Global practices in teaching young learners: ten years on

Abstract

This report compares the data collected in 2010 in the Global Practices in Teaching English to Young Learners project (Garton et al. 2011) with similar data collected in2020. The 2020 project replicates and extends the 2010 research to examines six key questions: 1. Who is teaching young learners? 2. What are the main learning and teaching activities that teachers use in their day-to-day practices and have they changed over the last ten years? 3. What are the challenges faced by YL teachers? Have these changed over the last ten years? 4. How do teachers teach speaking, manage large classes, practise differentiation, enhance motivation and maintain effective discipline? 5. Which local solutions to pedagogical issues have potential for global relevance? 6. Are recent research findings reflected in how EELL is practised? We first review the most recent literature in the field, particularly the growing body of research in Latin America, and the emerging research from the Middle East as well as the more well-established field in Asia. We then describe the methodology used in the 2020 study before presenting the key findings. The findings focus on the main similarities and differences between the two studies, drawing on both questionnaire and classroom-based case study data. In the conclusion, we suggest ways forward for research in this field to ensure teaching and learning in the primary sector is both effective and enjoyable.