Chilean young learners’ perspectives on their EFL lesson in primary schools

Latest research in the field of applied linguists suggests that giving children a participatory and active role in the development of their foreign language skills could help teachers reveal overlooked aspects of language learning. Furthermore, challenging the role given to children in language lear...

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Autor principal:	Inostroza A., María-Jesus
Formato:	Online
Idioma:	spa
Publicado:	Universidad de Costa Rica 2018
Acceso en línea:	https://revistas.ucr.ac.cr/index.php/aie/article/view/31323

id	AIE31323
record_format	ojs
spelling	AIE313232023-06-07T20:10:27Z Chilean young learners’ perspectives on their EFL lesson in primary schools Inostroza A., María-Jesus primary education english second language instruction educación primaria inglés enseñanza de una segunda lengua Latest research in the field of applied linguists suggests that giving children a participatory and active role in the development of their foreign language skills could help teachers reveal overlooked aspects of language learning. Furthermore, challenging the role given to children in language learning research could provide useful insights about the learning processes. In this regard, little is known in the field of primary English language teaching in Latin America. In the case of Chile, the Curriculum Framework for primary English language teaching considers the relevance of children’s experiences as part of their learning process; however, reference to their active involvement in this process is still scarce. This article aims at identifying the perspectives about the English lesson of a group of fourth graders from state-funded schools in Chile. Through an exploratory study of qualitative nature, the viewpoints of 16 children are collected through semi-structured group interviews. The data from the four group interviews are interpreted by content analysis resulting into two categories, and five subcategories related to likes, dislikes, perceived value of learning English, hands-on activities and feedback. The findings suggest that given the chance, children are able to consistently reflect on their learning process and experiences. These learners pointed out preferences for hands-on activities and the relevance of opportunities for obtaining feedback as contributing experiences for successful language learning. Similarly, these results illustrate that, by considering perspectives from outside applied linguistics, researchers could uncover factors present in the language learning process. Universidad de Costa Rica 2018-01-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Article investigación cualitativa application/pdf text/html https://revistas.ucr.ac.cr/index.php/aie/article/view/31323 10.15517/aie.v18i1.31323 Actualidades Investigativas en Educación; Vol. 18 No. 1: (Enero - Abril) Actualidades Investigativas en Educación; Vol. 18 Núm. 1: (Enero - Abril) Actualidades Investigativas en Educación; v. 18 n. 1: (Enero - Abril) 1409-4703 spa https://revistas.ucr.ac.cr/index.php/aie/article/view/31323/31026 https://revistas.ucr.ac.cr/index.php/aie/article/view/31323/37195 Derechos de autor 2017 Actualidades Investigativas en Educación
institution	Universidad de Costa Rica
collection	Actualidades Investigativas en Educación
language	spa
format	Online
author	Inostroza A., María-Jesus
spellingShingle	Inostroza A., María-Jesus Chilean young learners’ perspectives on their EFL lesson in primary schools
author_facet	Inostroza A., María-Jesus
author_sort	Inostroza A., María-Jesus
description	Latest research in the field of applied linguists suggests that giving children a participatory and active role in the development of their foreign language skills could help teachers reveal overlooked aspects of language learning. Furthermore, challenging the role given to children in language learning research could provide useful insights about the learning processes. In this regard, little is known in the field of primary English language teaching in Latin America. In the case of Chile, the Curriculum Framework for primary English language teaching considers the relevance of children’s experiences as part of their learning process; however, reference to their active involvement in this process is still scarce. This article aims at identifying the perspectives about the English lesson of a group of fourth graders from state-funded schools in Chile. Through an exploratory study of qualitative nature, the viewpoints of 16 children are collected through semi-structured group interviews. The data from the four group interviews are interpreted by content analysis resulting into two categories, and five subcategories related to likes, dislikes, perceived value of learning English, hands-on activities and feedback. The findings suggest that given the chance, children are able to consistently reflect on their learning process and experiences. These learners pointed out preferences for hands-on activities and the relevance of opportunities for obtaining feedback as contributing experiences for successful language learning. Similarly, these results illustrate that, by considering perspectives from outside applied linguistics, researchers could uncover factors present in the language learning process.
title	Chilean young learners’ perspectives on their EFL lesson in primary schools
title_short	Chilean young learners’ perspectives on their EFL lesson in primary schools
title_full	Chilean young learners’ perspectives on their EFL lesson in primary schools
title_fullStr	Chilean young learners’ perspectives on their EFL lesson in primary schools
title_full_unstemmed	Chilean young learners’ perspectives on their EFL lesson in primary schools
title_sort	chilean young learners’ perspectives on their efl lesson in primary schools
publisher	Universidad de Costa Rica
publishDate	2018
url	https://revistas.ucr.ac.cr/index.php/aie/article/view/31323
work_keys_str_mv	AT inostrozaamariajesus chileanyounglearnersperspectivesontheirefllessoninprimaryschools
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Chilean young learners’ perspectives on their EFL lesson in primary schools

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