The paper explores the challenges and opportunities of developing professional competence of primary school teachers in teaching foreign languages according to the New Ukrainian School concept. The paper analyzes and describes various Internet resources that can facilitate and enhance foreign language learning outcomes in primary school. The paper argues that Internet resources can help modernize foreign language education in primary school and align it with the New Ukrainian School concept. The paper also discusses the importance of training primary school teachers in the methods of organizing distance learning, which is a priority for higher education institutions in the context of continuous education.
The education system in Ukraine is undergoing a major reform that aims to create a new
philosophy of education, based on changing its paradigm, direction, objectives, content, and
pedagogical mindset. The reform is guided by key state documents, such as the Law “On
Education” [
The education reform involves several aspects, such as adopting new state standards that are
based on the key competencies outlined in the Recommendations of the European Parliament and
of the Council of Europe [
These radical changes in the educational process require a new quality of training for
pedagogical staf, a scientific rethinking of the values of the system, and the formation of professional
competence of primary school teachers [
The development of a renewed education system requires teachers to efectively master new professional skills, to find solutions for unpredictable situations, to cooperate in teams, to align themselves with specific professional roles and perform them efectively.
Therefore, according to the above mentioned, the main objectives of developing professional competence of primary school teachers are to improve their education at intellectual and general cultural levels, to develop their pedagogical skills in accordance with the strategic goals of the NUS concept as a dynamically developing system.
The purpose of this paper is to address contemporary problems of developing professional competence of primary school teachers of NUS as competitive specialists in teaching foreign languages.
We used the following general scientific methods: analysis, systematization and generalization of scientific literature.
This problem has attracted the attention of many researchers. For example, Kovshar et al.
[
The NUS concept also highlights the problem of using internal resources to increase the efectiveness of students’ learning [ 37].
The main challenge for pedagogical higher education institutions in the context of Ukraine’s integration into the European educational space is to prepare a new generation of teachers: the modern school needs teachers who can unleash the creative potential of students.
According to scholars who study the theory and methodology of vocational training, the
preferred form of developing the education system should be the creation of integrative training
courses for teachers that reflect the dynamism of the current scientific paradigm [
At the present stage of primary education a significant role is given to the technological approach to the organization of educational activities, that is the use of Internet resources. It is due to the fact that such teaching aids promote purposeful synthesis of methods and open new opportunities in the organization of person-centered educational process.
The current growth rate of scientific information and the educational process’s reform require
a modern teacher to be able to lifelong learning. The beginning of the information civilization
is putting forward an upgrade of the value system for the future generation: from “education
for life” to “lifelong learning”, that makes the issue of a competitive teacher of educational
institution relevant [
The formation of primary school teachers and other professionals’ competitiveness is a time-delayed process that is based on systemic, activity, competence and other approaches, which facilitates two-way communication between the education system and the labour market, therefore, first of all, the state standards for specialists’ training in higher education should be practice-oriented in order to ensure competitiveness.
Higher educational institutions of Ukraine have the task of restructuring the system of pedagogical vocational training in order to develop professional and pedagogical knowledge, skills and abilities which are directed at such an organization of pedagogical interaction that would meet the principles of humanity, democratization, when both a teacher and students are active participants in the pedagogical process during the course of teaching.
An integral and important part of the formation of the New Ukrainian School in the period
of development of primary education is characterized by the significant influence of computer
technology, which forms a global information space aimed at the harmonious entry of younger
student’s personality in the information society [
Today, Ukraine is on the path of democratic transformations and technological development
in all spheres of society caused not only by the need to renew and change society but also
as a result of interactions and transformations that are taking place in the world. On the
way to entering the European educational space, Ukrainian education needs to bring all its
components to generally accepted world standards, including computer technology. ICT, in
particular distance learning tools, occupy a prominent place in the world’s best educational
models [
The activity of a teacher as a competitive specialist requires new approaches to the professional skills’ formation, development of creative abilities, and in general – improving the professional competence of specialists who carry out the educational process.
