Do The Children Need To Learn English at Elementary Level ?
Keywords:age-level, foreign language learning, elementary level
This aim of this research is to provide an insight on English as foreign language learning at elementary school level. Since the English is learned as foreign language in Indonesia, the shifting of English in Indonesia curriculum is one of the interested research focus. It is explicitly declared in Curriculum 2013 that English is taught as an extracurricular subject in Indonesia elementary school. The government does not obligate the elementary students to learn English. The elementary schools have an opportunity to decide English to be included as a subject in the curriculum. The shifting of the governmentâ€™s consideration in deciding the starting focus of English learning at junior high school level is the maturity level of learners in learning a foreign language. Dealing with the stated focus, a critical overview on the foreign language learning is conducted. Several research reported that learning a foreign language is better to be started at the early age because of the early age students are easier to imitate the new language. The way of thinking in imitating stages is assumed as the best time to start learning a foreign language. In another point, several research reported that maturity level of learners is the essential point to be considered because learning a foreign language need is not only imitating the language but also understanding the culture, combining linguistics aspects and so on. Despite the fact on the different views of scholars, both of the parties agree on the focus of learning a language is not a matter of age. The contributions of several factors are also part of the supported system in learning foreign language. In term of English foreign language learning, different age-level have to be given different learning input. An early age students should be given speaking and listening topics due to the students do not involve the critical thinking process. Meanwhile, the mature students are better to be provided reading and writing topic due to the depth thinking phase is in theirs.Â
Caner, M. (2010). Teachersâ€™ Beliefs on Foreign Language Teaching Practices in Early Childhood Education: A case study. Turkish Online Journal of Qualitative Inquiry, 1(1), 62â€“76. https://doi.org/10.17569/tojqi.32543
Katsuyama, H., Nishigaki, C., & Wang, J. (2008). The effectiveness of English teaching in Japanese elementary schools: Measured by proficiency tests administered to seventh-year students. RELC Journal, 39(3), 359â€“380. https://doi.org/10.1177/0033688208096846
Kocaman, O., & CansÄ±z, G. (2012). Teachersâ€™ Beliefs about Teaching English to Elementary School Children. Procedia - Social and Behavioral Sciences, 55(May), 799â€“808. https://doi.org/10.1016/j.sbspro.2012.09.566
Larson-Hall, J. (2008). Weighing the benefits of studying a foreign language at a younger starting age in a minimal input situation. Second Language Research, 24(1), 35â€“63. https://doi.org/10.1177/0267658307082981
Satienchayakorn, N. (2017). D iffering Views on the Age Factor in Foreign Language Learning. (January 2016).
Su, Y. C. (2006). EFL teachersâ€™ perceptions of English language policy at the elementary level in Taiwan. Educational Studies, 32(3), 265â€“283. https://doi.org/10.1080/03055690600631218
Winskel, H., Jing, Z., Li, Z., Mei, G. X., Peart, E., & Booth, K. (2016). Challenges of foreign language learning in early childhood. (February), 1â€“8.
Zein, M. S. (2017). Elementary English education in Indonesia: Policy developments, current practices, and future prospects. English Today, 33(1), 53â€“59. https://doi.org/10.1017/S0266078416000407
How to Cite
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the workâ€™s authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journalâ€™s published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).