Primary english practice programme for ages 6/7 : the need for a transformative and sustainable primary english teaching and learning processes

Abstract

In the ever-evolving landscape of primary education, the significance of English instruction in shaping cognitive and linguistic development is irrefutable. As we navigate the complexities of the 21st century, a paradigm shift towards transformative and sustainable educational practices becomes imperative. This communication delves into the trajectory of a primary English teaching and learning process that aligns with transformative principles while embedding sustainability, by focusing on the main results of the implementation of the Primary English Practice Programme for Ages 6/7 (PEPPA) in the school year 2022-2023. The PEPPA project, a pilot project, aims to promote the implementation of the English disciplinary area in the curriculum of the 1st and 2nd years of schooling, in a Portuguese municipality. Its main objectives include raising awareness among pupils about the importance of learning foreign languages and providing teacher training for effective instruction in the 1st and 2nd years of schooling. Grounded in 21st-century educational paradigms, the theoretical foundation of this study underscores the importance of transformative learning experiences for primary English learners. Departing from traditional rote methods, the emphasis is on pedagogies that stimulate critical thinking, creativity, and cultural understanding. Project-Based Learning (PBL) emerges as a transformative approach, providing an immersive language acquisition experience by connecting English instruction with real-world projects. Sustainability in English education is conceptualized through the integration of eco-friendly materials, environmental themes, and responsible language use, fostering a sense of global interconnectedness among pupils. To unravel the efficacy of the proposed transformative and sustainable primary English teaching and learning process, a mixed-methods research design was employed. Qualitative data were gathered through classroom observations, questionnaires, and content analysis of educational materials. The research tools included observation grids to analyse teacher’s and pupils’ practices during lessons, rubrics for assessing project-based outcomes, and questionnaires applied to teachers. The analysis of gathered data reveals a substantial shift in primary English education towards transformative and sustainable practices. Project-Based Learning, when implemented, demonstrates enhanced language acquisition experiences, promoting critical thinking and problem-solving skills. Sustainability integration correlates with heightened environmental awareness and responsible language use among pupils. Multimodal resources, including digital platforms and interactive content, are shown to cater effectively to diverse learning styles. Continuous professional development initiatives empower educators to implement transformative practices successfully. In conclusion, the results underscore the effectiveness of embracing transformative and sustainable approaches in primary English education. The shift towards project-based, eco-conscious pedagogies positively impacts language acquisition, critical thinking, and global awareness among students. These findings advocate for a collective commitment from educators, administrators, and policymakers to foster a future generation that is not only proficient in English communication but also equipped to navigate the complexities of the 21st century. Keywords: primary English, sustainable development, soft skills, foreign language learning.