Pre-Service Preschool Teachers’ Beliefs about Foreign Language Learning and Early Foreign Language Teaching in Slovenia
Keywords:
foreign language learning, preschool teachers, preschool teachers’ beliefs, pre-service teacher training
Abstract
The implementation of foreign languages in preschool education has prompted the need for qualified teachers. However, most recent studies report a gap between the supply of qualified foreign language teachers of young learners and the demand for such teachers as foreign languages are introduced earlier and earlier. The authors of this paper present some models of initial and in-service training of preschool foreign language teachers in Slovenia. As learners’ beliefs about language learning have been considered an important variable, like many other individual differences in language learning, the main aim of the research was to determine pre-service preschool teachers’ beliefs about early foreign language learning. The research was conducted on a sample of 90 pre-service preschool teachers. The results imply that future preschool teachers are aware of the importance of foreign language learning and their awareness raises with the year of study. The results of the survey indicate that it would be beneficial to include early foreign language teacher training in the education of preschool teachers who are willing to teach foreign languages in kindergartens in Slovenia and elsewhere.
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References
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Butler, Y. G. (2004). What level of English proficiency do elementary teachers need to attain to teach EFL? Case studies from Korea, Taiwan, and Japan. TESOL Quarterly, 38(2), 245–287.
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Costa, A., Hernández, M., & Sebastián-Gallés, N. (2008). Bilingualism aids conflict resolution:
Evidence from the ANT task. Cognition, 106(1), 59–86.
Cummins, J. (2000). Language, power and pedagogy. Clevedon, UK: Multilingual Matters.
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Diab, R. L. (2006). University students’ beliefs about learning English and French in Lebanon. System, 34(1), 80–96.
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Hanušová, S., & Najvar, P. (2006). Foreign language acquisition at an early age. Proceedings from the conference organised and hosted by Faculty of Education, Masaryk University on 16 March 2006. Brno: Masaryk University.
Hayes, D. (2014). Factors influencing success in teaching English in state primary schools. London, UK: British Council.
Horwitz, E. K. (1987). Surveying student beliefs about language learning. In A. Wenden & J. Rubin
(Eds.), Learner strategies in language learning (pp. 119–129). London, UK: Prentice-Hall.
Horwitz, E. K. (1988). The beliefs about language learning of beginning university foreign language students. The Modern Language Journal, 72(3), 283–294.
Hyvönen, P. (2008). Affordances of playful learning environment for tutoring playing and learning. Unpublished doctoral dissertation. Acta Universitatis Lappoensis 152. University of Lapland, Faculty of Education, Finland.
Ioannou-Georgiou, S. (2015). Early language learning in Cyprus: voices from the classroom. In S.
Mourão & M. Lourenço (Eds), Early years second language education: International perspectives on theory and practice (pp. 95–108). Abingdon: Routledge.
Kelly, M., Grenfell, M., Allan, R., Kriza, C., & McEvoy, W. (2004). European profile for language teacher education: A frame of reference. Southampton, UK: University of Southampton.
King, K., & Mackey, A. (2007). The bilingual edge: Why, when, and how to teach your child a second language. New York, NY: Collins.
Krashen, S. D., & Terrell, T. D. (1983). The natural approach: Language acquisition in the classroom. Oxford, UK: Pergamon Press.
Lauchlan, F., Parisi, M., & Fadda, R. (2012). Bilingualism in Sardinia and Scotland: Exploring the
cognitive benefits of speaking a ‘minority’ language. International Journal of Bilingualism, 17(1), 43–56.
Lord, A., & McFarland, L. (2010). Pre-service primary teachers’ perceptions of early childhood
philosophy and pedagogy: A case study examination. Australian Journal of Teacher Education, 35(3), 1–113.
Kern, R. G. (1995). Students’ and teachers’ beliefs about language learning. Foreign Languages Annals, 28(1), 71–92.
Loewen, S., Li, S., Fei, F., Thompson, A., Nakatsukasa, K., Ahn, S., & Chen, X. (2009). Second language learners’ beliefs about grammar instruction and error correction. The Modern Language Journal, 93(1), 91–104.
Meisel, J. (2004). The bilingual child. In T. K. Bhatia & W. C. Ritchie (Eds.), The handbook of
bilingualism (pp. 91–113). Malden, MA: Blackwell Publishing. Retrieved from http://www1.unihamburg.de/romanistik/personal/pdf-Dateien/bilchild.pdf
Mori, Y. (1999). Epistemological beliefs and language learning beliefs: What do language learners believe about their learning? Language Learning, 49(3), 377–415.
