Improving English speaking practices in KG class Essay Example
Improving English speaking practices in KG class Essay Example

Improving English speaking practices in KG class Essay Example

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  • Pages: 13 (3571 words)
  • Published: July 17, 2017
  • Type: Research Paper
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Chitral, located in the NWFP, is positioned between 35-12o to 36-50o degree North Latitude and 17-12o to 73-53o Longitude, covering approximately 14850 Sq.Km. Education in Chitral is provided by government and non-governmental organizations (NGOs), resulting in a comparatively high literacy rate for boys and girls compared to other territories in the NWFP. To ensure quality education for females in Chitral, the Aga Khan Education Services Pakistan (AKES, P) collaborates with the government education department. Programs such as LEAP and SKIP have been introduced by AKES, P to address the significance of English language proficiency for content development and language improvement. Moreover, all AKES, P schools have implemented English medium classes. Therefore, it is crucial for teachers to prioritize enhancing students' English language skills due to its importance in today's society. When I was a

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primary school student, Urdu was desired by the community but discouraged by both teachers and classmates. Even if I knew the answer during lessons or discussions held in languages other than Khowar (my native tongue), I would remain silent because of lack of support for language learning at school. If my teacher had provided encouragement at that time, there could have been an improvement in my speaking skills. Similar issues often arise for both English teachers and students.The purpose of this research is to investigate teaching and learning issues related to English in the classroom. It aims to assist instructors in overcoming these challenges, specifically focusing on the observation that English is not spoken during the learning process in Early Childhood Development (ECD) classrooms. This lack of English usage leads to students struggling to express themselves in the language. Discussions with

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parents and community members have revealed dissatisfaction with current teaching methods where teachers do not use English when communicating with their students. The research seeks to identify the difficulties faced by instructors when using English in their classes and provide strategies such as lesson planning, daily program considerations, and classroom activities to address these issues. The ultimate goal is to enhance English speaking skills among students. Once completed, the research findings can be shared with other stakeholders, including head instructors, ECD instructors, SMC members, and parents for implementation in their respective schools. As a novice researcher, this experience will be invaluable for my own learning.
Research inquiry: "How can I assist a KG category instructor to speak English during her instructional practice?"
Auxiliary inquiries:
1. What problems does an instructor face while speaking simple sentences?
2. What teaching strategies can an instructor use to speak in English during teaching time?What resources are available for instructors to use when teaching English? Additionally, what types of activities can an instructor create to enhance their own speaking skills?

Literature review:

The Importance of the English Language

Manivannan.G (2006) states that language serves as a systematic means of communication, utilizing sounds or conventional symbols. It is how we express ourselves and interact with others. Language involves oral communication and encompasses the mental ability to communicate through sounds, gestures, signs, or marks. It allows us to convey ideas, concepts, emotions, and attitudes.

Language is a unique human characteristic that distinguishes us from other living beings. Some linguists argue that language develops from habitual usage and practice. Written languages use symbols to form words, creating a vocabulary specific to each language. The structure and grammar of a language

determine how words can be combined meaningfully; meanwhile, the semantics of linguistic communication dictate the significance of word combinations.

English plays a vital role in scientific discourse within American universities at the forefront of recent scientific and technological advancements.India's history, which includes more than two centuries of British rule, has made it convenient for Indians to become proficient in English and has created ample opportunities for advancement in science and technology. Many Indians have achieved high levels of expertise in English and gained international recognition for their creative and comparative literature. One example is Indian author Arundhati Roy, who won the prestigious Booker Award for her book "The God of Small Things," which sold hundreds of thousands of copies worldwide. Similarly, Shekhar Kapoor's film "Elizabeth" received multiple nominations for the Oscar Awards, demonstrating how English has become a valuable asset for Indian authors seeking global recognition.

The advantage of English as a global language is evident in its role in facilitating worldwide commercial transactions and serving as the language of modern business management. Proficiency in English by Indians has also garnered recognition for Indian business directors. Moreover, English has become essential for communication and trade between states within India as a link language. The importance of English is acknowledged by Parliament, which designated it as an official language alongside Hindi.

