English language teaching in early childhood education: practice reports anchored on the comprehension approach

Amanda Maraschin Bruscato

Abstract


English language learning is valued globally, being this subject compulsory in the Brazilian basic education from the 6th year of elementary school, according to the Law of Guidelines and Bases of National Education. In private institutions, however, English language teaching begins significantly earlier, already in early childhood education. This article presents theoretical reflections from the practice of an English language teacher at a kindergarten school in Porto Alegre, where she attends children from 2 to 6 years old. The class diary was used to the analysis, and as theoretical references are Anthony (2011), Asher (1968), Krashen (1982) and Larsen-Freeman (2003). It is expected that the study will also help other teachers to reflect on their teaching practice from the concepts of approach, method and teaching techniques.


Keywords


foreign language teaching and learning; comprehension approach; early childhood education; English language; total physical response method.

References


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DOI: http://dx.doi.org/10.15448/2178-3640.2018.2.31919

License URL: https://creativecommons.org/licenses/by/4.0/deed.pt_BR

e-ISSN: 2178-3640

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