“YANGI O‘ZBEKISTONDA ZAMONAVIY PSIXOLOGIYA VA PEDAGOGIKAGA DOIR
MUAMMOLARNI TADQIQ ETISHNING TRANSFORMATSION IMKONIYATLARI”
Xalqaro ilmiy - amaliy konferensiyasi, 2025-yil 24-aprel
18
2-SHO‘BA.
ZAMONAVIY PEDAGOG KADRLARNING UZLUKSIZ KASBIY
RIVOJLANISHINI TA’MINLASH ISTIQBOLLARI.
ENGLISH TEACHING METHODOLOGIES FOR EARLY CHILDHOOD EDUCATION
Marasulova Dono Nigmatullayevna
Doctor of Philosophy in Pedagogical Sciences (PhD), dotsent
Tashkent Institute of Technology, Management and Communication
https://doi.org/10.5281/zenodo.15267898
Teaching methodologies. Before introducing the different English Teaching
Methodologies, (ETM), some concepts must be understood: Edward Anthony (as cited in
Richard & Rodgers, 1986) described an approach as a set of correlative assumptions, evident or
obvious, that deal with the nature of the matter to be taught. He explains that in the use of an
approach to teach a language, there can be many plans for the presentation of the language
materials in a procedural way; he refers to these plans as methods. Therefore, within one
approach there can be many methods. Furthermore, Edward Anthony describes the technique as
the implementation of the method in the classrooms, and the actions that would take place in the
classroom.
On the other hand, Richard and Rodgers (1986), believe that as method is related
theoretically to one approach, it is organized and determined by a
design
and then put into practice
using a
procedure
. This whole broad relationship between theory and practice should be referred to
as a
method
. The difference between an approach and a method is the emphasis and priority they
give to the content versus instructional issues (Richard & Rodgers, 1986), i.e. "an approach is an
idea or a concept, whereas a method is the procedures to turn that idea into reality in the
classroom".
Second Language Acquisition.
When the ETP aims at teaching English as a Second
Language (ESL), it should be taken into account the route and the rate of the student´s progress.
The
route
is the nature of the stages students go through in the
acquisition
process, not taking into
account their mother tongue nor the context of their learning, and the
rate
is the speed of the
language´s
learning
(Myles, 2011).
For this reason, regarding the Second Language Acquisition process (SLA), Myles (2011)
believes that teachers should be more concerned about their student´s
rate
of learning due to the
implied pedagogical issues. Teachers need to observe what makes their students understand and
learn the language faster and their capacities at certain stages of their development. From this,
they will be able to adapt the
route
of learning and choose the most appropriate methodologies
according to the situation and conditions (Myles, 2011)
Learning or acquiring a language?
In the English Teaching Process (ETP), it is important to
consider whether one method is aiming at acquiring or learning the language.
Stephen Krashen (1982) stated that the process of
acquiring
a language happens in a natural
way, when children are immersed into a language, reacting spontaneously and interacting
subconsciously. On the contrary, language
learning
is a conscious, rather rational process which
normally happens in a programmed way, for example, when learning grammar or vocabulary.
“YANGI O‘ZBEKISTONDA ZAMONAVIY PSIXOLOGIYA VA PEDAGOGIKAGA DOIR
MUAMMOLARNI TADQIQ ETISHNING TRANSFORMATSION IMKONIYATLARI”
Xalqaro ilmiy - amaliy konferensiyasi, 2025-yil 24-aprel
19
Therefore, when learning English in the early stages, students begin to
acquire
the language
unconsciously motivated by necessities, such as to get the attention of the teacher, to exchange
information or to participate in a game. Consequently, children would start to understand, feel
comfortable, and get used to an English speaking environment.
However, later on, when reaching Primary and higher levels of education, it is adequate
for students to also
learn
English by means of studying the language using more complex
approaches, learning the grammar, etc. (as native English speakers also do), but it is fundamental not
to leave the acquisition process behind.
Which is the best method?
According to Taylor (n.d.) linguists have demonstrated that there is
not one single best method for everyone in all contexts, and that no teaching method is inherently
superior to the others. In addition, it is not always possible, nor appropriate, to apply the same
methodology to all learners.
It is very important for teachers and learners to understand the different methodologies.
Moreover, when choosing the best one, several factors have to be taken into account, such as the
age, objectives, environment, learning styles, needs, context, previous knowledge, mother
tongue, aptitudes, backgrounds, ambitions, attitude, and even the length and the time of the
lessons. It also implies encouragement, dedication, time and effort.
Total Physical Response.
