EIJP ISSN: 2751-000X
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48
THE ROLE OF THEME-
BASED APPROACH IN ENHANCING YOUNG LEARNERS’ SPEAKING
SKILLS IN PRIMARY EDUCATION
Khamraeva Gulchekhra Ibrakhimovna
Senior Teacher of the History and Philology Department, Faculty of Social Sciences and Technology, Asia
International University, Uzbekistan
AB O U T ART I CL E
Key words:
Young learners, primary classes,
“me”
-focused learners, theme-based teaching,
content-based instruction (CBI), language
acquisition, speaking, cognitive development,
language skills, communicative activities,
innovative.
Received:
12.10.2024
Accepted
: 17.10.2024
Published
: 22.10.7024
Abstract:
This article highlights the effectiveness
of implementing theme-based model of CBI
(content-based instruction) in developing young
learners’ speaking skills, as well as it offers an
effective way of practising a new language in a
meaningful and memorable context. We know that
teaching speaking in English in primary education
is one of the most demanding, at the same time
challenging and rewarding jobs, and young
learners are “me”
-focused learners, respond
emotionally to learning activities. Therefore,
teachers should know how to create a warm,
friendly English atmosphere in the classroom, how
to use different types of activities and how to set
up activities in order to enable primary school
children to work together in groups. Moreover,
this article is based on the study conducted with
primary school children to identify the
effectiveness of using theme-based CBI in teaching
speaking, as well as enhancing young learners’
speaking skills.
INTRODUCTION
English has become an international language and its range of functions is increasing
everywhere, including Uzbekistan, because dynamic processes in all spheres and successive reforming
need acquiring one or two foreign languages even in primary education. Therefore, the goal of language
education recently has shifted from teaching linguistic competence to communicative competence in
teaching English in primary classes and it demanded to develop language learners’ communicative
skills, competency and culture using different effective innovative ways of teaching English. Teaching
VOLUME04 ISSUE10
DOI:
https://doi.org/10.55640/eijp-04-10-11
Pages:48-52
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a foreign language to young learners requires a lot of theoretical background and a prepared and well-
informed teacher, children do not consider language learning as a mere intellectual activity. Sarah
Phillips argues that “As a general rule, it can be assumed that the younger the children are, the more
holistic learners they will be. Younger learners respond to language according to what it does or what
they can do with it, rather t
han treating it as an intellectual game or abstract system.” The main
emphasis from children’s perspective should be placed on practice; the language learning process
should have a practical and meaningful aim. We can help children learn English more effectively, if what
we do with them is meaningful, purposeful and enjoyable. Most activities for the younger learners
should include plenty of movement and involve the senses. The teacher needs to involve a lot of visuals,
pictures, objects and posters. Playfu
lness should be the key word when describing the teacher’s
approach. Playing with the language is a natural way of learning a foreign language for young learners.
Since concentration and attention spans are short, especially at the early stages of language learning, a
variety is a must
–
a variety of activities, a variety of classroom organization, a variety of space, and of
course a variety of innovative, learner-centered techniques and methods. The use of innovative,
learner-centred methods in the Primary English classroom offers an effective way of practising a new
language in a meaningful and memorable context. One of the most innovative approaches to teaching
speaking to young learners is implementing a theme-based model of content-based instruction, which
plays a significant role in language learning process and enhancing speaking skills. Implementing a
theme-based CBI (content-based instruction) in the classroom is one of the most effective ways of
teaching speaking in English to young learners. It is fun, as they create a motivating and challenging
atmosphere in the classroom and help children enhance a positive attitude towards English. These
classes can be taught by EFL teachers who create content material based on the needs and interests of
the learners. According to this approach, selected topics or theme provide the content for learners to
learn. Based on these topics and themes, language teachers extract language activities and engage
learners in language practice and content learning simultaneously.
METHODS
Content-based teaching differs from traditional language classes because language comes second to the
content. It is a communicative approach to second language teaching in which teaching program is
organized around the content rather than a linguistic syllabus. It draws on the principles of
communicative language teaching. As Krankhe mentions, "It is the teaching of content or information
in the language being learned with little or no direct or explicit effort to teach the language itself
separately from the content being taught". In addition, language teachers should have such
responsibility as to keep context and comprehensibility foremost in their instruction, to select and
adapt authentic materials for use in class, to provide scaffolding
for pupils’ linguistic content learning,
and to create learner-
centered classrooms. CBI provides the opportunity for teachers to match pupils’
interests and needs with interesting, comprehensible, and meaningful content.
