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dc.contributor.authorTsagari, Dina
dc.contributor.authorGiannikas, Christina
dc.date.accessioned2019-01-26T16:25:14Z
dc.date.accessioned2019-02-26T12:31:55Z
dc.date.available2019-01-26T16:25:14Z
dc.date.available2019-02-26T12:31:55Z
dc.date.issued2018-12-12
dc.identifier.citationTsagari D, Giannikas C. Early language learning in private language schools in the Republic of Cyprus: teaching methods in modern times. Mediterranean Language Review. 2018;25:53-74en
dc.identifier.isbn978-3-447-18022-1
dc.identifier.issn0724-7567
dc.identifier.issn0724-7567
dc.identifier.urihttps://hdl.handle.net/10642/6679
dc.description.abstractEarly language learning can be an enriching experience that brings about a great deal of benefits for children. It can help them enhance their language learning, problem solving and expression, their cognitive growth, attention span and self-confidence, and assist them in appreciating their identity and culture (Cameron 2003; Curtain 1990; Nikolov 2009, 2016; Read 2014; Singleton & Ryan 2004). All this is possible if language learning is monitored in an efficient manner, that is, when age-appropriate approaches are applied within the Young Language Learner’s (YLL) classroom (Nikolov & Mihaljević-Djigunović 2011). However, early language learning and teaching has endured a number of issues around the globe, even more so when the teaching and learning of languages belong to private supplementary tutoring, also known as ‘shadow’ education (Bray 1999; Heyneman 2011). The metaphor is used, according to Bray (2011), because private tutoring imitates the mainstream school system, and as formal education expands shadow education expands with it. Many countries around the world experience the booming phenomenon of supplementary private tutoring (Bray 2003, 2009; Bray & Lykins 2012; Bray & Kwok 2003). Bray’s research (2011), in particular, reveals that every year families in Europe spend astonishing amounts of capital on private tutoring. Despite its proliferation around the world, and economic and social implications (Bray 1999; Kwok 2004; Hartmann 2013; Oller & Glasman 2013; Buhagiar & Chetcuti 2013), private tutoring across school subjects, and English in particular – a special and important subclass of private tutoring worldwide (Hamid, Sussex & Khan 2009) – has received little research attention overall (Bray 2011). The present exploratory study conducted in Cypriot private language schools (locally known as frontistiria), seeks to explore, how YLL teachers operate in English as a Foreign Language (EFL) frontistiria classrooms, the teaching methods used, the impact these are likely to have on language learning, and the nature of teacher training undertaken and needed. Research outcomes are expected to foster ongoing support for good teaching practices that can increase the chances for successful language learning and effective teaching in the private sector. To establish a clearer understanding of the language-learning situation within the current educational context, the following section will elaborate on the language learning scope of ‘shadow’ education in Cyprus (the Greek term being parapedia), and present findings of the research undertaken.en
dc.language.isoenen
dc.publisherHarrassowitz Verlagen
dc.relation.ispartofseriesMediterranean Language Review;25 (2018)
dc.rightsBy approving an article for publication in a collected volume or periodical, the author transfers the exclusive publishing right to the article to the publisher in principle until the expiry of the copyright (usually for a period of 18 months from publication of the article providing that no agreement to the contrary has been made). This applies to both printed and electronic versions of the article, as well as storage of the article in databases and online and offline distribution. The author may send the PDF of his/her article by email to peers for personal use or use the PDF in his/her own seminars and courses. Commercial use or systematic distribution of the PDF is not permitted. Provided that no contractual agreement to the contrary has been made with the publisher, the print version of the article (PDF) may be self-archived online 18 months after publication of the article. However, this is only permitted on the author’s personal website or on a server at the research institution at which the author works. Permission from the publisher is not required for this, however a full reference detailing the source should be included. Materials from external sources, in particular illustrations, are excluded from this regulation. For such sources, the rights of use must be obtained from the relevant rights holder. Egenarkivering av forlagets publiserte PDF i vårt institusjonelle arkiv er dermed tillatt.en
dc.subjectLanguage learningen
dc.subjectLanguage teachingen
dc.subjectPrivate language schoolsen
dc.subjectRepublic of Cyprusen
dc.titleEarly language learning in private language schools in the Republic of Cyprus: teaching methods in modern timesen
dc.typeJournal articleen
dc.typePeer revieweden
dc.date.updated2019-01-26T16:25:14Z
dc.description.versionpublishedVersionen
dc.identifier.doihttp://dx.doi.org/10.13173/medilangrevi.25.2018.0053
dc.identifier.cristin1603014
dc.source.journalMediterranean Language Review


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