Primary-School Teachers' Beliefs about the Effects of Early-English Education in the Dutch Context: Communicative Scope, Disadvantaged Learning, and Their Skills in Teaching English

Autor/inn/en	Goriot, Claire; van Hout, Roeland
Titel	Primary-School Teachers' Beliefs about the Effects of Early-English Education in the Dutch Context: Communicative Scope, Disadvantaged Learning, and Their Skills in Teaching English
Quelle	In: International Journal of Bilingual Education and Bilingualism, 26 (2023) 4, S.498-513 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Goriot, Claire)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2022.2124841
Schlagwörter	Elementary School Teachers; English (Second Language); English Language Learners; Foreign Countries; Language Proficiency; Educationally Disadvantaged; Teacher Attitudes; Teaching Skills; Netherlands + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Language skill; Language skills; Sprachkompetenz; Lehrerverhalten; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Niederlande
Abstract	We investigated whether primary-school teachers' beliefs towards early-English education are related to the type of English education they are involved in (early- or later-English schools), their English language skills and whether they teach English. Ninety-nine Dutch teachers filled in a questionnaire with 25 statements about early-English education, and assessed their own English speaking proficiency. Their beliefs were based on the effects of three distinct components: Communicative scope, Disadvantaged learning, and their own skills for teaching English. Regression analyses showed that teachers working at an early-English school generally hold more positive beliefs about the effects of early-English education than teachers working at a later-English school. Furthermore, teachers who taught English lessons themselves and teachers who assessed their own English speaking proficiency at a higher level, showed less negative beliefs about the effects of early-English education for Disadvantaged learning, and had more positive beliefs about their own English teaching skills. Teachers with a higher self-rated speaking proficiency showed more positive beliefs about the effects of early-English education on Communicative scope development. This study shows that teachers' beliefs and skills concerning English education are related to each other. Pre- and in-service training on providing English lessons should thus pay attention to both. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01