Historical facts and current developments further emphasize the significance of learning English alongside regional languages in India. Some Indian states are witnessing a growing demand for English education starting from primary level onwards.Laloo Prasad Yadav, the Minister of Indian Railways, recognizes the significance and supports the inclusion of English in school curricula. The popularity of English medium schools

throughout India demonstrates its appeal to Indians, despite criticism from some leaders. Many schools use English as their primary or supplementary language for instruction. The extensive literature and knowledge associated with a language often attract people to it. However, Indian languages are not endangered by the presence of English; they continue to thrive and evolve through contributions from intellectuals who utilize them for self-expression.

English serves as both a cultural heritage and a valuable tool for societal and economic advancement, enabling us to compete on an international level while providing insight into global perspectives. By learning from others' experiences and comparing them to our own, we can evaluate various theories and discern between those that lack support and those that are well-founded. Additionally, we can share our own theories with a global audience. To improve education within a specific country, an action research project will be implemented at a CBS School in Chitral territory. This project aims to bring about positive changes through planning, learning, reflection, and multiple phases of action research following a cyclic approach.During the initial phase, a combination of dialogue and observation will be utilized to identify issues and challenges in English language teaching for early childhood education. To further understand participants' perspectives on this topic, interviews will also be conducted. The data collection methods employed in this study will include reflective diaries, classroom observations, as well as formal and informal interviews. Throughout the research process, data analysis will take place continuously to facilitate planning, reflection, and re-planning. In order to ensure ethical considerations are met, consent will be obtained from all participants prior to their involvement in the study to prevent any

confusion. Moreover, participant information gathered during the research will be treated with confidentiality in terms of professional unity. While conducting this research project, the researcher will prioritize learning activities within designated timeframes while adhering to the guidelines set forth by the school. To maintain privacy upon request, both the names of the school and its participants will remain undisclosed throughout this studyThe timeline for the activities is as follows:
- Situation analysis: August (09)
- Submission of research proposal: September (09)
- First cycle: October (09)
- First cycle review session: November (09)
- Second cycle: December 09
- Writing first cycle report: January 2010 - February 2010
- Submission of first cycle report: March 2010
- Second cycle review session: April 2010
- Writing second cycle report and submission: May 2010
- Final report composition: June 2010
- Final report submission: July 2010

The background of Ibne Batota Community Model School Kosht is that it was established in 2002 with the help of the community and two foreigners, Wendy and Jurgen. The goal was to introduce an English Medium school in the area. While other government schools taught in Urdu, this school had a unique teaching approach. All instructors were required to use the direct method of learning for any subject, and both instructors and students were expected to communicate in English on campus. However, changes had to be made due to local instructors with Urdu backgrounds finding it difficult to comply. Since then, enthusiasm for speaking English at the school has decreased, but the direct method of instruction is still partially used.Wendy, the principal of the school, welcomed the introduction of the RCC plan in 2007. She hoped that it would create an English-speaking

environment in the classroom. Throughout the implementation of this plan, Wendy provided support and resources to enhance English speaking skills for ECD instructors at the school.

I chose this particular school for action research because Wendy and other staff members were already aware of and eager to work on improving this issue. The separate ECD classrooms provide a conducive environment for research and experimentation with dedicated instructors. Additionally, there are facilities such as a library and computer lab available for assistance.

In Gilgit, a session on Action Research was held which discussed various points including what it is, why reflection is important in action research, and how to develop a plan for it. The first rhythm plan was submitted during this session.

Situation analysis:

In the initial phase, a situation analysis was performed to identify the challenges faced by the instructor in her teaching and learning process. To achieve this, several actions were taken:

Action 1:
A meeting was conducted with the school's management where various information was shared. This included an explanation of the purpose of Action Research, names of research participants, and their responsibilities regarding the research. Consent letters signed by both the Head instructor and KG instructor were also presented.

