Findings show that the learners became engaged when they worked with the Storyline, and that this impacted positively on their language development, especially regarding the learning of new words, losing the fear of speaking English before their peers, and in the voluntary production of longer and more structurally and lexically complex written texts. Features which contributed most to learner engagement were found to be group work, art work and the variety of task types, with the boys also motivated by not working with a textbook and girls by opportunities to use their imagination. The results suggest that inclusion of the Storyline approach in a teaching repertoire can facilitate language development in young learners.

The integration of information technology (ICT) into primary classrooms is increasingly crucial for engaging and stimulating digital young learners who are in daily contact with technology. In 2005 Bahrain Ministry of Education started King Hamad Future Schools Project which aimed to adopt the interactive whiteboard (IWB) in all government schools. However, there has not yet been any study that investigates the utilization of this technology in English language teaching either in primary or in intermediate and secondary schools. This thesis studies the employment and effectiveness of IWB in teaching English vocabulary to 104 young learners and their attitude and perception towards its use in their learning. Both qualitative and quantitative data were collected, through questionnaire, language tests and classroom observations. The questionnaire and the observation results indicated that IWB is highly rated and preferred by the participating young learners. Three themes emerged from observation. The first theme is the IWB impact on children as learners which entails its influence on the children’s interaction, their learning, and their behaviour; the second theme is the impact of IWB on pedagogy; this involves the use of IWB multimedia, its presentational mode of range, and the use of games. The third and final theme is the IWB’s interactional affordances that include the teachers and the pupils’ use and control of the interactive board and the IWB’s effects on the lesson’s space. The analysis of the vocabulary tests has shown a positive impact on the learning of English vocabulary which was reflected by the pupils’ test results. As the study was conducted in Bahrain and on limited number of young learners, its results are limited and cannot be generalised.

In the Storyline approach a fictive world is created in the classroom. Learners become characters in a story, which develops as they work in small groups on open key questions, devised by the teacher on the basis of curriculum content and in which practical and theoretical tasks are integrated. Though established in first language contexts, Storyline is less known in second language education, although it would seem to offer conditions considered to promote language development in young learners: the story framework provides an engaging and meaningful context in which learners use their language skills holistically, in tasks which simulate the way they might use English in the real world, and in which they can use their creative talents. This multi-strategy case study investigated the language development of a class of Swedish 11-13 year olds who took part in Storyline, Our Sustainable Street, lasting five weeks. In the topic the learners were families living in a new street in a fictive English town. The aim was to consolidate their existing structural and lexical knowledge, develop their language skills and introduce the lexis of sustainability. Findings show that the learners became engaged when they worked with the Storyline, and that this impacted positively on their language development, especially regarding the learning of new words, losing the fear of speaking English before their peers, and in the voluntary production of longer and more structurally and lexically complex written texts. Features which contributed most to learner engagement were found to be group work, art work and the variety of task types, with the boys also motivated by not working with a textbook and girls by opportunities to use their imagination. The results suggest that inclusion of the Storyline approach in a teaching repertoire can facilitate language development in young learners.

This theses focuses on uncovering motoric skills development of young school age children in their physical education classes. We will explore motoric skills occurrence in physical education classes using a survey to find out which skills are given preference, which are developed on specialized training basis and which children perform just for fun. Due to particular motoric skills we will offer preparatory workout, exercises, equipment and methods frequently used in physical education. Finally, we will create a suitable model for physical education at primary level. Key words: skill, sport games, child, young school age

The purpose of this study was to explore and develop a better understanding of the implementation of alternative assessment in the young learner classroom. This in-depth, qualitative study focuses on teachers&rsquo / practices and beliefs, as well as the student perspective and the role of alternative assessment in the instructional process. Case studies were carried out on nine different English language teachers and their use of alternative assessment strategies and tools over a six month period in their first, second, third, fourth and fifth grade English classrooms. Data was collected through interviews, observations and relevant documents. Findings show that teachers use a variety of different alternative assessment methods and tools with varying degrees of regularity and effectiveness. Teachers believe that alternative assessment shows learning and interaction between thinking and learning, emphasizes the student as an individual and encourages active and autonomous learners. They also believe it promotes differentiated learning, clarifies expectations and motivates learners and teachers. Teachers believe that alternative assessment has a positive impact on the learning process and outcomes, as well as on the affective and cognitive development of the students. Six classroom implementation factors were determined to impact on the use of alternative assessment in the classroom: language ability, cognitive ability, planning, time, training and classroom environment.

