Una investigación sobre las percepciones de los docentes y los padres sobre la introducción del inglés en
DOI:
https://doi.org/10.30827/portalin.vi.26544Palabras clave:
Proyecto EAN, infantil, aprendizaje temprano de lenguas extranjeras, percepciones, cooperación de profesoresResumen
Este artículo presenta algunos de los resultados iniciales en relación con la nueva reforma educativa de introducción del idioma inglés en los centros preescolares de Grecia durante 2021-2022. La "Introducción del inglés en los centros preescolares", conocida como el Proyecto EAN, por sus siglas en inglés, tiene como objetivo desarrollar un marco pedagógico y metodológico adecuado para los profesores de inglés y los profesores de preescolar para la introducción del inglés en los centros preescolares griegos. El Proyecto EAN pretende apoyar a los profesores de inglés y de preescolar proporcionándoles un curso de formación completo, material educativo explicativo, y escenarios y actividades diseñadas específicamente para los niños de preescolar. Otro de los objetivos es apoyar y supervisar los centros preescolares, contribuyendo también a la evaluación formativa de esta innovadora iniciativa. Los datos se recogieron mediante un cuestionario administrado a los profesores de EFL y de preescolar y a los padres.
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Abdullah, A. G., Seedee, R., Alzaidiyeen, N. J., Al-Shabatat, A., Alzeydeen, H. K., & AlAwabdeh, A. (2011). An investigation of teachers’ attitudes towards parental involvement. Educational Research, 2(8), 1402–1408.
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Alexiou, T. (2020). Introducing EFL in preschools: Facts and Fictions. In Zoghbor, W. & Alexiou, T. Advancing English Language Education. Dubai, UAE: Zayed University publications, p.61-74.
Alexiou, T. (2009). Young learners’ cognitive skills and their role in foreign language vocabulary learning. In M. Nikolov (Ed.) Second Language Acquisition: Early learning of Modern Foreign Languages. Processes and Outcomes (σελ. 46-61). Bristol: Multilingual Matters.
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Alexiou, T. & Penderi, E. (2020). Introductory Training Material for the Introduction of the English Language in Preschools-Pilot Implementation. Institution of Educational Policy: MIS 5093563. [In Greek]
Alexiou, Τ., Penderi, Ε., & Serafeim, Μ. (2021). The pilot phase of the introduction of English in Greek state pre-primary schools: Portraying stakeholders’ perceptions. Journal of Applied Linguistics, 34, 2–24. https://doi.org/10.26262/jal.v0i34.8517
Alexiou, T., Roghani, S. and Milton, J. (2019). Assessing the Vocabulary Knowledge of Preschool Language Learners. In D. Prosic-Sandovac, D. & S. Rixon (Eds.), Integrating Assessment into Early Language Learning and Teaching Practice (pp. 207-220), Bristol: Multilingual Matters.
Baidak, N., Balcon, M. P., & Motiejunaite, A. (2017). Key data on teaching languages at school in Europe (2017 ed., p. 55). Eurydice Report. Education, Audiovisual and Culture Executive Agency, European Commission.
Copland, F., Garton, S., & Burns, A. (2014). Challenges in teaching English to young learners: Global perspectives and local realities. Tesol quarterly, 48(4), 738-762.
Cortina-Pérez, Β. & Andúgar, Α. (2021). Exploring the ideal foreign language teacher profile in Spanish preschools: teacher education challenges, Teachers and Teaching, 27(8), 713-729.
Cosso, J., von Suchodoletz, A., & Yoshikawa, H. (2022). Effects of parental involvement programs on young children’s academic and social–emotional outcomes: A meta-analysis. Journal of Family Psychology. Advance online publication. https://doi.org/10.1037/fam0000992
Figel, J. (2005). Language teaching: 50% of young Europeans learn a foreign language from primary school onwards. [Press release]. https://ec.europa.eu/commission/presscorner/detail/en/IP_05_163
Jones, R. H., & Hafner, C. A. (2012). Understanding digital literacies: A practical introduction. Routledge.
Knobel, M., & Lankshear, C. (Eds.). (2007). A new literacies sampler. Peter Lang.
Lefever, S. (2014). Connecting with English: Teaching English to preschool children in Iceland. In Conference proceedings from early language learning: Theory and practice (pp. 78-81).
Lucas, C., Hood, P., & Coyle, D. (2021). Blossoming in English: Preschool children’s emergent literacy skills in English. Journal of Research in Childhood Education, 35(3), 477-502.
Malik, H., Humaira, M. A., Komari, A. N., Fathurrochman, I., & Jayanto, I. (2021). Identification of barriers and challenges to teaching English at an early age in Indonesia: An international publication analysis study. Linguistics and Culture Review, 5(1), 217-229.
McDowell, K., Jack, A., & Compton, M. (2018). Parent involvement in Pre-Kindergarten and the effects on student achievement. The Advocate, 23(6), 1-25. https://doi.org/10.4148/2637-4552.1004
Muñoz, C. (2014). Contrasting Effects of Starting Age and Input on the Oral Performance of Foreign Language Learners. Applied Linguistics 35(4), 463–482.
