Exploring pre-service teachers’ views on introducing EFL in early childhood teacher education
DOI:
https://doi.org/10.30827/portalin.vi.26212Keywords:
Early childhood education, English as a foreign language, collaborative practice, schoolification of pre-primary education, pre-service teachers.Abstract
Early childhood research and policy recommendations indicate that foreign languages should not be taught separately from other areas, but integrated within existing classroom practice. On such accounts, priority attention is given to the development of learner motivation and stimulation of positive attitudes towards language learning. The collaborative efforts of all early years’ teachers are fundamental to such approaches. This article presents a study exploring pre-service teachers’ perspectives on the implementation of English as a foreign language in pre-primary settings. The study was carried out within the context of a compulsory module at a Catalan university which embeds foreign language teacher training within its early childhood education degree programme. A mixed-method design using questionnaires and a series of focus groups was applied to explore participants’ views on introducing EFL in the early years. Findings highlight the need for strategic action within teacher education programmes to empower future teachers to promote collaborative practice focused on the primary goal of developing positive attitudes to language learning.
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