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As the number of young learners acquiring English worldwide continues to grow, the increasing number of teachers educating these students faces a daunting task.
What theoretical perspectives, classroom approaches, and types of activities will result in lessons that are both enjoyable and beneficial to young learners? The approaches in Teaching English to Young Learners help guide teachers as they work with students from preschool to the lower reaches of secondary schooling, with a focus on children in Grades K–6. Emery and Rich provide specific tasks, strategies, and activities to show you how to establish the kind of reflective teaching that helps your students develop fluency and accuracy in the English language.
About the English Language Teacher Development Series
As the English language teaching field continually reinvents itself, the pressure is intense for language teachers to update their knowledge. The English Language Teacher Development Series is a set of short resource books written in an accessible manner for all types of teachers of English. The series offers a theory-to-practice approach, a variety of practical methods, and time for reflections that allow teachers to interact with the materials presented. The books can be used in preservice settings, in-service courses, and by individuals looking for ways to refresh their practice.
Helen Emery is an Associate Professor in the department of Curriculum and Instruction at Sultan Qaboos University, Oman. She has taught English and lectured in Applied Linguistics and Education in Africa, the Far East, Middle East and the UK for over 30 years. She is specifically interested in teachers’ professional development and the teaching of early literacy.
Sarah Rich holds an honorary fellow position at the University of Exeter in the UK where she ran teacher education programmes for many years. She is currently an educational advisor on in-service teacher training for the Ministry of Education in the Sultanate of Oman. Recent publications include an edited volume entitled International Perspectives on Teaching English to Young Learners.
Thomas S.C. Farrell, PhD, is a professor at Brock University in St. Catharines, Ontario, Canada. His professional interests include reflective practice and second language teacher education and development. He has published widely in these areas. His work can be found at www.reflectiveinquiry.ca.