Taking play seriously in the pre-primary English classroom  

Oleh:

Mourao, Sandie

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: ELT Journal = English Language Teaching Journal (Full Text) vol. 68 no. 3 (2014), page 254-264.
Fulltext: 68_03_Mourao.pdf (329.71KB)

Isi artikel

Drawing on experience and the emerging results of a research project, this article examines the role of play, in particular child-initiated play, when learning languages in pre-primary settings. It begins by characterizing play and highlights the importance of a balanced relationship between adult-led and child-initiated play activities. It proposes that English learning areas might facilitate child-initiated play in the target language, and analyses the relationship between adult-led and child-initiated play, consequently outlining a possible format and its components: structure, role, and script. Analysis of a teacher-led activity with a group of children demonstrates how this format supports children in later child-initiated play. Excerpts from observations of children in English learning areas exemplify how teacher-led instruction can enable child-initiated play. The article concludes with a discussion around the implications for practice in pre-primary EFL settings.

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