The determinative purpose of primary education should be to organize a joint search for a solution to problems, not to “convey”, “explain” and “show”, but to organize students’ search activity at a lesson, following the principles which the organizing active forms of work’s process is based on, in the context of educational reform: principle of interaction, principle of subjectsubject relations, principle of activity, principle of reflection, principle of comfort, principle of combination of collective, group and individual work, principle of integration. Thus, a teacher must become an invisible conductor, be able to hear, notice, correct, support each student, and to organize students’ collaboration.
In terms of the New Ukrainian School concept, a teacher (coach, tutor, facilitator) should act as the organizer of the training, who is intended to provide an individual approach to each student. The lessons should be dominated with productive, actively-creative methods that ofer independent and creative activity of problematic and practical nature, which aim to give not only knowledge but also the experience of their self-acquisition.
The Professional Standard for Primary School Teachers, developed by the Ministry of
Education and Science of Ukraine together with the Ministry of Social Policy of Ukraine, outlines
functions, including professional competencies, knowledge, skills and abilities. Information and
communication competence involves mastering the basics of digital literacy, the ability to use
information technology in education. As all subjects are integrated into primary school, namely
“foreign language”, “technological”, “ICT”, they are designed to allow a teacher the opportunity
to understand their strengths, knowledge, and the ability to be creative [
That is why a primary school teacher must consciously and competently learn new achievements of pedagogical activity, the main of which is the development of the child’s personality.
In the market of pedagogical services, a contemporary primary school teacher exposes his/her high professionalism in the possession of Internet resources, the ability to interact, teach, educate, in terms of new social needs. The use of Internet tools in primary school, as practice shows, changes the nervous tension of students, gives the opportunity to change their activities, switches attention to various key issues, lesson topics, in addition, develops children’s personal skills such as working in a group, a team, individually, resolve conflict situations, actively listen to others, discuss their own opinions, analyze, make decisions.
According to the state documents that regulate educational reforms (NUS Concept, new State Standard, typical educational programs), a primary education teacher should be oriented in changes of teaching methods and introduction of new educational technologies in the educational process.
The development of a specialist’s personality should take place in the conditions of constant transformation, which implies internal activity, which allows going beyond the established standards of personality and social necessity, to realize his/her understanding of content, the purpose of one’s own activity.
Today the professional development of teachers is regarded as a continuous process, which
must be carried out on the basis of known, modified or newly created, developed forms and
methods of organization of professional development. It is a constant process of choosing and
combining diferent forms, methods, technologies that are most optimal in a particular situation,
in a particular place. Therefore, in the organization of training and professional development of
pedagogical workers on the available technologies, forms and methods of education, which are
introduced in the education system, one should choose those that are most contribute to the
formation of professional competence (attitudes, values, knowledge, skills, qualities required
for efective professional activity) [
Important tasks of teacher’s professional growth are not only knowledge and skills’ mastering
of a certain area that are necessary for professional activity, but also mastering the techniques of
self-search information, mastering new technologies, solving previously unknown educational
tasks [
According to the aforementioned, the development of the teacher’s professional competence causes an increase of the problem of postgraduate education, which is considered as a process in Ukraine and is aimed at the comprehensive development of an individual, the systematic updating of students’ knowledge, the reorientation of psychological attitudes, the change of thinking stereotypes; the orientation of teacher’s motivation for self-development, the formation of value humanistic orientations and reflective culture, the realization of new epistemological strategies of education.
The strategy for implementing a teacher’s in-service training plan takes place in the current
stage of educational reform in a new way. Approaches to evaluating the results of the educational
process are changing, which will provide changes in the mechanisms of pedagogical staf’s
certification partly and will afect teacher’s certification processes, which are just beginning to
take form.
