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Integrating Language Learning into Education in the Primary English Classroom

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Innovative Practices in Early English Language Education

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Abstract

The chapter argues that primary language teaching has inherited a methodology and a view of language teaching that is inappropriate for language learning as part of education. The chapter provides an alternative perspective drawing on social constructivist thinking about the nature of learning, roles of learners and sources of learner engagement. It offers eight principles for course design in the primary English classroom. These include the importance of educationally rich content and methodology, a language syllabus driven by curriculum themes, use of the learners’ L1s, involvement of children in classroom decision-making, the need for interaction with ideas, a methodology which is inclusive of all, and classroom work which is age appropriate. The chapter concludes with examples of how these principles can be applied in practice.

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Author information

Authors and Affiliations

  1. Universiti Brunei Darussalam, Gadong, Brunei Darussalam

    Andrew Littlejohn

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  1. Andrew Littlejohn
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Correspondence to Andrew Littlejohn .

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Editors and Affiliations

  1. Faculty of Education and Arts, Nord University, Bodø, Norway

    David Valente

  2. Centre for English Language Proficiency, University of Malta, Msida, Malta

    Daniel Xerri

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Littlejohn, A. (2022). Integrating Language Learning into Education in the Primary English Classroom. In: Valente, D., Xerri, D. (eds) Innovative Practices in Early English Language Education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-031-12922-3_2

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  • DOI: https://doi.org/10.1007/978-3-031-12922-3_2

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  • Publisher Name: Palgrave Macmillan, Cham

  • Print ISBN: 978-3-031-12921-6

  • Online ISBN: 978-3-031-12922-3

  • eBook Packages: Social SciencesSocial Sciences (R0)

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