Innovative Practices in Early English Language Education

Foreword
References
Foreword
Acknowledgements
Contents
Notes on Contributors
List of Figures
List of Tables
List of Cameo Boxes
1: Introduction: Confluence, Connections and a Call to Action in Early English Education
	1	 Characteristics of Innovative Practices
	2	 Structure of the Book
	References
Part I: Innovative Practices in Early English Education
	2: Integrating Language Learning into Education in the Primary English Classroom
		1	 Introduction
		2	 Current Issues and Research
			Mainstream Approaches in the Primary English Classroom
			Learning as a Social Experience
		3	 Practical Applications: Social Constructivism and the Primary English Classroom
			Principles for Course Design
				Principle 1: Classroom Content Has Educational Value
				Principle 2: Classroom Activities Have Educational Value
				Principle 3: Meaning and Content are the Central Focus of Classroom Work
				Principle 4: The Child’s L1 Is a Resource for Learning
				Principle 5: Learners Are Involved in Classroom Decision-Making
				Principle 6: Classroom Work Is Highly Interactive
				Principle 7: Classroom Work Is Inclusive
				Principle 8: Classroom Work Is Age Appropriate
			Examples of Principles in Practice
				Example 1: Content and Methods from Across the Curriculum, Integrating L1s
				Example 2: Learner Plans
				Example 3: Question Posters
				Example 4: Cognitive Engagement in Language Work
		4	 Conclusion
		References
	3: Implementing Agency-Based Approaches in Upper-Primary English Language Education
		1	 Introduction
		2	 Current Issues and Research
			Learner Agency
			Conceptual Basis for Agency-Based Approaches
			Pedagogical Principles for Agency-Based Approaches
		3	 Practical Applications
			Implementing Teaching–Learning Sequences
				Communicatively Orienting Learners
				Personally Orienting Learners
				Cognitively Orienting Learners in English
				Consciously Reflecting on Errors
				Raising Awareness of Evaluation Criteria
				Practising via Role Playing
				Conducting the Communicative Task
				Evaluating with the Learners
			Creating a Trusting Learning Environment
				Providing Descriptive Feedback
				Anticipating Your Negative Emotions as a Teacher
		4	 Conclusion
		References
	4: Creating a Model for Intercultural Competence in Early Years and Primary ELT
		1	 Introduction
		2	 Current Issues and Research
			Teaching Culture
			Intercultural Understanding
			Intercultural Communicative Competence
			Intercultural Citizenship
			Issues in Developing Intercultural Competence with Children
				Gap Between Theory and Practice
				Focus and Design of Early Years and PELT Syllabuses
				Representation of Culture
				How Intercultural Competence Is Taught
				Teachers’ Skills and Capabilities
				Children’s Development
		3	 Practical Applications
			Model for Developing Intercultural Competence with Children
				Phase 1: Authentic Children’s Cultures
				Phase 2: Comparing and Contrasting Cultures
				Phase 3: Cultures in the Wider World
			Benefits of the Proposed Model
		4	 Conclusion
		References
	5: Enriching Early Years English Language Education with Translanguaging
		1	 Introduction
		2	 Issues and Research
		3	 Practical Applications
			Translanguaging Rings
			Translanguaging Assessments
			Translanguaging Spaces
		4	 Conclusion
		References
	6: Developing Primary English Learners’ Visual Literacy for a Multimodal World
		1	 Introduction
			English Learners Need More Than Text Literacy
			Visual Literacy Must Be Learned
			Visual Literacy for Primary English Learners
		2	 Current Issues and Research
			Real-World Images and Multimodal Ensembles
			Visual Literacy as Part of a Pedagogy of Multiliteracies
			Visual Literacy as a Social Practice
			Visual Literacy as Critical Inquiry
		3	 Practical Applications
			Serafini’s (2014) Exposure-Exploration-Engagement Framework
				Pedagogical Principle #1: Expose Children to a Wide Variety of Real-World Visual Images and Multimodal Ensembles
				Pedagogical Principle #2: Engage Primary English Learners in Critically Interpreting Real-World Visual Images and Multimodal Ensembles
				Pedagogical Principle #3: Empower Primary English Learners in the Production and Interpretation of Real-World Visual Image and Multimodal Ensembles
		4	 Conclusion
		References
	7: Fostering Digital Literacies in Primary English Language Education
		1	 Introduction
		2	 Current Issues and Research
			Digital Literacy and Primary Education Curricula
			Fostering Digital Literacy in ELT
			The Role of Teachers in Fostering Digital Literacy
			Implementing Digital Literacies in Primary ELT
		3	 Practical Applications
			The Eight C’s Framework
			The Nine C’s Framework
				Practical Application 1: Spotting Fake News
				Practical Application 2: Affirming Cultural Identities
		4	 Conclusion
		References
	8: Reimagining Picturebook Pedagogy for Online Primary English Language Education
		1	 Introduction
		2	 Current Issues and Research
			The Picturebook and Multimodality
			Picturebooks and Video Read-Alouds: An Underutilized Resource
			Online Video Picturebook Read-Alouds and Engagement
				Affective Engagement
				Cognitive Engagement