3. Foreign language education in primary school: problems and
ways to solve them
3.1. Experience of foreign countries in the implementation of early foreign
language learning
The teaching of foreign languages at preschool age and at the initial stage of school education is
not only about language learning, but also about the general development of personality, which
is the main goal of primary school education, as well as language and cultural preparation
of children for communication in Europe and providing sustainable foreign language skills
[
The problems of early foreign language learning are the subject of increased attention of scientists in most countries because early language learning is seen as a way to the declared goal in Europe – the real multilingualism of citizens. Therefore, in the system of general education, students have to learn two foreign languages in addition to their native language, which means that the studying of the first language (mostly English) begins in primary school. Germany, which has experienced several waves of migration and must accept the country’s multilingualism and multiculturalism as a fact, began to introduce early foreign language learning in the 1980s, based on the research of scholars in this field. Among the German scholars who have studied the problem of early foreign language learning, it is worth mentioning first of all the works by Hohenberger and Peltzer-Karpf [54], Kopaczyk and Sauer [55], Pelz [56], Schmid‐Schönbein and Fröhlich‐Ward [57], Fröhlich‐Ward [58, 59], Hufeisen and Jessner [60], Marx and Hufeisen [61], Hufeisen [62, 63]. Ukrainian scientists did not ignore this problem [64, 65, 66]. They agree on the importance of taking into account the needs and desires of children of this age in early foreign language learning and avoiding situations that could cause fear and apprehension. Therefore, most pedagogical approaches to teaching foreign languages at an early age follow the model of children’s learning of the native language through imitation mechanisms.
Due to the experience of learning the first language, children unconsciously use the learning strategies known to them, so this fact should be taken into account, as well as the fact that success in early learning depends not only on a teacher who influences students of this age group both positively and in a negative sense but also from the educational material that is ofered. Therefore, the educational material and the format of its presentation should be selected that would meet the expectations of students. It should be noted that scholars and practitioners show the unity of views on determining the goals and tasks of foreign language teaching at the initial stage. In their opinion, they are the following: students enjoy contact with a foreign language; show interest in them; develop speech and hearing skills; in the process of game learning they learn certain rules and language structures; develop the ability to distinguish the melody, rhythm and intonation of another language; develop language consciousness and a sense of one’s own and another language; have the opportunity to look into the world of another culture and get acquainted with the way of life of their peers – representatives of another language community; develop a tolerant attitude, openness and willingness to understand “others”.
Material that is both educational and entertaining, which fully meets these requirements, is available on the YouTube platform, where you can find multilingual content on various topics, which is easy to didactic [67]. In addition, there are channels that already ofer training programs for young children, taking into account their interests and inclinations.
In addition to the German experience, the positive experience of the Finnish education system in the introduction of foreign languages (not one, but several) in primary school and preschool education also deserves attention, because the Finnish model of education is the basis of the New Ukrainian School concept.
The Finnish authorities recognize the importance of learning several languages for children and promote the education of true polylingual personalities. Thus, Finnish education, satisfying the requirements of society, in addition to learning Finnish and Swedish, introduces early foreign language teaching (L3). In 2003, the National Core Curriculum for Early Childhood Education and Care outlined the position of learning a foreign language other than Finnish and Swedish and recommended the introduction of a foreign language from the age of 3, when native language skills are already suficiently developed [ 68], which is entirely the result of the study of Tove Skutnabb-Kangas [69, 70, 71, 72] and the scheme of threshold levels, based on the established relationships between the type of bilingualism and intellectual development [73, p. 273].
In December 2012, the first Government Strategy for the National Languages of Finland was adopted in order to support two national languages (Finnish and Swedish) and to comply with language legislation. The components of the strategy include: increasing the importance and awareness of national languages, the presence of both languages in planning for the future, good knowledge of languages, etc. [74].
Of particular note is the Finnish government’s The Key Project for Languages project, which aims to increase and diversify language teaching, namely: integrating early language learning into Finnish education (with a much wider scope than before); providing students with a wider language repertoire; creating a friendly and encouraging attitude to learning foreign languages. The project is supported by the Finnish National Agency for Education. The aim of this project is to find innovative ways of learning and introducing languages for young children that would motivate and be to the liking of students. Moreover, the project aims to find ways to introduce foreign languages in preschools (kindergarten is compulsory for all Finnish students) for very young children aged 4 to 6 and to encourage the natural interest in learning the language, because it is at this age children are particularly sensitive and prone to language learning. In addition, young children are more open to new experiences and other people, more inquisitive and not ashamed to communicate even with limited knowledge of the language they are learning. Also, the project proposes new and innovative ways to integrate language learning in the teaching of other subjects, such as physical education, music and mathematics. In addition to integrating language learning into other subjects, language learning can also take place outside of lessons [75].
