Taking play seriously in the pre-primary English classroom./Sandie Mourão.
Drawing on experience and the emerging results of a research project, this article examines the role of play, in particular child-initiated play, when learning languages in pre-primary settings. It begins by characterizing play and highlights the importance of a balanced relationship between adult-l...
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hanu-http:--lib.hanu.vn-Opac-DmdInfo.aspx?dmd_id=337422020-07-14Taking play seriously in the pre-primary English classroom./Sandie Mourão.Mourão, Sandie.Ngôn ngữPre-primary.Project.Teaching English.Drawing on experience and the emerging results of a research project, this article examines the role of play, in particular child-initiated play, when learning languages in pre-primary settings. It begins by characterizing play and highlights the importance of a balanced relationship between adult-led and child-initiated play activities. It proposes that English learning areas might facilitate child-initiated play in the target language, and analyses the relationship between adult-led and child-initiated play, consequently outlining a possible format and its components: structure, role, and script. Analysis of a teacher-led activity with a group of children demonstrates how this format supports children in later child-initiated play. Excerpts from observations of children in English learning areas exemplify how teacher-led instruction can enable child-initiated play. The article concludes with a discussion around the implications for practice in pre-primary EFL settings.2014.text09510893http://lib.hanu.vn/Opac/DmdInfo.aspx?dmd_id=33742eng |
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Trường Đại học Hà Nội |
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KiposHANU |
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eng |
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Ngôn ngữ Pre-primary. Project. Teaching English. |
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Ngôn ngữ Pre-primary. Project. Teaching English. Mourão, Sandie. Taking play seriously in the pre-primary English classroom./Sandie Mourão. |
| description |
Drawing on experience and the emerging results of a research project, this article examines the role of play, in particular child-initiated play, when learning languages in pre-primary settings. It begins by characterizing play and highlights the importance of a balanced relationship between adult-led and child-initiated play activities. It proposes that English learning areas might facilitate child-initiated play in the target language, and analyses the relationship between adult-led and child-initiated play, consequently outlining a possible format and its components: structure, role, and script. Analysis of a teacher-led activity with a group of children demonstrates how this format supports children in later child-initiated play. Excerpts from observations of children in English learning areas exemplify how teacher-led instruction can enable child-initiated play. The article concludes with a discussion around the implications for practice in pre-primary EFL settings. |
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text |
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Mourão, Sandie. |
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Mourão, Sandie. |
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Mourão, Sandie. |
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Taking play seriously in the pre-primary English classroom./Sandie Mourão. |
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Taking play seriously in the pre-primary English classroom./Sandie Mourão. |
| title_full |
Taking play seriously in the pre-primary English classroom./Sandie Mourão. |
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Taking play seriously in the pre-primary English classroom./Sandie Mourão. |
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Taking play seriously in the pre-primary English classroom./Sandie Mourão. |
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taking play seriously in the pre-primary english classroom./sandie mourão. |
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