Teaching English to Young Learners in China and Ukraine
Keywords:Teaching, Learning, English, China, Ukraine, Young Learner
The research need is determined by active educational partnership between People's Republic of China and other countries, and Ukraine too. The collaboration promotes the comparative pedagogical researches of educational process of both countries.
The content of the Recommendations of the European Council, the recommendations of the British Council on language education demand new requirements for the language quality teaching and learning, the development of new forms, methods and tools in the world. In this regard, it is important to study the principles of teaching English in China and Ukraine.
The purpose is to outline the basics of teaching English at school in China and Ukraine.
Methodology. The analytical method is used to investigate English teaching process; the comparative method is used to analyze the experience of teaching English in two countries.
Results. Teaching English in China as the new reality shows that the National Curriculum has made English a compulsory subject for Chinese schools. The teaching method in China differs greatly from the international, Western one. It is based on information memorization, as well as it is focused on the study of the Chinese language, culture, and history.
Only in international or private schools in China, teaching is conducted according to international standards. To learn English, the British or American model of learning is used, based on communication and discussing learning material and new information, and not on copying or memorizing it. According to the new Curriculum, for young learners, English is taught as a subject two or three hours a week in 1-3 grades, three or four hours a week in 4-6 grades. International English curricula focus on communication and skills, but the Ministry of Education of the People's Republic of China has decided to expand its goals to national ones and adapt the international English curriculum for Chinese young learners.
Experience of teaching English in Ukraine shows that English is studied from the 1st grade, from the age of 6, according to the “New Ukrainian School” curriculum. The British Council in Ukraine took care of teaching English to young learners greatly. It trains a lot of English teachers in Ukraine. Teaching English to young learners has moved very much in providing the communicative approach. At English lessons children learn English by communication using pictures, songs, poems, fairy tales, short plays, games and holidays.
Conclusion. China becomes the world leader in the number of English learners as it is necessary for schools, Universities, and future careers. Now about 400 million Chinese learn English, there are more English learners in China than English speakers. The English teaching method is mostly old school, and traditional, but the situation is changing. Most Chinese consider that English is a necessary means of bringing China closer to the whole world. Ukrainian teachers and learners are more trained for the new requirements to teach and learn English due to the British Council's help in Ukraine. The communicative approach is basically used for teaching English. Ukrainian teachers and learners have got a definite positive experience to teach and learn English successfully.
Bernatska O. V., & Komohorova M.I. (2019). Sutnist inshomovnoi komunikatyvnoi kompetentnosti uchniv pochatkovoi shkoly ta stratehii yii formuvannia [The Essence of Foreign Language Communicative Competence of Elementary School Students and the Strategy of Its Formation]. Naukovi zapysky. Pedahohika, 143, 22-29. https://doi.org/10.31392/NZ-npu-143.2019.03 [in Ukrainian].
Bo, H. (2013). 英语教学中的又一份色彩 – 浅谈多媒体教学手段的有效辅助 [Another Color in English Teaching – On the Effective Aid of Multimedia Teaching Methods]. 教育 [Education], 33 [in Chinese].
Dudyk, N., & Zevchenko, T. (2017). Osoblyvosti formuvannia inshomovnoi komunikatyvnoi kompetentnosti v uchniv pochatkovoi zahalnoosvitnoi shkoly [Peculiarities of Foreign Language Communicative Competence Development for Primary Schoolchildren]. Psykholoho-pedahohichni problemy silskoi shkoly, 57, 60-66. https://library.udpu.edu.ua/library_files/psuh_pedagog_probl_silsk_ shkolu/57/9.pdf [in Ukrainian].
Gamlam, R. (2019, April 10). The Ultimate Guide to Teaching English in China. Go Overseas. https://www.gooverseas.com/blog/guide-teaching-english-china
Gao, L. (2016). 基于教育游戏创新培训模式 — 教师高阶思维能力提升的设想探索 [Innovative Training Model Based on Educational Games: Assumptions and Explorations of Improving Teachers' Higher-order Thinking Ability]. 科技创新导报 [Science and Technology Innovation Herald], 13(10), 139-140 [in].
