The Professional Development of in-service and pre-service primary EFL teachers. National and International Research *University of Vechta, Jan. 22-23, 2016* Beginning reading and writing in primary EFL classes – Experiences from an in-service training in Germany Alicia Jöckel At the beginning of teaching English as a Foreign Language in German primary schools, the focus has long been on developing oral skills. Reading and writing in the foreign language was assumed to interfere with the development of German reading and writing and has, thus, been mainly avoided. Only until recent empirical research could confirm the positive effects of developing first and foreign language written skills in parallel have teachers and educators started to allow reading and writing to be included in primary EFL teaching and learning (Duscha 2007, Rymarczyk 2008, Frisch 2013). Whereas other European countries have not paid such extraordinary attention to this issue and included balanced skills training to primary EFL learners from the beginning, German researchers and teachers have just recently started to develop ideas of how to teach written EFL skills (Drew 2009, Ibarrola 2010, Böttger 2013, Fröhlich 2013). This presentation focuses on issues of teaching written skills to primary EFL learners based on empirical data from an in-service training with German primary EFL teachers. Teachers’ prior teaching experiences as well as their current teaching habits were collected with the help of questionnaires and interviews which allowed reconstructing individual processes of professional development in this respect. During this training which accompanied six weeks of their regular teaching, teachers got input on linguistic background of the English writing system as well as methodological suggestions. Materials and methods for this training were adapted to the needs of the German EFL context from teaching reading and writing with the help of phonics in the United Kingdom. In reverse, the teachers themselves gave feedback on the teaching ideas presented in the training sessions based on both their general teaching expertise and their first experiences with these materials and methods in class. Thus, teachers’ perspectives on their first experiences and the collaborative professional development of researchers and teachers in this process will be the centre of interest in this presentation. The Professional Development of in-service and pre-service primary EFL teachers. National and International Research *University of Vechta, Jan. 22-23, 2016* References Böttger, Heiner (2013). Strategisch lesen und schreiben lernen. In: Grundschule Englisch, 45, 12-13. Drew, Ion (2009). Using the Early Years Literacy Programme in Primary EFL Norwegian Classrooms. In: Nikolov, Marianne (Ed.). Early Learning of Modern Foreign Languages. Processes and Outcomes. 108-120. Duscha, M. (2007). Der Einfluss der Schrift auf das Fremdsprachenlernen in der Grundschule. Dargestellt am Beispiel des Englischunterrichts in Niedersachsen. Dissertation. Braunschweig. Retrieved from http://rzbl04.biblio.etc.tu-bs.de:8080/docportal/servlets/MCRFileNodeServlet /DocPortal_derivate_00004267/Dissertation.pdf;jsessionid=482EEA7ED96A8C8393DD2C247 A9A092D. Frisch, Stefanie (2013). Lesen im Englischunterricht der Grundschule. Tübingen: Narr. Fröhlich, Anna (2013). Welcome to Our Literate Classroom! In: Grundschule Englisch, 45, 14-15. Ibarrola, Amparo Làzaro (2010). English phonics for Spanish children: adapting to new English as a Foreign Language classrooms. In: Diehr, Bärbel & Rymarczyk, Jutta (Hrsg.). Researching Literacy in a Foreign Language among Primary School Learners. Forschung zum Schriftspracherwerb in der Fremdsprache bei Grundschülern. Frankfurt/Main: Peter Lang. 89-106. Rymarczyk, Jutta (2008). „Paralleler Schriftspracherwerb in Erst- und Fremdsprache ist unmöglich!“ In Take off! Zeitschrift für frühes Fremdsprachenlernen, 2 (4), 48.
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