Sweden has for many years suffered from a shortage of teachers appropriately trained to teach English to young learners. In 1987 The Swedish National Agency for Higher Education decided that English should no longer be a compulsory subject within primary teacher training, instead it was offered as an optional subject within the primary teacher training programmes This policy decision had dire consequences and ultimately led to the current position which sees a mere 30 % of trainee Teachers opting for the English language pathway. Although consensus has been achieved in Europe and beyond relating to the advantages of teaching modern languages at an early age there are significant variations between regions and schools relating to the introduction of English in primary schools and implementation of the national syllabus for English is still undeveloped in many schools. The syllabus for English and the learning objectives to be attained by the end of Year 5 in school (11-year-olds) are very wide. These wide goals can appear very attractive to a qualified teacher, educated in appropriate methodology and having access to plenty of authentic target language teaching material, but for an unqualified teacher these national goals are not easily transferred into practice. This is probably the main reason why the use of textbooks and workbooks seem to be regarded as the most appropriate pedagogy instead of a more communicative approach to teaching and learning of English. This contextual background was the starting point for the design of an in-service course for primary teachers who are unqualified to teach English to young learners but who are obliged to do so as the Swedish primary school system operates mostly on the principle of a generic class teacher who delivers all curriculum areas. The shortage of teachers appropriately trained to teach English to young learners and the lack of parity for English as a subject in the early school years brought about the call for effective in-service training with a built-in capacity for challenging traditions and the development of sustainable change and improvement towards a more communicative approach of teaching and learning in the language classroom. The in-service course was designed as a part-time, distance course of 15 ECTS over a period of 20 weeks, the model being for teachers to divide their delivery and study time on a 50/50 basis, a blend of theory and practice. The aims were to emphasise research-based teaching and strive for a goal of better applications into practise of the centralised syllabus based on the European Framework of References, CEFR, and the communicative approach to teaching and learning of languages. A further aim was to develop more confidence and autonomy in the teachers. An action research module was integrated into the course as it was considered to have the capacity to improve educational practice, promote professional development and enhance classroom performance. Action research is also understood to have a potential for long-term change and commitment through encouraging professionals to reflect critically on their often taken-for-granted practices where uncontested beliefs and values are held by staff members. The results of the action research projects reveal that whilst it is difficult to bring about change in school cultures which have strongly embedded traditional teaching habits there is also an accompanying body of evidence demonstrating improvement in teaching and learning pedagogy for young learners in the north of Sweden. The action research projects have been organised into five themes: (1)An Early start, (2)Target language use,(3) Motivation, (4) Language methodology and didactics and (5)Documentation and progression. A summary of the analysis of 123 action research project reports indicates that teachers seem to be convinced that children as young as 6-7 can benefit from early language learning if the circumstances are right with age-appropriate methodology and a secure classroom climate. Teachers have initiated a more consistent target language approach in their classrooms and the pupils have actively engaged by starting to use the target language more frequently during lessons and even beyond their formal sessions. Both teachers and pupils alike have begun to articulate that English is fun, stimulating and enjoyable. The use of language strategies such as guessing competence and strategic competence has increased together with continuous discussions about the processes of language learning and addressing of didactic core questions revolving around why, how and what. The introduction of small steps of scaffolding technique for learner autonomy has resulted in pupils generating lots of ideas for English to bring the subject alive and English is no longer an isolated stand alone subject instead it is more successfully merged holistically into the generic skill and competence base for Early Learning provision. All kinds of inventive documentation and evaluation ideas, language portfolios and recordings of oral skills have become useful tools for assessing language progress and for assurance of continuity and progression in language learning. Teaching is an increasingly challenging process requiring sophisticated skills, competencies and qualities. Teachers therefore are playing pivotal roles in the drive towards improving language learning amongst our pupils and the application of action research seems to have assisted their practice. With action research as a tool teachers are able to develop their professional learning through systematic investigation rather than by reproduction of disconnected teaching tips. Through action research, teachers will begin to understand what is really happening in their classrooms, why it is happening and how teaching and learning can be systematically improved. This study illustrates how 123 action research projects, carried out by the teachers in their own practices, have encouraged self directed professional learning, increased confidence, competence and pupil engagement.

