The Direct Method in English Language Instruction for Primary School Students in Santarém-PA: An Experience of TESOL Undergraduates
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| Title: | The Direct Method in English Language Instruction for Primary School Students in Santarém-PA: An Experience of TESOL Undergraduates |
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| Language: | English |
| Authors: | Alessandro Ripardo da Silva, Nilton Hitotuzi, Naelson Sarmento Barbosa |
| Source: | Journal of Education and Learning. 2024 13(4):42-63. |
| Availability: | Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: jel@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/jel |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education Early Childhood Education Elementary Education Grade 1 Primary Education |
| Descriptors: | English (Second Language), Second Language Instruction, Teaching Methods, Oral Language, Language Usage, Second Language Learning, Instructional Effectiveness, Preservice Teachers, Language Teachers, Grade 1, Elementary School Students, Barriers, Foreign Countries, Adjustment (to Environment), Interpersonal Communication |
| Geographic Terms: | Brazil |
| ISSN: | 1927-5250 1927-5269 |
| Abstract: | The Direct Method, a pedagogical approach for teaching additional languages through immersion, emphasizes oral interaction and everyday language usage to facilitate language acquisition. This method discourages reliance on translation and minimizes emphasis on grammatical rules. However, a fundamental question arises about the effectiveness of TESOL programmes in non-English dominant countries in equipping prospective teachers to adopt a monolingual approach. This paper explores the results of a case study aimed at understanding the experiences of two TESOL degree candidates from a university in Northern Brazil. They participated in an outreach project employing the Direct Method to teach English to Year 1 students on the outskirts of Santarém-PA. Data, gathered through proficiency assessments, interviews, and video recordings, were analysed using Content Analysis and video analysis principles in qualitative research. The results revealed challenges faced by the participants due to limited pedagogical knowledge but also unveiled adaptive strategies, collaborative work practices, introspection, and an acknowledgment of the importance of integrating elements from students' physical and social contexts into lessons. Despite challenges, the study underscores the beneficial potential and viability of the Direct Method in non-English dominant contexts, advocating for its critical consideration and adaptation within TESOL programmes. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1436842 |
| Database: | ERIC |
| Abstract: | The Direct Method, a pedagogical approach for teaching additional languages through immersion, emphasizes oral interaction and everyday language usage to facilitate language acquisition. This method discourages reliance on translation and minimizes emphasis on grammatical rules. However, a fundamental question arises about the effectiveness of TESOL programmes in non-English dominant countries in equipping prospective teachers to adopt a monolingual approach. This paper explores the results of a case study aimed at understanding the experiences of two TESOL degree candidates from a university in Northern Brazil. They participated in an outreach project employing the Direct Method to teach English to Year 1 students on the outskirts of Santarém-PA. Data, gathered through proficiency assessments, interviews, and video recordings, were analysed using Content Analysis and video analysis principles in qualitative research. The results revealed challenges faced by the participants due to limited pedagogical knowledge but also unveiled adaptive strategies, collaborative work practices, introspection, and an acknowledgment of the importance of integrating elements from students' physical and social contexts into lessons. Despite challenges, the study underscores the beneficial potential and viability of the Direct Method in non-English dominant contexts, advocating for its critical consideration and adaptation within TESOL programmes. |
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| ISSN: | 1927-5250 1927-5269 |