Parallel learning and multidisciplinary modular learning are used in Finnish schools. Songs, games and music can be used in the classroom for young children and preschoolers to diversify and intensify the learning process. Another feature of this learning process is the coordinated interaction of the entire educational community and cooperation with parents, by informing them about the usefulness of learning several languages, which will also encourage and induce parents to support their children in learning several languages. Among the advantages of learning foreign languages at an early stage in Finnish education are knowledge of several languages, improvement of memory, development of multitasking skills, prevention or delay of Alzheimer’s disease, etc. And most importantly, by introducing early learning of foreign languages, Finnish education creates a “language path” that begins in preschool, continues to form and develop until the end of basic and secondary education, and continues throughout a person’s life.
Obviously, the education system in Finland is recognized worldwide. Equality, comprehensive education, early introduction of foreign language learning are considered as value characteristics of Finnish education. By giving priority to the development of multilingual and multicultural competencies of a democratic citizen, Finnish children have the right and obligation to learn three languages: Finnish, Swedish and one foreign language, mostly English (90%). Also, in addition to English, children are encouraged to learn other foreign languages. 3.2. The results of foreign language learning in primary school through the prism of legal documents The experience of foreign, primarily European countries in the field of foreign language education in primary school and in the context of early foreign language learning has prompted a revision of key approaches to the organization and content of foreign language learning in the domestic education system. It is possible to demonstrate changes in approaches to teaching in the New Ukrainian School and, accordingly, to consider the issue of proper training of primary school teachers at the current stage of implementation of NUS’s ideas in the education system on the example of foreign language teaching.
Foreign languages have become very popular in recent years for a number of reasons. Globalization processes, mobility [76], informatization of society [77] and availability of information in foreign languages, the ability to travel due to visa-free travel regime with EU countries have highlighted the need for foreign language skills, which, accordingly, became an argument in favour of learning foreign languages primarily for parents who previously had an indiferent attitude to this subject. In addition, the practice of teaching foreign languages prompted changes to many Ukrainian regulatory documents, which regulate foreign language education, after the appearance of “The Common European Framework of Reference for Languages” (hereinafter CEFR) and the additional volume to CEFR. These are, first of all, the project “Language Education Concepts”, the State Standard for Pre-school Education, The State Standard of Basic Secondary Education, where the issue of teaching foreign languages is arisen.
The State Standard for Primary Education 2020 defines the goal of foreign language
education as “the formation of foreign language communicative competence for direct and indirect
intercultural communication, that provides the development of other key competencies and
meets the various life needs of the learner” [
The text of the document states that “the learner: perceives information expressed in a
foreign language in the context of direct and indirect intercultural communication, and critically
evaluates such information; understands the read foreign texts of diferent types for information
or for fun, uses the read information and critically evaluates it; provides information, expresses
thoughts, feelings and attitudes, interacts with others orally, in writing and in real time, using a
foreign language” [
Quantitative indicators are also determined. Thus, almost a third of the total number of hours devoted to language and literature training in primary school is devoted to foreign language education. Detailed information is presented in table 2 [2, Annex 12].
Communicative (receptive and productive) skills for students in grades 1-2 and for grades 3-4 are diferentiated among the compulsory learning outcomes and other things according to three criteria in annex 3: perception of information expressed in a foreign language and its critical interpretation; understanding what is read to obtain information and its critical interpretation; providing information, expression of thoughts, feelings and interaction with others (orally, in writing). Italicized skills for each of the criteria allow us to trace the dynamics of students’ communication skills, but a document that declares intentions does not always guarantee the achievement of the declared level and, unfortunately, does not always reflect the real state of afairs.