Mourão, S., & Lourenço, M. (2015). Early years second language education: International perspectives on theory and practice. Abingdon, UK: Routledge.
Murphy, V. A. (2014). Second language learning in the early school years: Trends and contexts. Oxford, UK: OUP.
National curriculum for preschool institutions (1999). Ljubljana: Ministry of Education and Sport,
National Education Institute Slovenia.
Nikolov, M., & Mihaljević Djigunović, J. (2011). All shades of every colour: an overview of early
teaching and learning of foreign languages. Annual Review of Applied Linguistics, 31, 95–119.
Peacock, M. (2001). Pre-service ESL teachers’ beliefs about second language learning: a longitudinal study. System, 29(2), 177–195.
Pui-Wah, D. (2010). Exploring the tactfulness of implementing play in the classroom: A Hong Kong experience. Asia-Pacific Journal of Teacher Education, 38(1), 69–82.
Portiková, Z. (2015). Pre-primary second language education in Slovakia and the role of teacher
training programmes. In S. Mourão & M. Lourenço (Eds.), Early years second language education: International perspectives on theory and practice (pp. 177–188). Abingdon: Routledge.
Pramling Samuelsson, I., & Asplund, M. C. (2008). The playing learning child: Towards a pedagogy of early childhood. Scandinavian Journal of Educational Research, 52(6), 623–641.
Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods in language teaching (2nd ed.).
Cambridge, UK & New York, NY: Cambridge University Press.
Riley, P. A. (2009). Shifts in beliefs about second language learning. RELC Journal, 40(1), 102–124.
Rixon, S. (2013). British Council Survey of Policy and Practice in Primary English Language Teaching Worldwide. London, UK: British Council.
Robinson, P., Mourão, S., & Joon Kang, N. (2015). English learning areas in pre-primary classrooms: an investigation of their effectiveness. London, UK: British Council.
Rokeach, M. (1968). Beliefs, attitudes, and values: A theory of organization and change. San Francisco, CA: Jossey-Bass.
Rokita-Jaśkow, J. (2013). Foreign language learning at pre-primary level: Parental aspirations and
educational practice. Kraków: Pedagogical University Press.
Rokita-Jaśkow, J. (2015). Parental visions of their children’s future as a motivator for an early start in a foreign language. Studies in Second Language Learning and Teaching, 5(3), 455–472.
Tanaka, K., & Ellis, R. (2003). Study-abroad, language proficiency, and learner beliefs about language learning. JALT Journal, 25(1), 63–85. Retrieved from http://www.jalt-publications.org/archive/jj/2003a/art3.pdf
UNESCO (2003). Education in a multilingual world. UNESCO Education Position Paper. Paris:
UNESCO. Retrieved from http://unesdoc.unesco.org/images/0012/001297/129728e.pdf
Vygotsky, L. (1986). Thought and language (2nd ed.). Massachusetts, MA: MIT Press.
Wenden, A. L. (1999). An introduction to metacognitive knowledge and beliefs in language learning: beyond the basics. System, 27(4), 435–441.
Willis J. (1996). A framework for task-based learning. Harlow, UK: Longman Pearson Education.
Baker, C. (1993). Foundations of bilingual education and bilingualism. Clevedon, UK: Multilingual Matters.
Bergen, D. (2009). Play as the learning medium for future scientists, mathematicians, and engineers. American Journal of Play, 1(4), 413–428.
Bernat, E. (2004). Investigating Vietnamese ESL learners’ beliefs about language learning. EA Journal, 21(2), 40–54. Retrieved from http://www.englishaustralia.com.au /index.cgi?E=hsshowjnl&efile=admin&M=art&X=getdoc&Lev1=5&Lev2=3&Lev3=4
Bialystok, E. (2001). Bilingualism in development: Language, literacy, and cognition. New York, NY: Cambridge University Press.
Bialystok, E. (2007). Cognitive effects of bilingualism: How linguistic experience leads to cognitive change. International Journal of Bilingual Education and Bilingualism, 10(3), 210–223. Retrieved from http://dx.doi.org/10.2167/beb441.0
Brumen, M. (2011). The perception of and motivation for foreign language learning in preschool. Early Child Development and Care. 181(6), 717–732.
Brumen, M., & Dagarin Fojkar, M. (2012). Teacher development in Slovenia for teaching foreign languages at the primary level. CEPS Journal, 2(3), 27–53.
Butler, Y. G. (2004). What level of English proficiency do elementary teachers need to attain to teach EFL? Case studies from Korea, Taiwan, and Japan. TESOL Quarterly, 38(2), 245–287.