Theme-based teaching model is derived from content-based instruction, which has been implemented
worldwide to teach subject matters instead of teaching the language structures in isolation. According
to Cameron, in theme-based teaching, learners can practice the language through content that is
connected to their real context. This teaching approach provides realistic and motivating uses of the
language with meaning and purpose as learners learn content that they can use in their real lives. In
addition, Cameron also states that theme-based teaching facilitates learners to become more proficient
in a language as it allows them to strengthen language skills because they learn the language in context
and not in isolation, but in context through various themes or topics that learners are interested in. The
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focus of theme-based instruction is to increase learners interest, engagement, and motivation, as well
as it moves away from traditional language learning (translations and rote memorization) and focuses
on different topics or ''content'' to practice language skills. Content may be described as the subject
matter, ideas, skills or substance of what is taught. Content comprises an integral part of curriculum
and include academic subjects such as Mathematics, Science, Languages, Social Studies, Creative Art,
Business Education and recreational activities such as drama and sports. According to Spady and Kotze
content involves knowledge derived from significant problems, and the challenges and opportunities
people are likely to face after leaving school. Brinton et al proposed that the theme-based model is
where language courses are embedded around themes and topics, which are included into teaching all
skills. The teacher arranges language-learning activities based on these topics or themes, which are
different from traditional courses in which the topics are particularly used for a single activity, while
Snow reports that the theme-based model has been widely used in language courses for students who
have different backgrounds. However, they share the same common goal of academic English skills.
So, theme-based approach is beneficial for teaching a range of skills and content by integrating
curriculum areas around a topic, as well as it provides lots of linked activities that allow learners to
participate actively in teaching and learning process. Hence, by using this approach, teacher can invent
various linked activities which offer lots of opportunities to speak up in the classroom as their primary
source of language learning.
RESULTS AND DISCUSSIONS
Theme-based teaching is a vehicle for teaching the language and content, which creates a sense of
learners’ interest and enthusiastic participation as they are talking about themes of their interest. In a
theme-based approach different teaching activities are integrated by their content, the teaching of
different skills areas is incorporated into the theme and the theme acts as a connecting thread. It
provides young learners with motivating and meaningful uses of the language. According to Scott and
Ytrberg, implementing theme-based approach to teach speaking to young learners includes the
following:
when a teacher is concentrating on a particular theme, the content of the lesson becomes more
important than the language itself;
working on themes can help the learning process;
it allows a teacher to go into a subject in depth and brings out reactions and feelings;
working on a theme allows the teacher to rearrange the material to suit what is happening generally;
the work in the classroom naturally includes all the language skills as well as guided and free activities
So, implementing theme-based approach in teaching speaking to primary schoolchildren is beneficial
and productive, as following:
Easier acquisition. Natural language acquisition occurs in context, making it easier for learners.
Concrete goals. It is concrete, not abstract.
Cooperative learning. Learners interact regularly, improving lesson retention and class
atmosphere.
Variety. It can focus on any topic and use endless real-world content.
Language learning becomes more interesting and motivating;
It offers a wide educational knowledge to learners in the form of the different topics instructed;
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It helps learners develop valuable study skills such as note taking, summarizing and extracting key
information from texts;
Developing collaborative skills, especially when using group work, which can have great social
value.
Therefore, Harmer states that, English teachers should be able to create the exposures of using English
in the classroom through interesting activities in order to involve learners within something rather than
keep silent and
listen to teacher’s explanation.
CONCLUSION
In Conclusion, we can state that the implementation of theme-based CBI in teaching speaking to young
learners has more strengths than weaknesses. It increases learners’ participation in the speaking class
by the practical and interesting content. It is very flexible and can accommodate various types of
activities which are motivating the learners to participate in the speaking task, and it adjusts them work
in individual, in pair and in groups according to the content. Pair and group works are found to eliminate
learners’ psychological barriers and increase their self
-confidence. These multifunctional activities are
related to eliciting knowledge of content, acquisition of thinking skills, and development of English
language abilities. In addition, theme-based CBI becomes a useful approach when developing
communicative competence in young learners, basically because it focuses on using the language on
specific culturally determined situations and paraphrasing as well.
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