Organizational and pedagogical conditions of introduction foreign language teaching at early stage in the Republic of Kazakhstan: experience, problems and perspectives
Автор: Zhetpisbayeva Bakhytgul Asylbekovna, Shelestova Tatyana Yurievna, Akbayeva Gulden Nurmambekovna, Kubeyeva Aissulu Erkinovna, Tleuzhanova Gulnaz Koshkinbaevna
Журнал: Science for Education Today @sciforedu
Рубрика: Педагогические и психологические науки
Статья в выпуске: 4 (32), 2016 года.
Бесплатный доступ
The current research aims to investigate English teachers’ ideas towards the implementation of the curriculum for teaching English as a third language to grades 1-4 and the organization of English Language Teaching (ELT) in primary schools in the conditions of multilingualism in Kazakhstan. Implementation of ELT into Primary Schools is innovative process demanding an assessment, development and practice of pedagogical innovations. In the condition of a language situation in Kazakhstan, ELT in primary schools demands the system decisions connected with its standard, scientific and methodical research, staff teaching and resource providing. The authors made the analysis of international experience, which is correlated with the state of early English language education, typical of modern Kazakhstan. On the basis of the comparison problematic aspects of this process are indicated and presented in the form of the organizational and pedagogical conditions of English language teaching at early stage in Kazakhstan. The data for the study is gathered from 105 primary school English teachers from different school via a questionnaire. The questionnaire has closed and open-ended questions and aims at finding teachers views about the starting age/grade for language learning, the type of teachers’ professional development for English teaching in primary schools, modern teaching materials (programs, curriculum and instructional kits (CIK), methodological literature, etc.), activities which are used in primary schools by language teachers. Analysis of the problem enables to reveal that along with the positive experience some school have had in teaching English language to young learners (ELYL) from the 1st grade, most schools have not yet made a transition to the system organization of teaching foreign languages in the primary school.
Young learners, english language teaching, primary school, professional development, teaching materials
Короткий адрес: https://sciup.org/147137746
IDR: 147137746 | УДК: 373.2 | DOI: 10.15293/2226-3365.1604.06
Проблемы внедрения раннего обучения английскому языку для реализации полиязычного образования в Казахстане
В данной статье рассматриваются проблемы организации раннего обучения английскому языку в начальной школе в условиях казахстанского полиязычия и обзор мнений учителей по внедрению английского языка в 1-4 классах. Внедрение раннего обучения английскому языку в этом контексте предстает как инновационный процесс, требующий создания оценки, освоения и применения педагогических новшеств. Обучение английскому языку в начальной школе в условиях языковой ситуации Казахстана требует системных решений, связанных с его нормативным, научно-методическим, кадровым и ресурсным обеспечением. Авторами проведен анализ зарубежного опыта, который соотнесен с состоянием раннего обучения английскому языку, типичного для современного Казахстана в условиях совместного изучения родного, государственного и английского языков. На основе сравнения обозначены проблемные моменты этого процесса. Данные для исследования были получены посредством анкетирования 105 учителей английского языка разных школ на предмет обеспеченности школ квалифицированными педагогическими кадрами, учебной литературой, дидактическими материалами, учебно-материальной базой к организации образовательного процесса, а также готовности учителей преподавать английский язык с первого класса учащимся 6-7 лет. Проведенный анализ показал, что наряду с положительным опытом преподавания английского языка с первого класса в отдельных школах и гимназиях, существует проблема системной организации преподавания иностранного языка в начальной школе.
Список литературы Organizational and pedagogical conditions of introduction foreign language teaching at early stage in the Republic of Kazakhstan: experience, problems and perspectives
- Adamson B., Morris P. The English curriculum in the People’s Republic of China//Comparative Education Review. -1997. -Vol. 41 (1). -P. 3-26.
- Birdsong D. Interpreting age effects in second language acquisition//Handbook of Bilingualism: Psycholinguistic Approaches/Eds. J. F. Kroll and A. M. B. De Groot. -Oxford: Oxford University Press, 2005. -608 p.