Gil, J. & Adamson, B. (2011). Chapter 2. The English Language in Mainland China: A Sociolinguistic Profile. In A. Feng (Ed.), English Language Education Across Greater China (pp. 23-45). Bristol, Blue Ridge Summit: Multilingual Matters. https://doi.org/10.21832/9781847693518-004
Kaduhr, D., & Fujisawa, Y. (2009). Observations on English Education in Elementary Schools in China. 大阪樟蔭女子大学論集 [Journal of Osaka Shoin Women's University], 46, 29-38. https://core.ac.uk/download/pdf/229392358.pdf [in Chinese].
Kavaler, N. (2015) Formuvannia inshomovnoi komunikatyvnoi kompetentsii molodshykh shkoliariv interaktyvnymy metodamy [Foreign Language Communicative Competence Development of Young Learners by Interactive Methods]. Nauka. Osvita. Molod [Science. Education. Young], n.d., 131-133. https://library.udpu.edu.ua/library_files/stud_konferenzia/2015_1/47.pdf [in Ukrainian].
Komar, O. (2020). European Experience of the Use of Information and Communication Technologies in Initial Education of the English Language Teachers. Educational Challenges, 25(1), 55–67. https://doi.org/10.34142/2709-7986.2020.25.1.05
Kostikova I., Gulich, O., Holubnycha, L., & Besarab, T. (2019). Interactive Whiteboard Use at English Lessons: from University Students to Young learners. Revista Espacios, 40(12), n.d. http://www.revistaespacios.com/a19v40n12/a19v40n12p10.pdf
Kostikova, I., Chastnyk, O., Ptushka, A., Yazlovytska, O., & Dovzhenko, O. (2021). Digital technology implementation in students’ proficiency development for English listening. Amazonia Investiga, 10(48), 34-42. https://doi.org/10.34069/AI/2021.48.12.4
Kostikova, I., Honcharova O., Vorozhbit-Horbatiuk V., Soloshenko-Zadniprovska, N., Marmaza, O., & Lushchyk, Y. (2020). The Impact of Summer Reading on Young Learners’ Foreign Language Acquisition. Journal of Educational and Social Research, 10(2), 5-14. https://doi.org/10.36941/jesr-2020-0022
Li, R. (2019). 音乐化教学手段的应用研究李 (甘肃省酒泉市肃州区泉湖学区四坝小学，甘肃酒泉) [Research on the Application of Musical Teaching Methods (Siba Primary School, Quanhu School District, Suzhou District, Jiuquan City, Gansu Province, Jiuquan, Gansu (735000)]. 学周刊 [Academic Weekly], 29, n.d. https://www.fuyoutech.club/web/mag_article/70757/1001777726 [in Chinese].
Liu, Y. (2011). 幼儿园英语游戏教学研究 [Research on English game teaching in kindergartens]. Hebei: Hebei University [in Chinese].
Makar, L.M, & Derkach, Yu.Ya. (2020). Ihrovi formy roboty yak zasib formuvannia inshomovnoi komunikatyvnoi kompetentnosti shkoliariv [Games as a means of foreign language communicative competence development for young learners]. Young Scientist, 9(85), 209-213. https://doi.org/10.32839/2304-5809/2020-9-85-45 [in Ukrainian].
Meredith, A. (2022, March 27). Teach English in China: The Ultimate Step-by-Step Guide. Teach English in China. CLI. https://studycli.org/teach-english-in-china/ultimate-guide/
Nikolaeva, S. Yu. (Ed.). (2013). Metodyka navchannia inozemnykh mov i kultur: teoriia i praktyka: pidruchnyk dlia stud. klasychnykh, pedahohichnykh i linhvistychnykh universytetiv [Methods of teaching foreign languages and cultures: theory and practice: a textbook for students from classical, pedagogical and linguistic universities]. Lenvit. https://kmaecm.edu.ua/wp-content/uploads/2021/06/bigych-o.-b.-borysko-n.-f.-boreczka-g.-e.-ta-in.-2013-metodyka-navchannya-inozemnyh-mov-i-kultur-teoriya-i-praktyka.pdf [in Ukrainian].
