Izvorni znanstveni članak
https://doi.org/10.15516/cje.v21i2.3050
Teachers’ Perceptions of Teaching English in Primary School: A Comparative Study between India and Slovenia
Mateja Dagarin Fojkar
orcid.org/0000-0002-0953-1065
; University of Ljubljana, Faculty of Education Department of Education Studies
Katarina Kilibarda Perret
; InGlobEn Institute
Sažetak
The paper analyses teachers’ perceptions of teaching English in primary school in India and in Slovenia. Teachers are one of the key factors for successful foreign language instruction and, despite some contrary misconceptions, they need to meet high criteria to be qualified for teaching a foreign language to children. Therefore, we conducted a comparative study among 313 teachers of English, 143 Slovene teachers and 170 Indian teachers of English. The aims of our research were to investigate teachers’ reasons for choosing a teaching career, task types teachers perform with their pupils, and teachers’ attitudes towards developing pupils’ English language skills. Furthermore, we wanted to explore their suggestions for improvements in teaching English in primary schools in India and Slovenia. A questionnaire with closed-type questions was designed and distributed among the teachers in both countries. Although the two countries vary immensely in size and the role of English, it is interesting to observe some similarities in teachers’ perceptions of teaching English as a foreign or a second language, for example, the importance of developing speaking, listening and vocabulary in foreign language instruction, and the need for better access to resources. However, there are many differences in their perceptions, especially in the reasons for choosing a teaching career and task types they regularly use in their classes.
Ključne riječi
foreign language instruction; learners of English; school system; teacher training
Hrčak ID:
225034
URI
Datum izdavanja:
26.6.2019.
Posjeta: 1.515 *