Elhawary, Dalia;
Hargreaves, Eleanore;
(2023)
Why won’t they speak English? Guidelines
for teachers on using pairwork to enhance speaking in the EFL primary classroom.
[Digital scholarly resource].
https://www.teachingenglish.org.uk/publications/ca...
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Abstract
In this booklet, we focus on the powerful impact of pairwork speaking practice activities in English language teaching in primary classrooms. Rooted in the principles of Competence, Agency, and Relatedness (CAR), as described by Ryan and Deci in 2000, this guide offers practical insights and a structured approach to help teachers foster a positive classroom environment where young learners can develop their speaking skills with confidence. Finding the balance of competence, agency, and relatedness is the cornerstone of effective learning, and in the pages that follow, we provide guidelines designed to empower both teachers and students. Through research-based strategies and real-life examples from primary classrooms in Egypt, this booklet aims to equip teachers with the tools they need to create a classroom atmosphere where every child feels capable, empowered, and valued, thereby enhancing their English language speaking proficiency.
| Type: | Digital scholarly resource |
|---|---|
| Title: | Why won’t they speak English? Guidelines for teachers on using pairwork to enhance speaking in the EFL primary classroom |
| Location: | UCL Institute of Education |
| Open access status: | An open access version is available from UCL Discovery |
| Publisher version: | https://www.teachingenglish.org.uk/publications/ca... |
| Language: | English |
| Additional information: | This version is the version of record. For information on re-use, please refer to the publisher’s terms and conditions. |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10180550 |
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