TRANSFORMING PRIMARY LEARNERS INTO CONFIDENT ENGLISH SPEAKERS THROUGH PEER-TO-PEER DISCOVERY, GAMIFIED SPEAKING CLUBS, AND STORY-DRIVEN PRESENTATIONS
Keywords:
Early foreign-language acquisition, Fluency Practice, (1-4 Grades) Primary classes, Young learner pedagogy, Productive language skills, Communicative competence, 6 New Approaches to teach Speaking, Young CEFR recorders, CLT, International Teaching Frames(TKT/CELTA)Abstract
This article presents a practice-based study of effective approaches to developing English speaking skills among primary school learners. The study is based on the author’s direct classroom experience with pupils in Grades 1–4. Particular attention is given to overcoming learners’ difficulties in productive language use and developing fluency, confidence, spontaneity, and communicative competence. The article describes and reflects on a range of speaking-oriented practices implemented
and tested in real classroom settings. The findings from classroom experience indicate that systematic, age-appropriate, and communicative speaking practice can contribute significantly to the development of young learners’ oral English proficiency.
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References
1. The materials presented were based on practical teaching experience in Grades 1–4 at Rahimov School, a pivate school
2. The primary book for the Cambridge TKT (Teaching Knowledge Test), The TKT Course Modules 1, 2 and 3, is written by Mary Spratt, Alan Pulverness, and Melanie Williams.
3. Cameron, L. (2001). Teaching Languages to Young Learners. Cambridge: Cambridge University Press.
4. Cohen, L., Manion, L., & Morrison, K. (2018). Research Methods in Education (8th ed.). Routledge.
5. Falla, T., Davies, P. A., & Lebeau, I. Solutions Beginner Student’s Book. Oxford University Press.
