The study

Aim : To elicit a picture of Experiential Learning of English in Greek All-Day Schools that is as valid as possible

I chose to address the Research Question both to School Advisors and to Teachers of English

The Research Question:

According to School Advisors and Teachers, to what extent

do All-Day Primary Schools implement the Curriculum

suggestions for experiential learning of English in the

afternoon programme?

The Advisors’ answersAdviso

rNumber of

schoolsPercentage of schools

that implement the Curriculum to

a great extent

Percentage of schools that implement the

Curriculum to a small extent

Percentage of schools that do not implement the Curriculum

1 54 (in one prefecture)

10% 80% 10%

2 70 (in one prefecture)

70% 25% 5%

3 All schools of two

prefectures

60% 30% 10%

4 All schools of one

prefecture

30% 40% 30%

5 75 (in one prefecture)

25% 50% 25%

6 6 (in two prefectures

)

66.7% 33.3% 0%

7 All schools of one

prefecture

65% 25% 10%

8 15 (in two prefectures

)

20% 60% 20%

9 All schools of one

prefecture

--- --- ---

The Teachers’ answers (1/2)Teache

rNumber of

schools/years of teaching

The teacher has tried all the activities suggested in

the Curriculum

The teacher has tried some

of the activities

suggested in the Curriculum

The teacher has tried none of the

activities suggested in the

Curriculum

1 6 schools X

2 12 schools X

3 T has taught in different schools for seven years

X

4 8 schools X

5 3 schools X

6 6 schools X

7 1 school X

8 9 schools X

9 13 schools X

10 T has taught in 2 schools for eight years

X

11 T has taught in 1 school for two years

X

The Teachers’ answers (2/2)Teacher Successful activities Unsuccessful activities

1 Songs, word games, story reading

Dialogues, individual work activities (e.g. creation of personal profile with name, interests etc), group work activities (e.g. description of school, classroom)

2 Dramatization of fairy tales, British Customs

---

3 Newspaper, songs, project work

Role-play, dialogues

4 Songs, word games/individual work (e.g. crosswords), projects

Group games (e.g. hangman-Ss break the rules, talk altogether) dramatization, dialogues between Ss-end in fighting

5 Reading of texts, songs, language games

---

6 Reading of fairy tales, songs, poster

---

7 --- ---

8 Games (e.g. guess who, miming of animals), group presentation of school subjects of different days of the week

---

9 Dramatization, fashion show, games (e.g. Simon says)

Poster, newspaper, presentation of weather forecast

10 Reading of fairy tales/dramatization of fairy tales, board games in English, language games (e.g. Simon says, bingo, hangman)

Songs, dialogues, writing production

11 Dialogue, songs, games (e.g. Simon says, word search puzzles, blind man’s buff in English )

Reading of texts (in English=boring/low level Ss)