Children Critique Learning the "Pure" Subject of English in the Traditional Classroom

Autor/inn/en	Hargreaves, Eleanore; Elhawary, Dalia; Mahgoub, Mohamed
Titel	Children Critique Learning the "Pure" Subject of English in the Traditional Classroom
Quelle	In: Educational Studies, 44 (2018) 5, S.535-550 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-5698
DOI	10.1080/03055698.2017.1382329
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Foreign Countries; Elementary School Students; English Teachers; Children; Student Experience; Teacher Attitudes; Conventional Instruction; Disadvantaged Youth; Egypt + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Child; Kind; Kinder; Studienerfahrung; Lehrerverhalten; Benachteiligter Jugendlicher; Ägypten
Abstract	This paper makes a sociological exploration of the enforcement of strong boundaries between "pure" (disciplinary) and "applied" (common-sense) knowledge in primary school English classrooms. This article is innovative in its focus on how pupils describe and evaluate their own experiences. It addressed the research question: "How do primary pupils experience the traditional classroom and what suggestions do they and their teachers express for making improvements to English language learning?" We used observations in 18 classrooms, a written sentence-starter activity with 394 pupils and extended individual interviews with 38 pupils in Egyptian Government primary schools. The research took place in the 2015-2016 school years in response to the British Council's ELT research awards funding (ELTRA). This article conveys the pupils' experiences of learning the "pure" English; and also of experiencing another English outside the classroom, which was legitimised through speaking and interacting rather than through assessed writing. This paper suggests implications for the countries in the Middle East, and further afield, whose public primary schools still emphasise rote learning of the written word more than speaking English for communicative purposes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01