SavedAdd your journal

Journals / IOJET / 2021 / Cilt: 8 - Sayı: 4

STORYBOOKS, SONGS, AND GAMES: TOOLS TO BOOST EARLY LITERACY DEVELOPMENT IN PRIMARY ENGLISH CLASSROOMS

Melike Ünal Gezer
Journal
IOJET
Pages
2683–2700
Publication Date
2022-10-18
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

In the second part, storybook and song integration for a linguistically-rich early literacy acquisition in primary EFL classrooms with young language learners are further discussed.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:Determining later academic achievement, early literacy skills are all of the prerequisite knowledge, skills, and attitudes necessary for successful reading and writing during formal education.
📊
Key Findings & Data:The present article is prepared for English language instructors teaching English at early grade levels, specifically at pre-primary and early years in primary education (Grades 2, 3, and 4 for public; Grades 1, 2, 3, and 4 for private institutions) as a reference to utilize when practicing phonological and phonemic awareness with young learners of English.
💡
Conclusion & Impact:In the second part, storybook and song integration for a linguistically-rich early literacy acquisition in primary EFL classrooms with young language learners are further discussed.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Domain Parameters

Abstract

Determining later academic achievement, early literacy skills are all of the prerequisite knowledge, skills, and attitudes necessary for successful reading and writing during formal education. Early literacy skills consist of several sub-skills including phonology knowledge that determine primary-level reading. The present article is prepared for English language instructors teaching English at early grade levels, specifically at pre-primary and early years in primary education (Grades 2, 3, and 4 for public; Grades 1, 2, 3, and 4 for private institutions) as a reference to utilize when practicing phonological and phonemic awareness with young learners of English. The study which taps into phonological and phonemic awareness and recommends putting phonics instruction into practice in the early years of literacy education in English-as-a-foreign-language (EFL) contexts is an instructional resource for teacher trainees and in-service instructors with limited experience and knowledge in young learners’ literacy education. The paper has two major parts, first, phonological awareness types are explicated, operational definitions are provided and classroom activities are presented. In the second part, storybook and song integration for a linguistically-rich early literacy acquisition in primary EFL classrooms with young language learners are further discussed.

🔖

Cite This Article

Gezer, M. Ü. (2022). STORYBOOKS, SONGS, AND GAMES: TOOLS TO BOOST EARLY LITERACY DEVELOPMENT IN PRIMARY ENGLISH CLASSROOMS. IOJET, Cilt: 8 - Sayı: 4, 2683–2700. https://ajindex.com/articles/493079

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (12)

  1. Bolduc, J. (2008). The effects of music instruction on emergent literacy capacities among preschool children: a literature review. Early Childhood Research and Practice, 10 (1), 1-5.
  2. Cameron, L. (2001). Teaching languages to young learners. Cambridge: Cambridge University Press.
  3. Ehri, L.C. (2014) Orthographic mapping in the acquisition of sight word reading, spelling memory, and vocabulary learning. Scientific Studies of Reading 18 (1), 5-21.
  4. Enever, J., & Moon, J. (2009). New global contexts for teaching primary ELT: change and challenge. In J. Enever, J. Moon, & U. Raman (Eds.). Young learner English language policy and implementation: international perspectives (pp. 5-21).
  5. Garnet. Garton, S., Copland, F., & Burns, A. (2011). Investigating global practices in teaching English to young learners, ELT Research Papers, 11-01.
  6. British Council. Ghosn, I. K. (2002). Four good reasons to use literature in primary school ELT. ELT Journal, 56 (2), 172-179.
  7. Grabe, W. (2014). Key issues in L2 reading development. Proceedings of the 4th CECL Symposium for English Language Teachers, 8-18.
  8. Gürsoy, E. (2012). Music and puppets. In E. Gürsoy, & A. Arıkan (Eds.), Teaching English to young learners: an activity-based guide for prospective teachers (pp. 279-294). Ankara:
  9. Eğiten Kitap. Gürsoy, E., & Korkmaz Çelik, Ş. (2012). Teaching young learners: the role of theory on practice. International Association of Research in Foreign Language Education and Applied Linguistics ELT Research Journal, 1 (2), 109-119.
  10. Haznedar, B. (2010). A story-based methodology for young learners. In B. Haznedar, & H. H. Uysal, Handbook for teaching foreign languages to young learners in primary schools (pp. 253-276). Ankara:
  11. Anı Yayıncılık. Haznedar, B. (2012). Perspectives on preservice education of English language teachers in Turkish primary schools. In Y. Bayyurt, & Y. Bektaş-Çetinkaya (Eds.), Research perspectives on teaching and learning English in Turkey: policies and practices (pp. 39-57). Frankfurt: Peter Lang. Hill-Clarke, K. Y., & Robinson, N. R. (2004). It’s as easy as “A-B-C” and “Do-Re-Mi”: Music, rhythm, and rhyme enhance children’s literacy skills. Young Children, 59 (5), 91–95.
  12. Kırkgöz, Y. (2006). Teaching EFL at the primary level in Turkey. In M. L. McCloskey, J. Orr, & M. Dolitsky (Eds.), Teaching English as a foreign language in primary school (pp. 85-99). Teachers of English to Speakers of Other Languages Inc. Kırkgöz, Y., Çelik, S., & Arıkan, A. (2016). Laying theoretical and