It is clear that for each criterion for 1-2 and 3-4 grades students communication skills are written so that there is an obvious progression in the results, however, the requirements for the level of language proficiency in primary school and the realities of both students and teachers, who teach them, indicate the existence of certain contradictions, that makes it impossible to achieve the goal. This is, firstly, the lack of hours devoted to learning a foreign language; secondly, the unwillingness of primary school teachers to use innovative teaching
Perception of information expressed in a foreign language in the context of direct and indirect intercultural communication, and critical evaluation of information Perceives oral infor- understands short, simple questions, identifies in the oral message informamation statements, requests/instructions and tion on various tasks on familiar everyresponds to them verbally and/or non- day topics verbally Critically evaluates recognizes familiar words and phrases understands the meaning of oral expresoral information during the perception of oral informa- sion in a familiar everyday context tion Understanding of read foreign texts of diferent types to obtain information or for fun,
use the read information and its critical evaluation Perceives the text Analyzes the read information recognizes familiar words based on evi- recognizes familiar names, words and dence elementary phrases in short, simple texts defines in the text information on various tasks on familiar everyday topics
Providing information, expressing thoughts, feelings and attitudes, interacting with others orally, in writing and in real time using a foreign language Performs oral inter- asks and reports information about communicates on familiar topics, reaction himself and everyday activities, using sponds to simple statements about short word combinations and using meeting urgent needs and expresses gestures if necessary such needs Orally expresses describes himself/herself and his condi- tells about people, the world around his/her own tion in short phrases and life in simple, separate phrases and thoughts, feel- expresses his/ her attitude ings, attitudes and positions Makes written inter- provides the simplest information about requests and provides personal inforaction himself/herself in writing (note, ques- mation in writing using simple words, tionnaire) short sentences and word combinations Expresses his/her writes short phrases about himself/her- provides in writing information about thoughts, feelings, self himself/herself, the world around, life, attitudes and posi- using simple words and expressions tions in writing Interacts in real time writes short phrases in real time using creates real-time simple messages with a dictionary if necessary a few short sentences technologies, as most of those who work in schools are still members of the “old guard”, who do not understand the need for a radical change in approaches to learning and do not always or not fully have the skills to use informative learning tools; thirdly, it is about only partial providing of technical needs in primary school by the state, as the use of innovative methods requires considerable “technical” support in the form of teaching aids (computers, multimedia boards, licensed programs, and, most importantly, stable WiFi).
The lack of certain conditions to provide learning outcomes, that are formulated in the State Standard, can be partially compensated by the technical capabilities available in each family (the presence of a computer, a laptop or a smartphone, as well as the Internet) in combination with a well-thought-out organization of independent work, wide ofer of on-line resources. 4. Characteristics of Internet resources as a means of providing the results of foreign language learning in primary school We researched and analyzed online tools for learning English by younger students. Table 3 provides a general description of online tools that are available and most in-demand in Ukraine. № Title 2 cambridgeclub
Age Category 4-12 Online course 3 Lingua- 4-… Onleo line service 4 Iqsha 3-12 Online service
Table 3 – continued from previous page
Content Advantages Peculiarities Classes include theoretical Children can Courses are paid part; practical part; interactive study both in for, learning Enactivities for children in groups and indi-glish only. English. The received material vidually, lessons is fixed by means of games, are taught by a songs and practical exercises.native speaker.
Children receive certificates of Each English lesachievement at the end of the son for children course. online is stored in the parents’ personal account.
The efective service for lan- Free, available Registration is guage practice, game tech-24/7 from any required, addiniques, training on current gadget, there tional courses videos, texts and podcasts from is a Ukrainian-are paid for, the Internet. Training in gram-language version. English and 19 mar, listening, reading, speak- other languages ing and vocabulary are avail- are ofered. able.
English lessons in the form of Free 10 lessons Registration is regames for independent learn-a day, it is pos-quired, you need ing. Easy, interesting thematic sible to practice to pay for further online lessons. without internet classes and to access, using a achieve the best mobile applica-results, Russiantion, parental language service, control. learning English only.
The interactive service for Free options are Registration is relearning English, both an ed-available, no ads.quired, Duolingo ucational game and an individ-There is a mobile Plus version for ual motivator. The site ofers application, there $ 6.99 per month, to understand your level of lan-is an opportunity learning 4 forguage and as a result of the test to study ofline. eign languages. will ofer an individual train- The first 7 days ing plan. All training mate-you can try the uprial is divided into 88 topics, to graded version for master each of them you need free. to reach 5 levels (3-6 short lessons on each of which).
