Opportunities to Learn English at Primary and Lower-Secondary
Schools in the Czech Republic

k 2011

Opportunities to Learn English at Primary and Lower-Secondary Schools in the Czech Republic

NAJVAROVÁ, Veronika a Petr NAJVAR

Základní údaje

Originální název

Opportunities to Learn English at Primary and Lower-Secondary Schools in the Czech Republic

Název česky

Příležitosti k učení ve výuce anglického jazyka na 1. a 2. stupni základní školy v České republice

Autoři

NAJVAROVÁ, Veronika a Petr NAJVAR

Vydání

ECER 2011 Urban Education, 2011

Další údaje

Jazyk

angličtina

Typ výsledku

Prezentace na konferencích

Obor

50300 5.3 Education

Stát vydavatele

Německo

Utajení

není předmětem státního či obchodního tajemství

Odkazy

URL

Organizační jednotka

Pedagogická fakulta

Klíčová slova česky

příležitosti k učení, videostudie, komunikativní přístup, vyučování a učení, výuka anglického jazyka

Klíčová slova anglicky

opportunities to learn, video study, communicative approach, teaching and learning, teaching English

Změněno: 22. 9. 2011 14:24, Mgr. Veronika Najvarová, Ph.D.

Anotace

V originále

We base our research on the assumption that accent on communicativeness remains an important aspect of foreign language teaching in the Euro-American region at the beginning of the 21st century (cf. Council of Europe, 2001). The teacher is responsible for creating opportunities for the learners to practise communication in the language classroom in the situations that evoke real-life communicative needs (Brumfit, 1992; Littlewood, 1994; Widdowson, 1978). Opportunities to learn enable learners to become active in the process of their learning (Seidel & Prenzel, 2006) and they are seen as allocated time (also engaged time, active learning time, time-on-task) the learner has for the task (Wiley & Harnischfeger, 1974). The recommended procedures differ considerably from earlier practice in the language classrooms, where teachers preferred accuracy to fluency and thus most of the learners output was controlled. Another key issue in the communicative paradigm is the use of mother tongue. Employing the target language where possible and the mother tongue only where necessary has been practically indisputable since the 1980s (Atkinson, 1987). The question remains to what degree these recommendations are actually reflected in everyday foreign language teaching at Czech schools. The research sample enables us to compare teaching practices on two levels of the Czech educational school system – the primary level and the lower-secondary level, it allows us to look for similarities and differences of the instruction in individual teachers and the two school levels. It is also an opportunity to seek indicators of quality in the instruction of English as a foreign language. Analyses of data collected within the CPV Video Study will allow us to acquire a better understanding of what teaching of foreign languages looks like today in the Czech Republic. Analyses include topics such as opportunities to talk, classroom management and lesson phases, the use of mother tongue in the foreign-language classroom, using authentic materials in the classroom etc. The analyses not only show the complexity of teaching process on different school levels but allow us to look for similarities and differences in teaching approaches and opportunities that teacher create for pupils to learn. It also enables us to seek the indicators of quality in teaching. The findings show that pupils often speak in a controlled-practice environment with few opportunities to practice in communicative situations. The use of the mother tongue in English language teaching was also analysed. The findings show that the mother tongue plays an important role in the everyday teaching of English in Czech schools.

Návaznosti

LC06046, projekt VaV

Název: Centrum základního výzkumu školního vzdělávání (Akronym: RECES)

Investor: Ministerstvo školství, mládeže a tělovýchovy ČR, Centrum základního výzkumu školního vzdělávání

Citovat

NAJVAROVÁ, Veronika a Petr NAJVAR. Opportunities to Learn English at Primary and Lower-Secondary Schools in the Czech Republic. In ECER 2011 Urban Education. 2011.

@proceedings{951016,
   author = {Najvarová, Veronika and Najvar, Petr},
   booktitle = {ECER 2011 Urban Education},
   keywords = {opportunities to learn, video study, communicative approach, teaching and learning, teaching English},
   language = {eng},
   title = {Opportunities to Learn English at Primary and Lower-Secondary Schools in the Czech Republic},
   url = {http://www.eera.de/ecer-programmes/conference/ecer-2011/contribution/1444/?no_cache=1&cHash=a5fcfaceef},
   year = {2011}
}

TY  - CONF
ID  - 951016
AU  - Najvarová, Veronika - Najvar, Petr
PY  - 2011
TI  - Opportunities to Learn English at Primary and Lower-Secondary Schools in the Czech Republic
KW  - opportunities to learn, video study, communicative approach, teaching and learning, teaching English
UR  - http://www.eera.de/ecer-programmes/conference/ecer-2011/contribution/1444/?no_cache=1&cHash=a5fcfaceef
N2  - We base our research on the assumption that accent on communicativeness remains an important aspect of foreign language teaching in the Euro-American region at the beginning of the 21st century (cf. Council of Europe, 2001). The teacher is responsible for creating opportunities for the learners to practise communication in the language classroom in the situations that evoke real-life communicative needs (Brumfit, 1992; Littlewood, 1994; Widdowson, 1978). Opportunities to learn enable learners to become active in the process of their learning (Seidel & Prenzel, 2006) and they are seen as allocated time (also engaged time, active learning time, time-on-task) the learner has for the task (Wiley & Harnischfeger, 1974). The recommended procedures differ considerably from earlier practice in the language classrooms, where teachers preferred accuracy to fluency and thus most of the learners output was controlled. Another key issue in the communicative paradigm is the use of mother tongue. Employing the target language where possible and the mother tongue only where necessary has been practically indisputable since the 1980s (Atkinson, 1987). The question remains to what degree these recommendations are actually reflected in everyday foreign language teaching at Czech schools. The research sample enables us to compare teaching practices on two levels of the Czech educational school system – the primary level and the lower-secondary level, it allows us to look for similarities and differences of the instruction in individual teachers and the two school levels. It is also an opportunity to seek indicators of quality in the instruction of English as a foreign language. Analyses of data collected within the CPV Video Study will allow us to acquire a better understanding of what teaching of foreign languages looks like today in the Czech Republic. Analyses include topics such as opportunities to talk, classroom management and lesson phases, the use of mother tongue in the foreign-language classroom, using authentic materials in the classroom etc. The analyses not only show the complexity of teaching process on different school levels but allow us to look for similarities and differences in teaching approaches and opportunities that teacher create for pupils to learn. It also enables us to seek the indicators of quality in teaching. The findings show that pupils often speak in a controlled-practice environment with few opportunities to practice in communicative situations. The use of the mother tongue in English language teaching was also analysed. The findings show that the mother tongue plays an important role in the everyday teaching of English in Czech schools.
ER  -

NAJVAROVÁ, Veronika a Petr NAJVAR. Opportunities to Learn English at Primary and Lower-Secondary Schools in the Czech Republic. In \textit{ECER 2011 Urban Education}. 2011.

Podrobný výpis o publikaci