Children are constantly moving and willing to play. The Total
Physical Response (TPR) method emphasizes the importance of aural comprehension,
where students participate actively responding to certain commands. For example, "Close your
eyes", "Touch your nose", "Sit down", etc. (Richards & Rodgers, 1986).
Using TPR activities in the ECE classroom promotes children being physically active.
The procedures in the designs of this method would look like activities and games that are
motivating and enjoyable methods to teach and acquire the English language. TPR activities can
be done individually by asking individual children for commands while the rest of their classmates
listen and process the information, or it could be done in groups. In the course of my student teacher
field practice, this was the most used methodology and the one children seemed to enjoy the
most.
White paper project.
The White paper project, created by Ana García de la Fuente, director
of the Art and visual Program at "Colegio San Patricio", has the purpose of teaching a second
language in an enjoyable and simple way, reaching a personalized education. It is based on the
Content and Language Integrated Learning (CLIL) methodology, and its goals in ECE is to develop
English oral comprehension and the artistic language as a way of letting children express
themselves in a bilingual setting while enjoying talking about themselves and reinforcing the
teacher-student bonding.
The White paper project consists of three activities directed to the acquisition, not the
learning, of the language as a result of a natural communication between teacher and students.
The activities consist of three parts. First, a group conversation where the teacher and students talk
about a topic of interest, developing the general communicative competence in listening and
talking. During the conversation, the students associate the information given with their previous
knowledge. They structure their ideas and share them along with knowledge and even feelings
and emotions. Secondly, the students would do an individual free drawing, finding a way of
“YANGI O‘ZBEKISTONDA ZAMONAVIY PSIXOLOGIYA VA PEDAGOGIKAGA DOIR
MUAMMOLARNI TADQIQ ETISHNING TRANSFORMATSION IMKONIYATLARI”
Xalqaro ilmiy - amaliy konferensiyasi, 2025-yil 24-aprel
20
transmitting their ideas, feeling and thoughts. It was observed that during the first months the
drawings were rather simple but the more they used this methodology, the more the students realised
the teacher cares to learn about them, and gave more importance to their drawings, adding more
details and creativity. Thirdly, the One-to-One conversation takes place. It is an interaction
between the teacher and the student talking in English about the drawing. It is a very important
educational moment which can be reflected on and encourages English language speaking and
comprehension skills, and their individual learning construction process, as well as learning about
their innate capabilities, their experiences, feelings, personality, likes, concerns, and friends and
family situations. (Salinas, 2016).
Conclusions. There is no one best method, but instead, in this progression scheme,
methodologies should change and evolve as the child progresses. Normally, different methodologies
should be used during the different school years and according to different backgrounds. Teachers
should evaluate the route and rate of the learning process in order to choose, develop or adapt any
available methodology.
Eclecticism was identified as the most versatile and useful approach to design and
implement proper methodologies. When implementing the selected procedures is important to
gather the ideas delivered by the children, and at the same time make them feel that the activities
they are conducting are the result of their proposals, for motivational purposes.
Methodologies change over time, and should change according to the results of new
researches, the evolution of new technologies, and, more importantly, the cognitive evolution of the
child.
Some methodologies used for education in the native language, such as PBL or Learning by
Projects, among others, may also be used as a methodology in the process of teaching a foreign
language. We should not be limited to foreign language methodologies but also adapt other
educational methodologies used for the native language.
Bibliography references:
1.
María de las Mercedes González-Aller Rodríguez.
Metodologías de enseñanza del inglés
en Educación Infantil//
Revista Internacional de Didáctica y Organización Educativa.
Еsús Paz-Albo on 18 April 2017.
2.
Marasulova, D. N. (2023). BОLАLАRGА CHЕT TILINI OʻRGATISHDA
MULTIMЕDIАLАRNI OʻRINI. Analysis of world scientific views International
Scientific Journal, 1(3), 83-87.
3.
MARASULOVA, D. (2022). NIGMATULLAEVNA Interactive and Problem-Situational
Methods of Teaching English to Children of Senior Preschool Age. Spanish Journal of
Society and Sustainability.—Published February, 8, 12-15.
4.
Марасулова Д. Н. АУТЕНТИЧНЫЕ ВИДЕОМАТЕРИАЛЫ НА УРОКАХ
ИНОСТРАННОГО ЯЗЫКА //Results of National Scientific Research. – 2022. – Т. 1. –
№. 6. – С. 252-259.
5.
Марасулова, Д. Н. (2024). ИНОСТРАННЫЙ ЯЗЫК В ОБУЧЕНИИ
ДОШКОЛЬНИКОВ.
Лучшие интеллектуальные исследования
,
17
(2), 204-208.
