News

ISSN Number

2632-6779 (Print)  

2633-6898 (Online)

Abstracting/Indexing/Listing

Scopus

Ulrich’s Periodicals Directory (ProQuest)

MLA International Bibliography

MLA Directory of Periodicals

Directory of Open Access Journals (DOAJ)

QOAM (Quality Open Access Market)

British National Bibliography

WAC Clearinghouse Journal Listings

EBSCO Education

ICI Journals Master List

ERIH PLUS

CNKI Scholar

Gale-Cengage

WorldCat

Crossref

Baidu Scholar

British Library

J-Gate

ROAD

BASE

Publons

Google Scholar

Semantic Scholar

ORE Directory

TIRF

China National Center for Philosophy and Social Sciences Documentation

 

Home Journal Index 2021-4

Designing an EAL Syllabus for Young Learners in a Bilingual or International School

Download Full PDF

Yanwei Sun
Hangzhou Yungu School, China


Abstract
Following the rise of bilingual international schools in China, many learners of primary school age face huge barriers to academic success at school due to weaknesses in language proficiency. In my experience, without sufficient language support, not only is the academic growth of many young learners impeded, their social life and even their mental health suffer. This study investigates how an understanding of course design for primary learners will help prepare English language courses that support an effective transition to a bilingual school environment. Cognitive factors, physical factors, and the environment are discussed and serve as lenses through which methodologies, including needs analysis, syllabus framework, and assessments are reviewed and conducted. The overall design is considered to have reached the original goals and have fulfilled learners’ needs with evidential assessments and stakeholders’ consensus.


Keywords
EAL for young leaners, course design, cognitive factors