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Enever, Janet
Publications (10 of 32) Show all publications
Enever, J. (2017). A passion for teaching, or the brightest and the best?: Notions of quality in primary EFL teacher education. In: Eva Wilden, Raphaela Porsch (Ed.), The professional development of primary EFL teachers: national and international research (pp. 95-108). Münster/New York: Waxmann Verlag
Open this publication in new window or tab >>A passion for teaching, or the brightest and the best?: Notions of quality in primary EFL teacher education
2017 (English)In: The professional development of primary EFL teachers: national and international research / [ed] Eva Wilden, Raphaela Porsch, Münster/New York: Waxmann Verlag, 2017, p. 95-108Chapter in book (Refereed)
Abstract [en]

This chapter adopts a historical view in reviewing patterns of pre- and in-service provision for teacher education across Europe, considering the merits of both concurrent and consecutive teacher education as frameworks for achieving quality in primary EFL provision.

Since publication of the first PISA results in 2001, where Finland topped the global hit parade of education success (or rather, top in those strands of education that best lend themselves to measurement), the world has flocked to Finland in the hope of learning how to replicate their success – often in very different educational and cultural contexts. What can we learn from a system that selects those with a passion for teaching, in preference to the highest scoring applicants, then puts them through their paces in a five year, research-focused course as a preparation for a career as generalist primary teachers (including expertise in teaching English, Finnish, Swedish and possibly Sami)?

Recently published data, together with new data from a number of contexts is interrogated to identify contemporary practices and future trends in primary EFL teacher education in Europe. The analysis reveals the need for further research to shed light on the range of delivery models currently existing in the field of primary ELT and clarify the nature of pre-service course content necessary to fully equip graduates with the expertise to understand the demands of particular models and to ensure appropriate learner outcomes.

Place, publisher, year, edition, pages
Münster/New York: Waxmann Verlag, 2017
Keywords
primary, EFL, teacher education, quality, Europe
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:umu:diva-132577 (URN)978-3-8309-3424-0 (ISBN)978-3-8309-8424-5 (ISBN)
Available from: 2017-03-16 Created: 2017-03-16 Last updated: 2018-06-09Bibliographically approved
Enever, J. & Lindgren, E. (Eds.). (2017). Early language learning: complexity and mixed methods. Bristol: Multilingual Matters
Open this publication in new window or tab >>Early language learning: complexity and mixed methods
2017 (English)Collection (editor) (Refereed)
Abstract [en]

This is the first collection of research studies to explore the potential for mixed methods to shed light on foreign or second language learning by young learners in instructed contexts. It brings together recent studies undertaken in Cameroon, China, Croatia, Ethiopia, France, Germany, Italy, Kenya, Mexico, Slovenia, Spain, Sweden, Tanzania and the UK. Themes include English as an additional language, English as a second or foreign language, French as a modern foreign language, medium of instruction controversies and content and language integrated learning (CLIL). The volume reviews the choice of research methodologies for early language learning research in schools with a particular focus on mixed methods, proposing that in the multidisciplinary context of early language learning this paradigm allows for a more comprehensive understanding of the evidence than other approaches might provide. The collection will be of interest to in-service and trainee teachers of young language learners, graduate students in the field of TESOL and early language learning, teacher educators, researchers and policymakers.