Pettit, L. (2016, May 6). The Truth About Teaching at a Chinese Primary School. Teach English in China. https://teach-english-in-china.co.uk/the-truth-about-teaching-at-a-chinese-primary-school/
Qi, G. Y. (2016). The importance of English in primary school education in China: perceptions of students. Multilingual Education, 6, 1-18. https://doi.org/10.1186/s13616-016-0026-0
Redko, V.G. (2018). Zasoby formuvannia inshomovnoi komunikatyvnoi kompetentnosti uchniv pochatkovoi shkoly: rezultaty empirychnykh doslidzhen [Means of development of foreign language communicative competence with young learners: results of empirical research]. Problemy suchasnoho pidruchnyka [Problems of the modern textbook], 20, 360-372 [in Ukrainian]. https://lib.iitta.gov.ua/711263/1/Redko_Zasib_Communicative_Competence.pdf
Ren, L. (2017). 聆听歌声感知语言— —小学英语教学中歌曲教学法的应用 [Listening to Singing and Perceiving Language: The Application of Song Teaching Method in Primary School English Teaching. Students (Theory Edition) [学子 (理论版)], 5, n.d. [in Chinese].
Savchenko, O. Ya. A Typical Educational Program for 3-4 Grades of ‘NUS’. Ministry of Education and Science of Ukraine. [in Ukrainian]. https://mon.gov.ua/storage/app/media/zagalna%20serednya/programy-1-4-klas/2020/11/20/Savchenko.pdf
Shevchuk, A. (2021). The Peculiarities of Teaching Foreign Languages by Means of Information and Communication Technologies. Educational Challenges, 26(1), 102-111. https://doi.org/10.34142/2709-7986.2021.26.1.09
Derzhavnyi standart pochatkovoi osvity. 24 lypnia 2019 r. [State Standard of primary education]. (2019). https://zakon.rada.gov.ua/laws/show/688-2019-%D0%BF#Text [in Ukrainian].
Typovi osvitni prohramy dlia 1-2 klasiv NUSh [Typical educational programs for 1-2 grades of “NUS”]. (2019). https://mon.gov.ua/storage/app/media/zagalna% 20serednya/programy-1-4klas/2019/11/1-2-dodatki.pdf [in Ukrainian].
Voloshyna, O. (2018). Otsiniuvannia inshomovnoi kompetentnosti molodshykh shkoliariv iz zastosuvanniam testovykh tekhnolohii [Assessment of foreign language competence of young learners with the test technology use]. Naukovyi zbirnyk «Aktualni pytannia humanitarnykh nauk: mizhvuzivskyi zbirnyk naukovykh prats molodykh vchenykh Drohobytskoho derzhavnoho pedahohichnoho universytetu imeni Ivana Franka» [Scientific Collection “Current Issues” of the humanities: interuniversity collection of scientific works of young scientists of Drohobych Ivan Franko State Pedagogical University], 1(20), 111-115. https://doi.org/10.24919/2308-4863.1/20.167390 [in Ukrainian].
Wang, Q. (2007). The National Curriculum Changes and Their Effects on English Language Teaching in the People’s Republic of China. In J. Cummins, C. Davison, (Eds.), International Handbook of English Language Teaching (pp. 87-88). Springer International Handbooks of Education, 15. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-46301-8_8
Yang, R. (2016). Teaching English to Primary School Students in the People’s Republic of China. Global English and Primary Schools, n.d., 73-94. https://www.researchgate.net/publication/303897402_Teaching_English_to_Primary_School_Students_in_China
How to Cite
Copyright (c) 2022 Haozhe Jiang
This work is licensed under a Creative Commons Attribution 4.0 International License.