Byram, M., Gribkova, B., & Starkey, H. (2002). Developing the intercultural dimension in language teaching: A practical introduction for teachers. Strasbourg: Language Policy Division. Directorate of School, Out-of-School and Higher Education DGIV. Strasbourg: Council of Europe.
Coolican, H. (2009). Research methods and statistics in psychology (5th ed.). London, UK: Hodder Education.
Costa, A., Hernández, M., & Sebastián-Gallés, N. (2008). Bilingualism aids conflict resolution:
Evidence from the ANT task. Cognition, 106(1), 59–86.
Cummins, J. (2000). Language, power and pedagogy. Clevedon, UK: Multilingual Matters.
Černà , M. (2015). Pre-primary English language learning and teacher education in the Czech Republic. In S. Mourão & M. Lourenço (Eds.), Early years second language education: International perspectives on theory and practice (pp. 165–176). Abingdon, UK: Routledge.
Diab, R. L. (2006). University students’ beliefs about learning English and French in Lebanon. System, 34(1), 80–96.
Early Language Learning Country Summaries. (2011). Retrieved 20.11.2015 from http://ec.europa.eu/languages/policy/learning-languages/early-language-learning_en.htm.
Ellis, G. (2016). A short, in-service training course for pre-school teachers in France. In V. A. Murphy & M. Evangelou (Eds.), Early Childhood Education in English for Speakers of Other Languages (pp. 265–278). London, UK: British Council.
Emery, H. (2012). A global study of primary English teachers’ qualifications, training and career
development. ELT Research Papers 12-08. London, UK: British Council.
Enever, J. (Ed.). (2011). ELLiE. Early language learning in Europe. London, UK: British Council.
Enever, J., & Moon, J. (2009). New global contexts for teaching Primary ELT: Change and challenge. In J. Enever, J. Moon, & U. Raman (Eds.), Young learner English language policy and implementation: International perspectives (pp. 5–21). Reading, UK: Garnet Education.
Enever, J., Moon, J., & Raman, U. (Eds.) (2009). Young learner English language policy and
implementation: International perspectives. Reading, UK: Garnet Education.
Fullan, M. (2007). The new meaning of educational change (4th ed.). New York, NY: Teachers College Press.
Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and
motivation. London, UK: Edward Arnold Publishers.
Gardner, R. C. (2005). Integrative motivation and second language acquisition. Canadian Association of Applied Linguistics/Canadian Linguistics Association Joint Plenary Talk – 30 May 2005, London, Canada. Retrieved from http://publish.uwo.ca/~%20gardner/docs/caaltalk5final.pdf
Garton, S., Copland, F., & Burns, A. (2011). Investigating global practices in teaching English to young learners. London, UK: British Council.
Hanušová, S., & Najvar, P. (2006). Foreign language acquisition at an early age. Proceedings from the conference organised and hosted by Faculty of Education, Masaryk University on 16 March 2006. Brno: Masaryk University.
Hayes, D. (2014). Factors influencing success in teaching English in state primary schools. London, UK: British Council.
Horwitz, E. K. (1987). Surveying student beliefs about language learning. In A. Wenden & J. Rubin
(Eds.), Learner strategies in language learning (pp. 119–129). London, UK: Prentice-Hall.
Horwitz, E. K. (1988). The beliefs about language learning of beginning university foreign language students. The Modern Language Journal, 72(3), 283–294.
Hyvönen, P. (2008). Affordances of playful learning environment for tutoring playing and learning. Unpublished doctoral dissertation. Acta Universitatis Lappoensis 152. University of Lapland, Faculty of Education, Finland.
Ioannou-Georgiou, S. (2015). Early language learning in Cyprus: voices from the classroom. In S.
Mourão & M. Lourenço (Eds), Early years second language education: International perspectives on theory and practice (pp. 95–108). Abingdon: Routledge.
Kelly, M., Grenfell, M., Allan, R., Kriza, C., & McEvoy, W. (2004). European profile for language teacher education: A frame of reference. Southampton, UK: University of Southampton.
King, K., & Mackey, A. (2007). The bilingual edge: Why, when, and how to teach your child a second language. New York, NY: Collins.
Krashen, S. D., & Terrell, T. D. (1983). The natural approach: Language acquisition in the classroom. Oxford, UK: Pergamon Press.
Lauchlan, F., Parisi, M., & Fadda, R. (2012). Bilingualism in Sardinia and Scotland: Exploring the
cognitive benefits of speaking a ‘minority’ language. International Journal of Bilingualism, 17(1), 43–56.
