Session Information
03 SES 05, Curricular Attention for Student Diversity
Paper Session
Contribution
Today, in many countries, learning English as a second language is a critical issue. It is referred to in Iran's five years development plan which will be started next year. How to teach and learn it efficiently and effectively would be a core question? More important than that is paying attention to instructional and nurturing effects of the teaching. How one could go with teaching English having on one hand the academic achievement and on the other hand extend and transfer the skills of its learning to enhance learning other subjects. To have an effective and efficient education, it is obvious that students’ interest, motivation and therefore, cultural background should be considered. Psychologists, and neurologist, have documented many research findings that children learn and assimilate accent, phonetic and all other aspect of second language well before they are at age 12 or 13. The change in this trend occurs after these ages because of the changes in the mechanism of learning foreign language. However, children learn the second language better if their parents use it at home. If a mother be proficient in the second language and use it in communication with her child, it would be much easier for her child to learn the second language. Those children who have been dealt with learning language from earlier stage of life and have received reinforcement by his/her family would have advantages over the children brought up in mono-language environment. Therefore, weakness in the cultural background will affect further academic achievement to use the advantages of these ages for learning the second language. In this circumstances that there is no teaching English in Iran's elementary schools; some children have to attend private classes in order to get the background of learning English. They have to do so because starting learning English at the secondary level as well as confronting with diversified teachers and subjects in this level, as well as dealing with the backlog tasks of learning English as a second language from the elementary schools are excessive pressure and heavy burden for students' afford. The problem becomes more severe when their tensions in getting along with adjusting their physical, emotional, ethical, and mental development during their maturation steps in these ages are considered. Rather than that, students at secondary schools deal with problems due to the increase of diversified education courses and their transition from mono teacher in elementary school into multi teachers in the secondary school. More over than the increase of the level of the complexity and difficulty of the contents in Iranian high school, there are English and Arabic culturally strange courses added to high school curriculum. Therefore, teaching English or Arabic as a foreign language from earlier childhood in elementary schools was inquired in this study with positive findings.
Method
Expected Outcomes
References
Crambywhite, Roger (2006). Future schools: criteria and views. Translated by: Nayer, Hossein. Tehran. Cultural researching office; Tehran-Iran Joyce, Bruce; Weil, Marsha, and Calhoun, Emily (2009): Models of teaching, 8th ed. Pearson com Kafman, Roger A. Herman, Jerry John (2008): Strategic planning in education Rethinking, Restructuring, Revitalizing. Miles, H.R. (2007). Teaching methodology, class management and training courses; translated by: Graili, Ferydoon, Babolsar, Mazandaran; University Publisher. Tehran-Iran
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