Denna kunskapsöversikt ska bidra till utvidgad förståelse för hur kooperativt lärande kan påverkar elevers motivation till matematiken. Kooperativt lärande är en arbetsmetod där elevers kunskaper utvecklas i samverkan med varandra och läraren.Genom att undersöka internationella och relevanta forskningsartiklar till vår frågeställning har vi kunnat sammanställa ett resultat som vi hoppas på ska gynna oss i vår framtida lärarprofession. Resultatet av de vetenskapliga artiklar som vi har använt har sammanfattats till fyra kategorier där vi besvarar hur lärarens roll är en väsentlig del av det kooperativa lärandet, vilken inverkan gruppsammansättningen och dess medlemmar har, hur elevers motivation ökar när de erbjuds möjlighet att samarbeta med varandra och slutligen hur kooperativt lärande kan hämma elevers motivation om negativa konsekvenser inte uppmärksammas.  Vår slutsats blev att kooperativt lärande kan öka elevers motivation när det nyttjas på rätt sätt av lärare och elever. För att kooperativt lärande inte bara ska ses som ett komplement i undervisningen är det viktigt att arbetsmetoden successivt introduceras för elever. På så sätt får elever möjlighet att bygga upp ett förtroende för varandra och arbetsmetoden.

A dissertation submitted to the Faculty of Education in fulfilment of the requirements for the Degree of Doctor of Education in the Department of Curriculum and Instructional Studies at the University Of Zululand, 2017 / This study is aimed at investigating whether or not the use of the reading-response journal as a strategy can yield any positive results in enhancing development of writing skills among learners. The study was conducted as a case study in one of the Further Education and Training (FET) phase schools under uThungulu district, within the province of Kwa-Zulu Natal in South Africa. It included verification of the FET phase learners’ level of competency in writing skills. This was done through interviewing the English First Additional Language (FAL) teacher of the target class in the FET phase. The study targeted English FAL grade eleven learners since journal writing is part of their curriculum. The sample of thirty learners was conveniently selected. The qualitative method was employed for the collection of data; task-based activities and interviews were used as instruments for data collection. This study is underpinned by the reader-response theory and it sought to; (a) find out the views of learners on the use of the reading-response journal writing as a strategy to develop writing skills, (b) to determine the learners’ views on the intervention programme of the reading-response journals in the development of writing skills and (c) the experiences of English FAL learners as participants in the activities of journal writing. Learners were given three different tasks which required them to write essays. The findings revealed that learners are generally resistant to reading and writing. The learners also lament that it takes too long before the educator can bring back feedback on their written tasks, that demotivates them. The findings also revealed that some teachers regard the teaching of writing skills as an optional task to do, yet it is prescribed in the Curriculum and Assessment Policy Statement (CAPS) document of English FAL in the FET phase. In addition, there is resistance from teachers to use innovative methods of developing writing skills such as journal writing and diary entries, among others. Lastly, the learners showed significant improvement in their writing skills as they participated in the intervention programme. There was significant improvement in their individual performance from task one, to task two and task three. Finally, the study recommended that the Department of Basic Education officials should consider reviewing the pupil-teacher ratio for language teachers so that they can do justice to the teaching of all language aspects including writing skills. Further research on other types of journal writing was also recommended.