A Study of Student Reactions and Attitudes to Non-traditional Pedagogy in Very Early Language Learning

Abstract

This paper presents the introduction of a new instructional tool for Initial Teacher Education in Early Childhood language at “St. Kliment Ohridski” University of Sopa in Bulgaria. The aim of the study was to train university undergraduate students in the Narrative Format model of foreign language teaching and learning, and to conduct research into their opinions and evaluation of the course at the end of the academic year. Our belief was that students’ evaluation of the course that was onered to them would conprm its value as an educational tool. The results proved that Bulgarian students are in search of, and open to new working methodologies and classroom practices. As a result of the positive outcomes and students’ extremely positive evaluation of the model, it has been incorporated into their university studies and nursery practice for another consecutive year.

Keywords

• early foreign language teaching and training
• course evaluation
• the Narrative Format model