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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
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
FullText Text:
  Availability: 0
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  Data: The Direct Method in English Language Instruction for Primary School Students in Santarém-PA: An Experience of TESOL Undergraduates
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  Data: <searchLink fieldCode="AR" term="%22Alessandro+Ripardo+da+Silva%22">Alessandro Ripardo da Silva</searchLink><br /><searchLink fieldCode="AR" term="%22Nilton+Hitotuzi%22">Nilton Hitotuzi</searchLink><br /><searchLink fieldCode="AR" term="%22Naelson+Sarmento+Barbosa%22">Naelson Sarmento Barbosa</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Education+and+Learning%22"><i>Journal of Education and Learning</i></searchLink>. 2024 13(4):42-63.
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  Data: 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
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  Data: Y
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  Data: 22
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  Data: 2024
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Oral+Language%22">Oral Language</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Usage%22">Language Usage</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Teachers%22">Language Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+1%22">Grade 1</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Adjustment+%28to+Environment%29%22">Adjustment (to Environment)</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Communication%22">Interpersonal Communication</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Brazil%22">Brazil</searchLink>
– Name: ISSN
  Label: ISSN
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  Data: 1927-5250<br />1927-5269
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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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  Data: 2024
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  Data: EJ1436842
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 22
        StartPage: 42
    Subjects:
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Second Language Instruction
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Oral Language
        Type: general
      – SubjectFull: Language Usage
        Type: general
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: Instructional Effectiveness
        Type: general
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Language Teachers
        Type: general
      – SubjectFull: Grade 1
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Barriers
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Adjustment (to Environment)
        Type: general
      – SubjectFull: Interpersonal Communication
        Type: general
      – SubjectFull: Brazil
        Type: general
    Titles:
      – TitleFull: The Direct Method in English Language Instruction for Primary School Students in Santarém-PA: An Experience of TESOL Undergraduates
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            NameFull: Alessandro Ripardo da Silva
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            NameFull: Nilton Hitotuzi
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            NameFull: Naelson Sarmento Barbosa
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              Y: 2024
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              Value: 1927-5269
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              Value: 13
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