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Phonics Versus Whole Language in Teaching EFL to Young Learners: A Micro-Ethnographic Study | ||
| Iranian Journal of Foreign Language Teaching Innovations | ||
| دوره 1، شماره 2، مهر 2022، صفحه 75-99 اصل مقاله (495.42 K) | ||
| نوع مقاله: Original Article | ||
| شناسه دیجیتال (DOI): 10.22080/iselt.2022.23326.1032 | ||
| نویسندگان | ||
| Seyyed-Abdolhamid Mirhosseini* 1؛ Norin Sharif2 | ||
| 1Faculty of Education, The University of Hong Kong, Hong Kong | ||
| 2Department of English, Faculty of Literature, Alzahra University, Tehran, Iran | ||
| تاریخ دریافت: 05 فروردین 1401، تاریخ بازنگری: 23 اردیبهشت 1401، تاریخ پذیرش: 11 خرداد 1401 | ||
| چکیده | ||
| Teaching English as a foreign language (EFL) to young learners is gaining increasing significance given many parents’ interest in EFL learning by their pre-school children. In this micro-ethnographic study, in light of a long-held debate in literacy education, we examine the nature of the little-explored current practices of EFL teaching to young learners from the two instructional perspectives of Phonics (PH) and Whole Language (WL). Data collection was carried out through micro-ethnographic observation of an EFL teacher training course for teachers of young learners as well as four classes at a private language institute in Tehran over a period of three months. Data bodies, including audio-recordings, fieldnotes, reflective memos, teaching materials, and young learners’ writings were analyzed based on a grounded theory perspective. The findings illustrate detailed accounts of teaching and learning involvements in this context and indicate that the instructional practices labeled as PH-based teaching are in fact an uneven mix of PH and WL. On this basis, we argue that a conscious and coherent combination of perspectives from the two approaches can provide opportunities for more balanced teaching and more meaningful EFL learning experiences. On this basis, we argue that a conscious and coherent combination of perspectives from the two approaches can provide opportunities for more balanced teaching and more meaningful EFL learning experiences. | ||
| کلیدواژه‌ها | ||
| EFL teaching؛ young EFL learners؛ foreign language literacy؛ Phonics؛ Whole Language | ||
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آمار تعداد مشاهده مقاله: 494 تعداد دریافت فایل اصل مقاله: 563 |
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