Action 2:

Prior to conducting an informal interview, I created a questionnaire (refer to appendix I) with the purpose of exploring the instructor's beliefs on the importance of speaking English in the learning process for kindergarten students. The results revealed that while the instructor has a strong desire to use English during lessons and in daily life, she acknowledges that language training is necessary for effective communication. However, she is enthusiastic about acquiring strategies and implementing English practice within

the classroom. The instructor recognizes the significance of kindergarten students learning English but believes that teachers should possess proficiency in speaking English before expecting children to do so, indicating a lack of confidence on her part. Based on this informal interview, it was evident that the instructor values speaking patterns and their importance in the classroom. With appropriate support, it is likely that she would be able to effectively incorporate these patterns. To gather more information, I obtained consent from the instructor and observed three of her lessons during actual classroom situations. During this 40-minute observation as part of a planned session, my main objective was identifying any challenges faced by both instructors and students when speaking English in class.Using a tool specifically developed for this purpose, I focused on specific aspects such as the teacher's language usage, instructions given by the teacher, responses from students, and utilization of available resources. Throughout this observation period, I witnessed how the teacher explained subtraction using different materials like cars, blocks, and books. The students observed these materials attentively and attempted to answer questions posed by their teacher. Interestingly, while conducting this lesson entirely in Khowar (the native language), both the teacher and students switched to English when discussing numbers. In addition to this switch in languages when necessary conversationally with numbers came up; there were also instances where the teacher instructed them in Khowar to open their textbooks which contained content written in Khowar as well (page 22). She made an effort to engage all the students in the textbook activities by instructing them to pay attention and focus on her. All instructions were given in Khowar,

using various sentences like "ee lolur," "phuk achi Ro Dior," and "hay hai no lolur." The children completed their work according to the teacher's instructions, with her providing assistance as necessary. They are now presenting their work to the instructor who is motivating them with phrases like "shabash," "good," and "bo jam." Currently, the instructor is writing equations on the green board and asking children to write their answers on it.
The children are providing accurate answers, demonstrating their understanding of the concept. However, they are explaining their answers in Khowar.

Contemplation:

The instructor taught subtraction in mathematics using her native language, Khowar. The entire learning process, including student responses, was conducted in Khowar. Despite this, all of the children performed well when asked to solve equations on the board, indicating a clear understanding of the concept. However, they did not have an opportunity to speak English for clarification purposes. Everyday objects such as toy cars, blocks, and pens were used by the instructor to clarify concepts. Although she could have easily used simple English sentences to aid comprehension, she chose not to do so. This suggests that she lacks confidence in using English sentences in the classroom. It is possible that my presence made her uncomfortable because it would not have been difficult for her to speak some simple sentences in English; however, she did not make an effort to do so. To further illustrate this point, I sat down and pointed at the board while asking for a book from the students; nevertheless, the teacher did not attempt any English sentences. In order to address my concerns about incorporating daily routine into teaching practices,

I decided to revisit the school with improved observation tools (see appendix three).I conducted observations in the classroom, noting sentences used by both teacher and students, recording instructional sentences for various activities, and giving feedback to the teacher. Following my plan, I revisited the school and interacted with the children while collecting data for my next steps. Since the teacher was absent that day, I took charge of the class for 50 minutes. During this time, I focused on specific activities: 1.[Activity details are missing.] In a large group circle, I presented images to the children through a big book and asked simple questions about each image to encourage participation. It was satisfying to see that they attempted to respond in English. The questions prompted them to notice details in the image, identify colors, and count objects. Through this activity, it became clear that engaging them in such tasks can improve their speech production over time. To further enhance their language skills, I divided them into groups and had them create their own images to share with others. Although they hesitated when expressing themselves in English during this task, I still commended their efforts using English sentences. Reflecting on this activity highlighted that the children are active and enthusiastic about responding in English. They consistently made an effort to speak English during all activities but still encountered some hesitation.This experience has made me realize the importance of encouraging students to confidently speak English. It is essential for a teacher like me to cater to each child's individual learning style and level of understanding. Due to the absence of the teacher, our second plan was unfinished,

so we decided to re-plan in order to effectively utilize our time. The teacher also wanted us to review from the beginning of class in order to save time.

In this action, the teacher conducts a classroom observation by sitting with the students in a circle. Using various materials like clothes, blocks, beads, and yarn, she asks questions about different colors in English. The students respond with single-word answers indicating colors such as red, black, yellow, blue, etc. Then she instructs them to find corresponding colors from different corners of the room while stating their names.

The students search for items and bring them back while stating the colors they found. The teacher also asks questions like "Is it a red color?" Afterward, the class is divided into groups based on color names and engaged in group work. The teacher supports each group as they complete their tasks by going around and providing assistance.