Murphy, V. A., & Evangelou, M., (2016). Early childhood education in English for speakers of other languages. UK: British Council.
OECD (2009). Creating Effective Teaching and Learning Environments: First Results from TALIS – ISBN 978-92-64-05605-3
Penderi, E., Petrogiannis, K. & Gavriilidou, Z. (2017). Parental involvement and foreign language learning: Parents and students' views. In Z. Gavriilidou, K. Petrogiannis, M. Platsidou & A. Psaltou-Joycey (Eds.) Language Learning Strategies: theoretical issues and applied perspectives. SAITA ISBN: 978-618-5147-52-5
Penderi, E., Chlapana, E., Melliou, K., Philippidi, A. & Marinatou, D. (2021). Preschool Teacher Guide: Compass-Theoretical and methodological framework. IEP. [in Greek]
Penderi, E. & Papanastasatou, E. (2021). Investigating parental involvement regarding preschool children literacy based on Epstein’s model of overlapping spheres of influence. Pre-primary and School Education, 9(2), 1-34. https://doi.org/10.12681/ppej.25791 [in Greek]
Penderi, Ε. (2022). Designing learning experiences in the kindergarten to support the development of the 21st century competences: Socio-pedagogical parameters related to the introduction of the English language in the kindergarten and the new Curriculum of preschool education. Dialogoi! Theory and Praxis in Education, 8. https://doi.org/10.12681/dial.28479
Savić, V. (2016). Current issues in learning English as a foreign language at preschool: Challenges and prospects. Modern preschool education: Challenges and dilemmas. Faculty of Education Jagodina.
Sobirjonovich, S. I. (2021). Teaching Preschool Children in a Second Language. International Journal of Culture and Modernity, 11, 406-411.
Tefera, G. (2018). Teaching English in pre-schools: Practices and challenges in Debre Birhan City Administration. International Journal of Advanced Research in Management and Social Sciences, 7(3), 1-13.
UNICEF. (2012). The state of the world’s children 2012: Children in an urban world. United Nations Children’s Fund. https://www.unicef.org/media/89226/file/The%20State%20of%20the%20World's%20Children%202012.pdf
Wahyuningsih, S., & Afandi, M. (2020). Promoting English Among Indonesian Preschool Learners Through Modification Of Nursery Rhymes: Challenges And Opportunities. International Journal of Scientific & Technology Research, 9(4)., 764-768.
Zamin, A. A. M., Lotfie, M. M., & Salleh, R. T. A. M. (2022). Challenges in Teaching English to Preschoolers: A Case Study in Malaysian Schools. Al-Risalah: Journal of Islamic Revealed Knowledge and Human Sciences (ARJIHS), 6(1), 38-61.
Alexiou, T. (2021). Measuring receptive vocabulary at early ages: Introducing Pic-lex. Research Papers in Language Teaching and Learning, 11(1), 66–75. http://rpltl.eap.gr
Alexiou, T. (2020). Introducing EFL in preschools: Facts and Fictions. In Zoghbor, W. & Alexiou, T. Advancing English Language Education. Dubai, UAE: Zayed University publications, p.61-74.
Alexiou, T. (2009). Young learners’ cognitive skills and their role in foreign language vocabulary learning. In M. Nikolov (Ed.) Second Language Acquisition: Early learning of Modern Foreign Languages. Processes and Outcomes (σελ. 46-61). Bristol: Multilingual Matters.
Alexiou, T. (2005). Cognitive development, aptitude and language learning in Greek young learners. PhD Thesis, Swansea University. Retrieved from: http://cronfa.swan.ac.uk/Record/cronfa42407
Alexiou, T. & Penderi, E. (2020). Introductory Training Material for the Introduction of the English Language in Preschools-Pilot Implementation. Institution of Educational Policy: MIS 5093563. [In Greek]
Alexiou, Τ., Penderi, Ε., & Serafeim, Μ. (2021). The pilot phase of the introduction of English in Greek state pre-primary schools: Portraying stakeholders’ perceptions. Journal of Applied Linguistics, 34, 2–24. https://doi.org/10.26262/jal.v0i34.8517
Alexiou, T., Roghani, S. and Milton, J. (2019). Assessing the Vocabulary Knowledge of Preschool Language Learners. In D. Prosic-Sandovac, D. & S. Rixon (Eds.), Integrating Assessment into Early Language Learning and Teaching Practice (pp. 207-220), Bristol: Multilingual Matters.
Baidak, N., Balcon, M. P., & Motiejunaite, A. (2017). Key data on teaching languages at school in Europe (2017 ed., p. 55). Eurydice Report. Education, Audiovisual and Culture Executive Agency, European Commission.
Copland, F., Garton, S., & Burns, A. (2014). Challenges in teaching English to young learners: Global perspectives and local realities. Tesol quarterly, 48(4), 738-762.
