Challenges in Teaching English to Young Learners: Global Perspectives and Local Realities

• Published in: TESOL quarterly 2014-12, Vol.48 (4), p.738-762
• Main Authors: Copland, Fiona, Garton, Sue, Burns, Anne
• Format: Article
• Language: English
• Subjects: Case Studies; College instruction; Early second language learning; Educational research; Elementary education; Elementary School Students; Elementary School Teachers; Elementary Schools; English (Second Language); English as a second language; English as a second language instruction; English as a second language teaching methods; English Instruction; English language learners; English teachers; Grammar; Individualized Instruction; Interviews; Language; Language Proficiency; Language Teachers; Large Group Instruction; Learning environment; Mixed Methods Research; Motivation; Polls & surveys; Primary education; School environment; Second Language Instruction; Second Language Learning; Student Motivation; Teacher Education; Teacher Improvement; Teacher Surveys; Teachers; Teaching Methods; Writing Instruction
• ISSN: 0039-8322; 1545-7249
• DOI: 10.1002/tesq.148

Drawing on data from a recent research international research project, this article focuses on the challenges faced by teachers of English to young learners against the backdrop of the global rise of English. A mixed-methods approach was used to obtain the data, including a survey, which was completed by 4,459 teachers worldwide, and case studies, including observations and interviews with teachers, in five different primary schools in five different countries. A number of challenges emerged as affecting large numbers of teachers in different educational contexts, namely, teaching speaking, motivation, differentiating learning, teaching large classes, discipline, teaching writing, and teaching grammar. Importantly, some of these challenges have not been highlighted in the literature on young learner teaching to date. Other challenges are more localised, such as developing teachers' English competence. The article argues that teacher education should focus less on introducing teachers to general approaches to English language teaching and more on supporting teachers to meet the challenges that they have identified.