Abstract
In this chapter, I will first summarize the findings of the four investigations into teaching and learning English as a foreign language in the primary school (the textbook study, the investigation of children’s books, the survey completed by EFL teachers, and the study focusing on L2 learners in different learning contexts). This will be followed by a section that addresses the limitations of the research project. Subsequent to this, I will discuss the theoretical, methodological and pedagogical implications of this project.
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Notes
- 1.
While I do believe that young learners should be equipped with the linguistic means that enable them to function in an emergency using their L2, I do not think that it is necessary to alert to them to the steps that are taken in that respect by their language teachers, as this could unduly worry the children.
- 2.
As I mentioned in Chap. 4, there are only few expressions of gratitude and responses to expressions of gratitude included in the textbooks investigated. While this is regrettable, teachers can address this and ask their learners in their native language “That person did not thank the other person here. What could she have said in English?” or “That bear has thanked the elephant but the elephant didn’t then say anything to the bear. What could the elephant have said in English?”.
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Schauer, G.A. (2019). Conclusion. In: Teaching and Learning English in the Primary School. English Language Education, vol 18. Springer, Cham. https://doi.org/10.1007/978-3-030-23257-3_8
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