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Junior Debate Start Up

Junior Debate Start Up
Lee, Eun Young
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외국어교육특수대학원 TESOL학과
이화여자대학교 외국어교육특수대학원
Candice A. MacDonald
This textbook is designed for students in Grade six in an elementary school to improve their debate skills and four language skills; listening, speaking, reading and writing. This Portfolio is based on the idea that debateisan effective tool that can be used to maximize both communication skills and academic skills including doing research,critical thinking, and synthesizing collected information. Krieger (2005) commented that debate can provide meaningful practice of the four skills, and is also highly effective for developing argumentation skills for persuasive speech and writing. (p. 25) According to the National Curriculum of Korea (Lee, 2009, p.139), the main goal of Englisheducation in elementary schools is to improve practical communication skills through games, songs, and role-plays. Another goal is to encourage a positive attitude toward English learning. With the National Curriculum emphasizing spoken language, it would seem that debate could be a useful classroom task for building communicative skills; however, it is rarely used with elementarystudents. This could be because teachers view debate as a seemingly complex task for elementary students, and they might also have the misconception that debate requires a high level of writing skill. To address these concerns, this Portfolio provides a fun and easy step-by-step guide that gives teachers all of the essential tools for conducting debate in English classes. In order to avoid overwhelming students with complex issues, I have included topics that should appeal totheirinterests and their age group such as their school lives, and K-pop music. Each unitincludesa newspaper article selected from websites such as; ‘TIME FOR KIDS’ (for international issues) and ‘The Teen Times’ (for domestic issues)to provide students with a stimulus for debate. Newspaper articles can have a positive impact on English education in that the long-term benefit of reading them can motivatestudents to read for their own pleasure outside the classroom, thereby extending their contact with English (Sanderson, 1999). The target learners for my textbook are thirteenyear-old studentsin grade six who attend a private elementary school where I am teaching. Their language proficiency is Intermediate-High according to ACTFL standards. Over 70% of the students started to learn English in English kindergartens, and some students have had the experience of living in English-speaking countries for several years. Also, the target students study English 8 hours a week, and they study content such as social studies, science and reading. These classes are taught only in English by a native English speaking teacher along with aKorean teacher and they predominantly use American textbooks. In addition to these 8 hours of instruction, almost all of the students are studying in English academies. Even though these students are exposed to a lot of L2 inputboth inside and outside the classroom, they are still in an EFL settingand they lack inadequate opportunities to use English in real-life situations. Debatingcan afford the target students opportunities to use the language they have studied to express their opinions logically on social issues.This will be particularly helpful for students seeking to study abroad or who wish to join international schools that requirea high level of academic language skills.
석사학위를 수여받기 위해 제출된 포트폴리오임;☞ 이 논문은 저자가 원문공개에 동의하지 않은 논문으로, 도서관 내에서만 열람이 가능하며, 인쇄 및 저장은 불가합니다.
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