Cortina-Pérez, Β. & Andúgar, Α. (2021). Exploring the ideal foreign language teacher profile in Spanish preschools: teacher education challenges, Teachers and Teaching, 27(8), 713-729.
Cosso, J., von Suchodoletz, A., & Yoshikawa, H. (2022). Effects of parental involvement programs on young children’s academic and social–emotional outcomes: A meta-analysis. Journal of Family Psychology. Advance online publication. https://doi.org/10.1037/fam0000992
Figel, J. (2005). Language teaching: 50% of young Europeans learn a foreign language from primary school onwards. [Press release]. https://ec.europa.eu/commission/presscorner/detail/en/IP_05_163
Jones, R. H., & Hafner, C. A. (2012). Understanding digital literacies: A practical introduction. Routledge.
Knobel, M., & Lankshear, C. (Eds.). (2007). A new literacies sampler. Peter Lang.
Lefever, S. (2014). Connecting with English: Teaching English to preschool children in Iceland. In Conference proceedings from early language learning: Theory and practice (pp. 78-81).
Lucas, C., Hood, P., & Coyle, D. (2021). Blossoming in English: Preschool children’s emergent literacy skills in English. Journal of Research in Childhood Education, 35(3), 477-502.
Malik, H., Humaira, M. A., Komari, A. N., Fathurrochman, I., & Jayanto, I. (2021). Identification of barriers and challenges to teaching English at an early age in Indonesia: An international publication analysis study. Linguistics and Culture Review, 5(1), 217-229.
McDowell, K., Jack, A., & Compton, M. (2018). Parent involvement in Pre-Kindergarten and the effects on student achievement. The Advocate, 23(6), 1-25. https://doi.org/10.4148/2637-4552.1004
Muñoz, C. (2014). Contrasting Effects of Starting Age and Input on the Oral Performance of Foreign Language Learners. Applied Linguistics 35(4), 463–482.
Murphy, V. A., & Evangelou, M., (2016). Early childhood education in English for speakers of other languages. UK: British Council.
OECD (2009). Creating Effective Teaching and Learning Environments: First Results from TALIS – ISBN 978-92-64-05605-3
Penderi, E., Petrogiannis, K. & Gavriilidou, Z. (2017). Parental involvement and foreign language learning: Parents and students' views. In Z. Gavriilidou, K. Petrogiannis, M. Platsidou & A. Psaltou-Joycey (Eds.) Language Learning Strategies: theoretical issues and applied perspectives. SAITA ISBN: 978-618-5147-52-5
Penderi, E., Chlapana, E., Melliou, K., Philippidi, A. & Marinatou, D. (2021). Preschool Teacher Guide: Compass-Theoretical and methodological framework. IEP. [in Greek]
Penderi, E. & Papanastasatou, E. (2021). Investigating parental involvement regarding preschool children literacy based on Epstein’s model of overlapping spheres of influence. Pre-primary and School Education, 9(2), 1-34. https://doi.org/10.12681/ppej.25791 [in Greek]
Penderi, Ε. (2022). Designing learning experiences in the kindergarten to support the development of the 21st century competences: Socio-pedagogical parameters related to the introduction of the English language in the kindergarten and the new Curriculum of preschool education. Dialogoi! Theory and Praxis in Education, 8. https://doi.org/10.12681/dial.28479
Savić, V. (2016). Current issues in learning English as a foreign language at preschool: Challenges and prospects. Modern preschool education: Challenges and dilemmas. Faculty of Education Jagodina.
Sobirjonovich, S. I. (2021). Teaching Preschool Children in a Second Language. International Journal of Culture and Modernity, 11, 406-411.
Tefera, G. (2018). Teaching English in pre-schools: Practices and challenges in Debre Birhan City Administration. International Journal of Advanced Research in Management and Social Sciences, 7(3), 1-13.
UNICEF. (2012). The state of the world’s children 2012: Children in an urban world. United Nations Children’s Fund. https://www.unicef.org/media/89226/file/The%20State%20of%20the%20World's%20Children%202012.pdf
Wahyuningsih, S., & Afandi, M. (2020). Promoting English Among Indonesian Preschool Learners Through Modification Of Nursery Rhymes: Challenges And Opportunities. International Journal of Scientific & Technology Research, 9(4)., 764-768.
Zamin, A. A. M., Lotfie, M. M., & Salleh, R. T. A. M. (2022). Challenges in Teaching English to Preschoolers: A Case Study in Malaysian Schools. Al-Risalah: Journal of Islamic Revealed Knowledge and Human Sciences (ARJIHS), 6(1), 38-61.
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Publicado
29-11-2022
Cómo citar
Alexiou, T., Penderi, E., & Serafeim, M. (2022). Una investigación sobre las percepciones de los docentes y los padres sobre la introducción del inglés en . Porta Linguarum Revista Interuniversitaria De Didáctica De Las Lenguas Extranjeras, 93–114. https://doi.org/10.30827/portalin.vi.26544
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V Monográfico. "Investigando las lenguas extranjeras en Educación Infantil"
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