Annotated Bibliography: Teaching English to Young Learners and Culture

This annotated bibliography provides a comprehensive overview of key research in English Language Teaching (ELT), focusing on the challenges of teaching young learners and the evolving role of culture in language education. The bibliography includes annotations of four key articles, exploring global perspectives on teaching challenges, the impact of intercultural approaches, and the changing dynamics of English as a global language. The sources examine issues such as teacher challenges, the influence of cultural differences, and the concept of English as a Lingua Franca (ELF). The annotations summarize the articles' aims, methodologies, key findings, and limitations, highlighting their relevance to the broader field of ELT. The bibliography covers topics such as the challenges faced by teachers worldwide, the impact of cultural contexts on language learning, and the shift towards an intercultural approach to language teaching. The sources also address the evolving role of the English language in a globalized world and the impact of cultural ownership on language education. This resource is invaluable for students and researchers interested in exploring the complexities of ELT and its cultural dimensions.

Running head: ANNOTATED BIBLIOGRAPHY
Annotated Bibliography
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1ANNOTATED BIBLIOGRAPHY
Topic 1: Teaching young learners
a. Copland, Fiona, Sue Garton, and Anne Burns. "Challenges in teaching English to
young learners: Global perspectives and local realities." Tesol Quarterly 48.4 (2014):
738-762.
Studying the recent international journals and researches, it is comprehensible that
with the rising of English language as a universal language, teachers from around the world
are in difficulties in terms of teaching English as a foreign language to the young learners.
The aim of this research is to evaluate the challenges that the teachers, both global and local,
have to face while teaching English to young learners. In order to perform the research,
Copland, Garton and Burnes collected data in a mixed method approach, which included
conducting a survey with 4459 teachers from different countries, observing and interviewing
the teachers of five primary schools located in five countries, and case studies. The research
resulted in finding multiple challenges in different aspects of teaching that the worldwide
teachers are facing. This findings of this research includes a number of challenges that were
not previously documented, and hence of extreme importance to the new researchers of this
field. The study suggests that the focus should be on improving the condition of teachers and
supporting them to overcome the challenges. The only limitation of the study is that it only
researches the problems of the teachers of young learners. However, the findings of this
research on the global context of teaching have the potential to support the base of my
research.
b. Copland, Fiona, and Sue Garton. "Key themes and future directions in teaching
English to young learners: Introduction to the special issue." ELT journal 68.3 (2014):
223-230.

2ANNOTATED BIBLIOGRAPHY
The consequence of the increment in the number of young English learners globally is
the growth of extensive researches on teaching English to young learners. It has become a
globally significant focus of discussion not only for the researchers but also for the
professional forums and networks that are involved in the development of ELT. The aim of
Copland and Garton, in this article, is to discuss the researches on teaching English to YLs
that are being conducted worldwide. The key themes that play a major role in the fields, as
the article identified, are the sociocultural background of learning, technologies that are being
used in learning, classroom practices, and others. The discussion in this article on the
principles and the practices of teaching English to young learners has the potential to
influence and motivate other researchers of this field in future. This article provides a clear
perception of the practice of English teaching that will help the ELT and other teaching
professional in their respective fields. Being a concise discussion, this article will be a helpful
source for the literature review in my research.
Topic 2: Change in the Goal of Teaching English- An Intercultural Approach to
Language Teaching, English for Specific Purposes
a. Holliday, Adrian. "The role of culture in English language education: Key
challenges." Language and intercultural communication 9.3 (2009): 144-155.
The teaching of English language is facing a change in terms of the role of the identity
of the teacher and ownership of the English language. English becoming a global language
has changed the perspective of the learning and teaching of English language. The cultural
differences has been indicated as the reason for this change. The objective of Holliday in this
study is to discuss how the different cultures among the English speaking people are
challenging the English education. The dominance of national cultures are being criticised as
they are seen as the impact of the influence of western cultures on the emerging Peripheries.
On this context, the differentiation between indigenous and non-indigenous English speakers

3ANNOTATED BIBLIOGRAPHY
in the professional fields are also being the Centre of criticism. The lingua franca movement
of English has initiated a cultural struggle. The centre is being accused of ignoring the
identification of Periphery while defining language and nature of culture. The demand is that
the Centre should recognise its mistake and abolish their former stance, and let the Periphery
learners and teachers take the ownership of the language in their own way. This article
strongly suggests that language should not have any cultural ownership. Although in an
indirect way, this article can be the source of the discussion of cultural impact on English
learning in my research.
b. Maley, Alan. "ELF: a teacher's perspective." Language and intercultural
communication 9.3 (2009): 187-200.
The significance of using English language as a medium of international
communication has been a common topic of many studies in recent times. The aim of this
article is to evaluate the arguments and discussions that attest English as a lingua franca.
Maley, in this article, critically examines the acclamations that established English as an ELF,
and deduced that those claims are inaccurate in both statistical data and theoretical
approaches. He further examines the possible difficulties that the institutional teachers might
face as the consequence of globalization of English. The article suggests that the focus should
be on the process of using English as the medium of global interaction rather than advertising
it as a new variation of English. The limitation of this study is that it only provide suggestions
regarding the process of interaction and does not emphasise on the process of learning. The
approach of this article is diverse and hence need more researches to support this theory. This
article can be used in other researches from an argumentative perspective, although it does
not support much in my research.

4ANNOTATED BIBLIOGRAPHY
Bibliography
Copland, Fiona, and Sue Garton. "Key themes and future directions in teaching English to
young learners: Introduction to the special issue." ELT journal 68.3 (2014): 223-230.
Copland, Fiona, Sue Garton, and Anne Burns. "Challenges in teaching English to young
learners: Global perspectives and local realities." Tesol Quarterly 48.4 (2014): 738-762.
Holliday, Adrian. "The role of culture in English language education: Key challenges."
Language and intercultural communication 9.3 (2009): 144-155.
Maley, Alan. "ELF: a teacher's perspective." Language and intercultural communication 9.3
(2009): 187-200.