			Researching and Analysing Video Picturebook Read-Alouds
				(i) Suitability and Interest of the Picturebook
				(ii) Video Production Approaches
					Interactive Approach
						Affordances
						Constraints
					Alternating Approach
						Affordances
						Constraints
					Performance Approach
						Affordances
						Constraints
					Bird’s Eye Approach
						Affordances
						Constraints
					Additional Features
				(iii) Techniques for Online Read-Alouds
				(iv) Quality and Quantity of Read-Aloud Talk
				(v) Establishing Online Presence and Rapport
		3	 Practical Applications
			The Picturebook E-lesson Framework and Structure
			The Picturebook E-lesson Framework Steps
				Step 1 (Pre-viewing): Look at the Cover
				Step 2 and 3 (While-Viewing): Listen and Watch A and B
				Step 4 (Post-viewing): Add Your Voice
				Step 5 (Post-viewing): Share and Evaluate Your Work
			Access and Motivation
		4	 Conclusion
		References
	9: Building in Assessment for Learning to Existing Primary ELT Practice
		1	 Introduction
		2	 Current Issues and Research
		3	 Origins of Assessment for Learning
		4	 Implications for the Primary ELT Classroom
		5	 Interpretations of AfL in ELT
		6	 Challenges for Teachers and Professional Development Needs
		7	 Conclusion
		References
	10: Expanding the Role of Self-Assessment: From Assessing to Learning English
		1	 Introduction
		2	 Current Issues and Research
			Theoretical Background of Self-Assessment
			Formats of Self-Assessment
			Self-Assessment as a Measurement Tool
			Self-Assessment as a Learning Tool
		3	 Practical Applications
			(1) Start with a Simple Format and Gradually Increase Complexity
			(2) Set Clear Criteria
			(3) Use Self-Assessment Strategically to Increase Children’s Motivation, Self-Regulation, and Confidence
			(4) Avoid Rushing
			(5) Ensure Children Receive Sufficient Feedback
			(6) Create a Trusting and Constructive Environment
		4	 Conclusion
		References
Part II: Innovative Practices in Early English Teacher Education
	11: Embedding ELT Within Early Childhood Teacher Education
		1	 Introduction
		2	 Current Issues and Research
			A Whole Child Approach
			A Whole Teacher Approach
		3	 Practical Applications
			Implementation
				A Whole Teacher Approach
				A Whole Child Approach
			Transformative Potential
		4	 Conclusion
		References
	12: Educating Early Years and Primary English Language Teachers Multilingually
		1	 Introduction
		2	 Current Issues and Research
			A Growing, Yet Reluctant Interest in Integrating Multilingualism in ELT
				Monolingualising Ideologies
				Use of the L1
				The Fallacy of the Overuse of the L1
				Children’s Full Linguistic Repertoire
			Teachers at the Crossroads
				Attitudes and Ideological Challenges
				Pedagogical Challenges
				Professional Development Challenges
		3	 Practical Applications
			Educating Teachers Multilingually: A Model of Teacher Engagement
				Creative, Visual Engagement with Multilingualism
				Lived, Subjective Engagement with Multilingualism
				Pedagogical Engagement with Plurilingual Practices
				Critical Engagement with Multilingualism
				Bringing It All Together: Implications for the Future of Teacher Education
		4	 Conclusion
		References
	13: Scaffolding In-depth Learning: Picturebooks for Intercultural Citizenship in Primary English Teacher Education
		1	 Introduction
		2	 Current Issues and Research
			Beyond Culture as ‘Land and People’
			Beyond Pre-While-Post Lesson Frameworks
			Beyond Cross-Border Collaboration
		3	 Practical Applications
			Read Against the Text and Create Cultural Identity Maps
			Notice Picturebook Potentialities and Ponder the Peritext
			Co-Create Materials around Picturebooks with ICit Themes
		4	 Conclusion
		References
	14: Mainstreaming Metacognitive Practices in Primary English Teacher Education Programmes
		1	 Introduction
		2	 Research Issues
			The Footprint of Metacognition
			Metacognition in the National Syllabus
			Metacognition in Teacher Education Programmes
		3	 Practical Applications
			Explicit Instruction in Metacognitive Practices in the Primary English Classroom
			Embedded Metacognitive Practices in Primary English Language Methodology Courses
				Teaching Demonstrations and Micro-teaching
				Teaching Attachment
		4	 Conclusion
		Appendices
			Appendix 1 Teaching Demonstration/Micro-teaching Discussion Frame
			Appendix 2 Teaching Attachment
			Appendix 3 Teaching Attachment (Co-teaching Reflection)
		References
	15: Incorporating Pragmatics into Primary English Language Teacher Education
		1	 Introduction
		2	 Current Issues and Research
		3	 Practical Applications
			Principles for Teacher Education: Preparing to Teach Pragmatics to Primary Learners
				Principle 1: Adopt a Multilingual and Intercultural Perspective on Pragmatics
				Principle 2: Make Insights About the Pragmatics Learning of Primary Children Accessible
				Principle 3: Link Teachers’ Metapragmatic Awareness to Pedagogic Knowledge
				Principle 4: Aim to Develop Teachers’ Multilingual Scaffolding Repertoire
			Implementing a Task-Based Approach to Developing Pedagogic Knowledge
				The Emoticon Task
			An Illustration
		4	 Conclusion
		References
Afterword
	What the Book Teaches Us
	Going Forward
References
Index