- Brown Douglas H. Teaching by principles: An interactive approach to language pedagogy. -2nd ed. -White Plains: Longman, 2001. -569 p.
- Bourdieu P. Language and symbolic power. -Massachusetts: Harvard University Press, 1991. -307 p.
- Cameron L. Challenges for ELT from the expansion in teaching children//ELT Journal. -2003. -Vol. 57 (2). -P. 105-112.
- Cortazzi M., Jin L. English teaching and learning in China//Language Teaching. -1996. -№ 29. -P. 61-80.
- De Keyser R., Larson-Hall J. What does the critical period really mean?//Handbook of Bilingualism: Psycholinguistic Approaches/Eds. J. F. Kroll and A. M. B. De Groot. -Oxford: Oxford University Press, 2005. -608 p.
- Gürsoy E., Korkmaz S. Ç., Damar A. E. Foreign language teaching within 4+4+4 education system in Turkey: Language teachers’ voice//Egitim Arastirmalari-Eurasian Journal of Educational Research. -2013. -№ 53/A. -P. 59-74.
- Hoque S. Teaching English in primary schools in Bangladesh: Competencies and achievements//Young Learner English Language Policy and Implementation: International Perspectives./Eds. J. Enever, J. Moon and U. Raman. -Reading: Garnet Education, 2009. -214 p.
- Hu G. English language teaching in China: Regional differences and contributing factors//Journal of Multilingual and Multicultural Development. -2003. -Vol. 24. -P. 290-318.
- Hu G. English Language Education in China: policies, progress and problems//Language Policy. -2005. № 4. -P. 5-24.
- Hu Y. China’s foreign Language Policy on primary English education: What’s behind it?//Language Policy. -2007. -№ 6. -P. 359-376.
- Jin L., Cortazzi M. English language teaching in China: A bridge to the future//Asia Pacific Journal of Education. -2002. -Vol. 22, № 2. -P. 53-64.
- Komorowska H. Organization, integration and continuity//Foreign Language Education in Primary Schools/Eds. P. Doyle, A. Hurrell. -Council of Europe Press, 1997. -102 p.
- Li D. F. ‘It’s always more difficult than you plan and imagine’: Teachers’ perceived difficulties in introducing the communicative approach in South Korea//TESOL Quarterly. -1998. -Vol. 32 (4). -P. 677-703.
- Mathew R., Pani S. Issues in the implementation of Teaching English for Young Learners (TEYL): A case study of two states in India//Young Learner English Language Policy and Implementation: International Perspectives/Eds. J. Enever, J. Moon and U. Raman. -Reading: Garnet Education, 2009. -214 p.
- Moon J. Children learning English. -Oxford: Macmillan-Heinemann, 2000. -160 p.
- Nikolov M., Mihaljević Djigunović J. Recent research on age, second language acquisition, and early foreign language learning//Annual review of applied linguistics. -2006. -№ 26. -P. 234-260.
- Niu Q., Wolff M. China and Chinese, or Chingland and Chinglish?//English Today. -2003. -Vol. 19 (2). -P. 9-11.
- Nur C. English Language Teaching in Indonesia: changing policies and practical constraints//English Language Teaching in East Asia Today: Changing Policies and Practices/Eds. W. K. Ho and R. Y. L. Wong. -Singapore: Eastern Universities Press, 2003. -482 p.
- Schleicher A. Building a High-Quality Teaching Profession: Lessons from around the world. -Paris: OECD, 2011. -70 p.
- Zhetpisbayeva B. A., Shelestova T. Y. Difficulties of Implementation of Primary English Education in the Republic of Kazakhstan: Language Teachers’ Views//Review of European Studies. -2015. -Vol. 7 (12). -P. 13-20 DOI: 10.5539/res.v7n12p13
- Послание Президента Республики Казахстан Н. Назарбаева народу Казахстана. "Казахстанский путь -2050: Единая цель, единые интересы, единое будущее", 17 января 2014 г. www.strategy2050.kz
- Выготский Л.С. Психология развития человека. -М.: Изд-во Смысл; Изд-во Эксмо, 2005. -1136 с.