Most instructions given by the teacher are in English but she also uses Urdu at times.Once the students finish their work, they come forward to present it. The teacher asks about their work in Urdu, except for one question which is asked in English: "What did you make?"

Contemplation:

During these activities and inquiries, the instructor aims to improve her speaking skills. The inquiries are asked in Urdu, but the names of colors are given in English. Currently, the students are preparing for an outdoor game.

Observation:

Upon analyzing this situation, I realize that the instructor aims to improve her speaking skills. This can be seen from her recent practice of asking questions in English such as "Dear children, look at me and tell me what this is?

What do you see in my hand? What color does it have?" This observation suggests that the lack of an English-speaking environment within the classroom has affected both the instructor's learning process and speech patterns. The instructor mainly focuses on understanding concepts without integrating them with language. It is important to promptly correct any grammatical errors made by the children; however, the instructor fails to do so. This delay in providing corrective measures also seems to impact their development of English speaking skills. Based on this observation, it can be inferred that the instructor feels more comfortable using instructional materials during her teaching and learning process.The need for diversity in classroom materials and effective utilization of them during instruction is highlighted by the observation. It is recommended that instructional sentences be provided in written form to serve as references for the instructor during class and familiarize them with proper usage. Additionally, it is important to note that children in early childhood development classes tend to become easily bored, making it crucial for activities to be creative and engaging. The instructor should explore various activity books and resources to ensure a stimulating and productive classroom environment.

Following interviews with the instructor, working with children, and observing the instructor in the classroom, a list of issues has been identified for addressing in the second round. These issues include the instructor feeling uncertain about speaking English in class, encouraging children to use simple English sentences, ineffective integration of language skills into lesson plans, unclear instructions for the instructor, lack of diverse activities and strategies for language development, and the necessity for the instructor to study literature on language skill

development. Based on these issues, plans are being made to assist the instructor in improving children's speaking skills in English.Plan for 2nd rhythm: After completing the first rhythm execution, my plan is to address these concerns during the second rhythm. The activities scheduled for each month are as follows:

- December 09: Meeting with the instructor to discuss various points including the importance of lesson programs and motivating her to keep a diary documenting day-to-day activities. Additionally, we will collaboratively develop a lesson program.

- January 2010: Conducted a literature review.

- February and March 2010: Conducted additional literature reviews and observed a class, providing feedback to the instructor. Also included a demo lesson by AR, as well as designing activities for speech production development and developing resources for those activities.

- April 2010: Another class observation took place, followed by feedback given to the instructor.

- May 2010: Composed a report on the second rhythm measure.

Measure 1 involved planning and actions related to meeting with the instructor. We discussed various points such as maintaining a brooding diary and its importance, along with developing an integrated lesson program focusing on language.

The significance of maintaining a brooding diary was thoroughly discussed during our meeting with the instructor.At the beginning, there were doubts about how to maintain it, but suggestions were made. These included identifying lesson topics and discussing interesting aspects of them, as well as reasons why they were intriguing. They also involved identifying challenges faced during lessons and potential solutions for future use. The instructor agreed to write daily contemplations based on these points expressed during their discussion.

Furthermore, a detailed discussion took place on an integrated lesson plan, with

steps outlined in Appendix IV. It was decided that a section on instructor language would be included. In addition, a new lesson plan was collaboratively developed with the instructor. This plan incorporated a dedicated session for enhancing instructor language skills (see Appendix V).

During the meeting, I noticed that clear explanations were needed when assigning tasks to the instructor. Initially hesitant and confused about writing daily contemplations, the instructor became interested and willing after being provided with reasons. It was understood that sharing written contemplations would facilitate concept explanation.

Ultimately, it was determined that the instructor would maintain a reflective diary throughout the treatment process. Additionally, throughout this process, the instructor expressed her desire for a specific component on linguistic communication patterns in the lesson program.While acknowledging the effectiveness and ease of use of the current program, she expressed a desire for an additional section dedicated to improving her linguistic communication. This would allow her to practice composing sentences as part of the learning process. To fulfill this request, we worked together to create a separate portion specifically designed for using sentences in classroom settings. The instructor understood this plan but recommended conducting a demo lesson to ensure its effectiveness. Agreeing with their suggestion, I proceeded to develop a demo lesson using the newly devised program. I organized the lesson program with the updated format and gathered all necessary resources.

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