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Teaching English language in Austrian primary schools
WhatŽs the reason to teach English at primary level? One reason is the need to expose children in an early age to understand foreign cultures.
Because of this theyŽll grow up to be more tolerant and sympathetic to others. The earlier children start to learn English the more time they get to become a good Englisg speaker. Children need the maximum learning time for important languages. It may be simpler because the young children have more opportunities than adults.
At basic level, English is thought in all four levels of education. Instead of English, there can be tought other European language.
The following language can be thought: Franch, Italian, Croatian, Slovakian , Slovenian, Czech or Hungarian. All austrian teachers have to observe the austrian syllabus. The subject Englisch is tought as compulsory practical sessios (verbindliche Übung). Translating the word compulsory practical means that every child has to be present, but the children get no mark.
At ground level one, there is the term “Jahreswochenstunde”- What does it mean? The children should have had about 32 to 34 lessons in English at the end of the year. It should be split up (to short sequences at about ten to fifteen minutes) and these sequences should be embedded or integrated into different subjects or sequences. Except German (reading, writing, spelling). At ground level one the teacher should follow the C.L.I.L approach. (Content and Language Integrated learning). The class teacher is the language teacher.
At ground level two the children have a fixed foreign language lesson in their timetable. These should be split up into two half lessons at the children’s timetable.
The most important work for the class teacher is to motivate the children to learn an other languages that mean that the children have the skill to communicate in foreign language. It is very important, to help the children to come in touch with other languages and cultures, because then they can see that they are a part of one big community. Furthermore children should get in touch with other language at the end of the basic level one. At level two the children should be able to understand simple phrases from already known topics. Additionally they should also be able to understand simple listening comprehensions. They should be proficient to communicate with others to give and get information.
Whenever an English sequence is put into practice, it is important to consider giving a sign- like an Englisch puppet or a hat. Children should know that an englisch lesson starts.
During an englsich sequence it is also possible to form a circle and to change the seating arrangement. English lessons should be fun and it should be involved a nice atmosphere. I think it is very helpful to work with movements and to exploit real situations. But the importent thing is to speak as much English as possible and to use as little German as necessary. Foreign language teaching should be integrated into the topic for one lession of the week.
The five basic foundations of foreign language teaching at primary level are motivation, oral communication, direct approach and vocabulary acquisition, the four skills of language learning, functional grammer and pronunciation practice.
Motivation is an indispensable part of education theory. If a teacher is successful in motivating his/her pupils, they will develop and acquire the necessary skill and knowledge. There are two types of motivation, on the one hand the inner motivation (drives a person to start an activity) and on the other hand the outer motivation (factors which lie outside of the human beeing).
Oral communication describes every type of interaction that makes use of spoken words. It is the main objective in teaching a foreigen language.
The direct approach means teaching a foreign language in the foreign language, supported through visualais, kinaesthetic approach, etc.
The vocabulary acquisition should be done in an adequate form to the childrens age. In due consideration of the child’s environment the word "pool" should be learned in a conditional learning.
The four skills of modern foreign language learning are listening, oral communication, reading and writing. At level one the pupils should be able to handle the firth and the secound skill and at level two they should be able the third and the fourth skills.
Functional grammar “is a grammer approach in which pupils acquire grammatical structures through dialogues”. Learning should then be able to use these acquired patterns of conversation.
Pronunciation practice should not be isoleted from other sequences of the lesson. It should be embedded doing conversations, songs or action rhymes.