Methodological approach in teaching English language in elementary school through action research


Currently teaching English language, is becoming a complex task, which viewed from today's perspective, requires teachers multidimensional skills, to be involved in the teaching of foreign languages. Given that by learning a foreign language, teachers teach children "different" aspects to any culture and help students to better understand their perspective not only cultural, but also the view of almost any person else in society. It is a fact that the teaching of foreign languages is inseparable element intertwined with culture and learning as much knowledge of cultures and social boost national awareness.

Teaching English in the third grade of elementary school, provided with Kosovo Curriculum as a subject binding. With the New Kosovo Curriculum, will be subject to the first grade. Teachers who teach English in third grade, has different qualifications and training. A large number of them, especially in villages, are unqualified to teach English classes in third grade, or are only with an English language course and are not trained for the methodological approach to teach English. While a number of other English teachers are qualified but are not trained to methodological approach for working with this age of children and consequently burdening students in different learning situations. These aspects were part of our research.

We decided to do this action research on methodological approaches with English teachers in some primary schools, from villages and cities in Kosovo. The idea for such an approach was concern about the methods used in teaching English as a second foreign language in elementary school, especially based on the request of the New Kosovo Curriculum to be taught a foreign language from the first grade in elementary school. Two workshops were conducted with English teachers, which was introduced Action Research methodology, new approaches to teaching foreign language and discussed possibilities for piloting, seven schools were selected which conducted research into action with their students in third grade.

This proposal was supported by English teachers in the schools proposed to develop research in action, and also had the support of the leaders and their schools. During the entire process, from data collection to the end of the report, we act together, because we shared tasks and each was committed to perform with high responsibility, and always working closely with school teachers and principals.

From this research we got:

• A clear picture regarding the methodological approach to the teaching of English language in elementary school, third grade.

• Set up capacities of teachers in the methodological approach to teaching English.

• To promote the philosophy of Action Research in our schools.

The second workshop was held after three months, which were invited principals and teachers of schools that were not part of the first workshop and teachers conducted action research in their schools, in order to present the results achieved and experiences transferred to colleagues in other schools.

Author Luljeta Bajrami Shala