Place, publisher, year, edition, pages
Bristol: Multilingual Matters, 2017. p. 316
Series
Early Language Learning in School Contexts ; 1
Keywords
language learning, mixed methods, primary
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:umu:diva-138317 (URN)10.21832/ENEVER8316 (DOI)978-1-78309-830-9 (ISBN)978-1-78309-831-6 (ISBN)978-1-78309-833-0 (ISBN)
Available from: 2017-08-20 Created: 2017-08-20 Last updated: 2018-06-09Bibliographically approved
Lindgren, E. & Enever, J. (2017). Introduction: Mixed methods in early language learning research - examining complexity. In: Janet Enever and Eva Lindgren (Ed.), Early language learning: complexity and mixed methods (pp. 1-6). Bristol: Multilingual Matters
Open this publication in new window or tab >>Introduction: Mixed methods in early language learning research - examining complexity
2017 (English)In: Early language learning: complexity and mixed methods / [ed] Janet Enever and Eva Lindgren, Bristol: Multilingual Matters, 2017, p. 1-6Chapter in book (Refereed)
Place, publisher, year, edition, pages
Bristol: Multilingual Matters, 2017
Series
Early language learning in school contexts ; 1
National Category
Specific Languages Pedagogy
Identifiers
urn:nbn:se:umu:diva-141401 (URN)978-1-78309-831-6 (ISBN)
Available from: 2017-11-01 Created: 2017-11-01 Last updated: 2018-06-09Bibliographically approved
Enever, J. & Lindgren, E. (2017). Mixed methods in early language learning research. In: Janet Enever and Eva Lindgren (Ed.), Early language learning: complexity and mixed methods (pp. 305-314). Bristol: Multilingual Matters
Open this publication in new window or tab >>Mixed methods in early language learning research
2017 (English)In: Early language learning: complexity and mixed methods / [ed] Janet Enever and Eva Lindgren, Bristol: Multilingual Matters, 2017, p. 305-314Chapter in book (Refereed)
Place, publisher, year, edition, pages
Bristol: Multilingual Matters, 2017
Series
Early language learning in school contexts ; 1
National Category
Specific Languages Pedagogy
Identifiers
urn:nbn:se:umu:diva-141402 (URN)978-1-78309-831-6 (ISBN)
Available from: 2017-11-01 Created: 2017-11-01 Last updated: 2018-06-09Bibliographically approved
Enever, J. & Lindgren, E. (2016). Early language learning in instructed contexts - Editorial introduction. Education Inquiry, 7(1), 1-8
Open this publication in new window or tab >>Early language learning in instructed contexts - Editorial introduction
2016 (English)In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 7, no 1, p. 1-8Article in journal (Other academic) Published
Abstract [en]

This paper provides an introduction to the Thematic Issue of Education Inquiry, reporting on four studies conducted in the field of early language learning (ELL) in instructed contexts. The paper gives an outline of the debates around recent policy initiatives to introduce languages earlier in the primary school curriculum, together with a summary of the four papers included in the issue. The article authors acted as editors of for the Special Issue.

Place, publisher, year, edition, pages
co-action, 2016
Keywords
early language learning, age-appropriate pedagogies, teaching materials
National Category
Didactics
Research subject
language teaching and learning
Identifiers
urn:nbn:se:umu:diva-117944 (URN)10.3402/edui.v7.30954 (DOI)
Available from: 2016-03-07 Created: 2016-03-07 Last updated: 2018-06-07Bibliographically approved
Enever, J. (2016). Primary ELT: trends and issues. In: Graham Hall (Ed.), Routledge handbook of English Language Teaching: (pp. 353-362). Abingdon: Routledge
Open this publication in new window or tab >>Primary ELT: trends and issues
2016 (English)In: Routledge handbook of English Language Teaching / [ed] Graham Hall, Abingdon: Routledge, 2016, p. 353-362Chapter in book (Refereed)
Abstract [en]

This chapter traces the development of primary ELT, highlighting the socio-political nature of shifts in choice of languages and decisions for an earlier start. Recent global trends discussed include: contemporary pedagogical approaches, different models of provision (including bilingualism and primary CLIL), digital technologies and new patterns of pre-school ELT provision in some contexts. Current issues discussed include: the frequency and continuity of provision across school phases, insufficient teacher provision in some countries, gaps in the quality of teacher expertise and in the design of curricula in some regions of the world.

Overall, the chapter presents a picture confirming the need for a lengthy period of consolidation in primary ELT if a stable quality of provision is to be achieved. Research to establish clearer understandings of what outcomes are possible under the conditions defined by particular models of delivery would provide valuable guidance of policy makers, text book authors, schools and parents. The chapter concludes by reminding readers of the fluctuating nature for language choices over time, signalling global migration as one possible factor that many increase demand for primary ELT, while also noting that changed circumstances may result in unpredictable new directions for primary ELT in the future.

Place, publisher, year, edition, pages
Abingdon: Routledge, 2016
Keywords
ELT, primary, pre-primary, trends, issues
National Category
Educational Sciences
Research subject
language teaching and learning
Identifiers
urn:nbn:se:umu:diva-112090 (URN)9780415747394 (ISBN)
Available from: 2015-12-01 Created: 2015-12-01 Last updated: 2018-06-07Bibliographically approved
Enever, J. (2015). Book Review: Sharon Ahlquist and Réka Lugossy Stories and Storyline Hong Kong: Candlin & Mynard ePublishing, 2015, 160 pp. ISBN: 978-1311935861 [Review]. Clele Journal, 3(2), 99-104
Open this publication in new window or tab >>Book Review: Sharon Ahlquist and Réka Lugossy Stories and Storyline Hong Kong: Candlin & Mynard ePublishing, 2015, 160 pp. ISBN: 978-1311935861
2015 (English)In: Clele Journal, E-ISSN 2195-5212, Vol. 3, no 2, p. 99-104Article, book review (Other academic) Published
Keywords
picture books, children's literature, Englis
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:umu:diva-112089 (URN)
Note

This review reports on a newly published e-book which focuses on how different kinds of stories are used in a variety of ways, with the common purpose of developing the communicative language skills of young learners of English. The book can be useful to teachers working in a variety of settings at both primary and secondary level: where English is taught as a foreign language in either state or private schools; in schools in English-speaking countries where English is an additional language for children who have another first language.

