Investigating teachers’ and parents’ perceptions regarding the introduction of English in Greek preschools during the first stages of the EAN Project
DOI:
https://doi.org/10.30827/portalin.vi.26544Keywords:
EAN project, preschool, early FL learning, perceptions, teachers' cooperationAbstract
orm of introducing the English language in preschools in Greece during 2021-2022. The “Introduction of English in Preschools”, known as the EAN Project, aims to develop the appropriate pedagogical and methodological framework for English language teachers and preschool teachers for the introduction of English in Greek preschools. The EAN Project seeks to support EFL and preschool teachers by providing them with a comprehensive training course, indicative educational material, scenarios, and activities specifically designed for preschool children. Another aim is to support and monitor the preschools while contributing also to the formative assessment of this innovative initiative. The data were collected through a questionnaire administered to EFL and preschool teachers and parents. General perceptions, the benefits and the challenges related to the introduction of English in Greek preschools were investigated along with the effect of cooperation between all stakeholders. Analysis revealed that the perceptions are positive from all stakeholders while there
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References
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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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Published
2022-11-29
How to Cite
Alexiou, T., Penderi, E., & Serafeim, M. (2022). Investigating teachers’ and parents’ perceptions regarding the introduction of English in Greek preschools during the first stages of the EAN Project. Porta Linguarum An International Journal of Foreign Language Teaching and Learning, 93–114. https://doi.org/10.30827/portalin.vi.26544
Issue
Section
V Special Issue. "Researching foreign languages at Pre-primary Education"
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