Lord, A., & McFarland, L. (2010). Pre-service primary teachers’ perceptions of early childhood
philosophy and pedagogy: A case study examination. Australian Journal of Teacher Education, 35(3), 1–113.
Kern, R. G. (1995). Students’ and teachers’ beliefs about language learning. Foreign Languages Annals, 28(1), 71–92.
Loewen, S., Li, S., Fei, F., Thompson, A., Nakatsukasa, K., Ahn, S., & Chen, X. (2009). Second language learners’ beliefs about grammar instruction and error correction. The Modern Language Journal, 93(1), 91–104.
Meisel, J. (2004). The bilingual child. In T. K. Bhatia & W. C. Ritchie (Eds.), The handbook of
bilingualism (pp. 91–113). Malden, MA: Blackwell Publishing. Retrieved from http://www1.unihamburg.de/romanistik/personal/pdf-Dateien/bilchild.pdf
Mori, Y. (1999). Epistemological beliefs and language learning beliefs: What do language learners believe about their learning? Language Learning, 49(3), 377–415.
Mourão, S., & Lourenço, M. (2015). Early years second language education: International perspectives on theory and practice. Abingdon, UK: Routledge.
Murphy, V. A. (2014). Second language learning in the early school years: Trends and contexts. Oxford, UK: OUP.
National curriculum for preschool institutions (1999). Ljubljana: Ministry of Education and Sport,
National Education Institute Slovenia.
Nikolov, M., & Mihaljević Djigunović, J. (2011). All shades of every colour: an overview of early
teaching and learning of foreign languages. Annual Review of Applied Linguistics, 31, 95–119.
Peacock, M. (2001). Pre-service ESL teachers’ beliefs about second language learning: a longitudinal study. System, 29(2), 177–195.
Pui-Wah, D. (2010). Exploring the tactfulness of implementing play in the classroom: A Hong Kong experience. Asia-Pacific Journal of Teacher Education, 38(1), 69–82.
Portiková, Z. (2015). Pre-primary second language education in Slovakia and the role of teacher
training programmes. In S. Mourão & M. Lourenço (Eds.), Early years second language education: International perspectives on theory and practice (pp. 177–188). Abingdon: Routledge.
Pramling Samuelsson, I., & Asplund, M. C. (2008). The playing learning child: Towards a pedagogy of early childhood. Scandinavian Journal of Educational Research, 52(6), 623–641.
Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods in language teaching (2nd ed.).
Cambridge, UK & New York, NY: Cambridge University Press.
Riley, P. A. (2009). Shifts in beliefs about second language learning. RELC Journal, 40(1), 102–124.
Rixon, S. (2013). British Council Survey of Policy and Practice in Primary English Language Teaching Worldwide. London, UK: British Council.
Robinson, P., Mourão, S., & Joon Kang, N. (2015). English learning areas in pre-primary classrooms: an investigation of their effectiveness. London, UK: British Council.
Rokeach, M. (1968). Beliefs, attitudes, and values: A theory of organization and change. San Francisco, CA: Jossey-Bass.
Rokita-Jaśkow, J. (2013). Foreign language learning at pre-primary level: Parental aspirations and
educational practice. Kraków: Pedagogical University Press.
Rokita-Jaśkow, J. (2015). Parental visions of their children’s future as a motivator for an early start in a foreign language. Studies in Second Language Learning and Teaching, 5(3), 455–472.
Tanaka, K., & Ellis, R. (2003). Study-abroad, language proficiency, and learner beliefs about language learning. JALT Journal, 25(1), 63–85. Retrieved from http://www.jalt-publications.org/archive/jj/2003a/art3.pdf
UNESCO (2003). Education in a multilingual world. UNESCO Education Position Paper. Paris:
UNESCO. Retrieved from http://unesdoc.unesco.org/images/0012/001297/129728e.pdf
Vygotsky, L. (1986). Thought and language (2nd ed.). Massachusetts, MA: MIT Press.
Wenden, A. L. (1999). An introduction to metacognitive knowledge and beliefs in language learning: beyond the basics. System, 27(4), 435–441.
Willis J. (1996). A framework for task-based learning. Harlow, UK: Longman Pearson Education.
Published
2017-12-22
How to Cite
Dagarin Fojkar, M., & Skubic, D. (2017). Pre-Service Preschool Teachers’ Beliefs about Foreign Language Learning and Early Foreign Language Teaching in Slovenia. Center for Educational Policy Studies Journal, 7(4), 85-104. https://doi.org/10.26529/cepsj.365
Section
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