Available from: 2015-12-01 Created: 2015-12-01 Last updated: 2018-06-07Bibliographically approved
Ivanov, S., Deutschmann, M. & Enever, J. (2015). Researching language-in-education policies: evidence from the Seychelles, Russia and the European Union. In: Eva Lindgren and Janet Enever (Ed.), Språkdidaktik: researching language teaching and learning (pp. 85-101). Umeå: Department of Language Studies, Umeå University
Open this publication in new window or tab >>Researching language-in-education policies: evidence from the Seychelles, Russia and the European Union
2015 (English)In: Språkdidaktik: researching language teaching and learning / [ed] Eva Lindgren and Janet Enever, Umeå: Department of Language Studies, Umeå University , 2015, p. 85-101Chapter in book (Refereed)
Place, publisher, year, edition, pages
Umeå: Department of Language Studies, Umeå University, 2015
Series
Umeå studies in language and literature ; 26
National Category
Didactics
Research subject
language teaching and learning
Identifiers
urn:nbn:se:umu:diva-104303 (URN)978-91-7601-194-2 (ISBN)
Available from: 2015-06-09 Created: 2015-06-09 Last updated: 2018-06-07Bibliographically approved
Lindgren, E. & Enever, J. (Eds.). (2015). Språkdidaktik: Researching Language Teaching and Learning. Umeå: Umeå Universitet
Open this publication in new window or tab >>Språkdidaktik: Researching Language Teaching and Learning
2015 (English)Collection (editor) (Other academic)
Abstract [en]

The aim of this book is to contribute to bridging the gap between research and practice within the field of language education. In each chapter the authors focus on the relationship between research and practice and draw on a range of disciplines that are not commonly integrated. The book presents new material in the area of teaching and learning languages including empirical studies and reviews of research. With this volume we hope to contribute to the discussion and definition of the relatively new research area of language didactics (språkdidaktik) in Sweden.

Place, publisher, year, edition, pages
Umeå: Umeå Universitet, 2015. p. 189
Series
Umeå Studies in Language and Literature ; 26
Keywords
utbildningsvetenskap
National Category
Humanities
Research subject
language teaching and learning
Identifiers
urn:nbn:se:umu:diva-104820 (URN)978-91-7601-194-2 (ISBN)
Available from: 2015-06-15 Created: 2015-06-15 Last updated: 2018-06-07Bibliographically approved
Enever, J. (2015). The Advantages and Disadvantages of English as a Foreign Language with Young Learners. In: Janice Bland (Ed.), Teaching English to Young Learners: Critical Issues in Language Teaching with 3–12 Year Old (pp. 13-30). London: Bloomsbury Academic
Open this publication in new window or tab >>The Advantages and Disadvantages of English as a Foreign Language with Young Learners
2015 (English)In: Teaching English to Young Learners: Critical Issues in Language Teaching with 3–12 Year Old / [ed] Janice Bland, London: Bloomsbury Academic, 2015, p. 13-30Chapter in book (Refereed)
Abstract [en]

This chapter focuses on the trend towards introducing English as a foreign language at an early stage of children’s primary school or pre-school/kindergarten education. Evidence from a range of studies is discussed, illustrating how the conditionality of provision may result in establishing strong foundations for subsequent rapid progress in the language or alternatively, to children losing confidence and developing negative views of the language as a result of these unsatisfactory early learning experiences. Related to this, the final section of the chapter discusses evidence of the extent to which exposure to the language outside school may impact on young children’s perceptions of the language and thus engagement in the learning process. 

Place, publisher, year, edition, pages
London: Bloomsbury Academic, 2015
Keywords
young learners; foreign languages;
National Category
Didactics
Research subject
Education
Identifiers
urn:nbn:se:umu:diva-109987 (URN)978-1-4725-8857-8 (ISBN)978-1-4725-8856-2 (ISBN)
Available from: 2015-10-09 Created: 2015-10-09 Last updated: 2018-06-07Bibliographically approved
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