Age Category 4-15 Online service 7 English- 8-9 Ondom line service 8 Learnenglishkids.britishcouncil. org 5-… Online program
Table 3 – continued from previous page
Content Advantages Peculiarities There is an individual sched-The project pro-Registration is ule of classes. Each lesson vides students required, educais recorded, and there is an with teachers tion is paid for, opportunity to watch videos with a British and recommended in the personal account anyAmerican accent. for those who time. In the chat you can speak a little write in your native language English, learning and receive automatic transla- English only. tion. After 10 hours of private lessons it is possible to get a certificate.
Provides replenishment of vo-Free online simu-Registration is recabulary. An additional learn-lator. quired, learning ing tool is relevant for chil- English only. dren who are already able to perceive information independently. Hovering the cursor over a phrase, word or image, a student sees the correct spelling of the corresponding lexical unit on the monitor and listens to its pronunciation.
The program is represented by Free, registration The platform is the British Council, world ex-is not required. only in English, perts in the field of English there is a page for language teaching. There are parents. many online games, songs, stories and activities, online courses.
It is designed to help students The topics are sup-Registration better to learn better. Of-ported by video is desirable, fered online English lessons lessons conducted Russianare most relevant to school cur-by the best teach-language rericula. There are simulators,ers. source, learning tests and questions on knowl- English only. edge of the passed material.
Age Category 5-… Online platform 5-… Online platform 1-12 Online platform № Title 10 Puzzle
English 11 Busuu 12 Poli
glotiki 13 Memrise 5-… Online platform
Table 3 – continued from previous page
Content Advantages Peculiarities Independent game training.There is a mobile Registration is After each lesson there is a test application and a required, educato check studied material there YouTube channel.tion is paid for, is an exam , at the end of the There is a plan learning English topic (10-15 lessons). It is pos-of perpetual ac-only. sible to track progress. About cess to all services 12,000 exercises and simula-“Puzzle-English” – tors are ofered and new ones you pay once and are constantly added. you use it all your
life.
Profile service for learning En- There is a conve-Registration is glish. The site ofers partial nient mobile ap-required, eduand full courses. The site has plication. cation is paid a large number of articles with for, all material answers to questions and rec- is in Russian, ommendations. 12 languages are ofered for studying.
It has two directions: 1) Home-Free test-The platform Teacher – the first video simulators, is Russianlessons of each course in flashcards and language and recording are available free textbook pages in opens through of charge; 2) OnlineTeacher –a convenient PDF VPN, English, online classes in mini-groups format for demo German, Span/ individually. The commu-lessons. There is a ish, French nicative approach to language YouTube channel. languages. learning.
Fun educational videos with There is a mobile Registration is native speakers give the neces-application. The required, The sary theory, online games and initial course of 90 first 3,000 words exercises allow you to practice.lessons (20 min-for free, then – $ It is enough to spend up to 15 utes each) is free. 30 per year, it is minutes a day in such inter- possible to learn active classes to improve your English and 9 English. other foreign languages.
Age Category 4-8 Online platform 4-… Online platform 15 Simpler 16 Cambridge English 6-10 Online games 17 Games to 5-… Onlearn En- line glish games 18 Teremoc 2-12 Online games
Table 3 – continued from previous page
Content Advantages Peculiarities There are four sections on the Free, clicking on The menu is only site. 1) ABCs – the alphabet the word in the in English, regis studied through videos and text, a child hears istration is desirsongs; 2) Learn to read, 15 its pronunciation able. It is widely lessons are ofered, where the in a voice of a used in schools combination of letters takes character. that teach chilplace; 3) It’s fun to read – learn- dren with speing to read in an entertaining cial needs and manner, with the help of pat- learning dificulter and riddles; 4) I’m reading ties, only English – a list of fascinating stories for language. children to read.
The application ofers to take Learning a lan-There is a moa test to determine the level guage in the form bile application of English, and then calculates of a game. only. Fascinatthe complexity of the exercises. ing detective stoGrammar is presented here in ries, which are the form of visual rules, and used to consolenew vocabulary is presented date knowledge through associations. for a fee, learning English only.
Cambridge’s educational on-Free, interesting Registration is reline games help to develop and colorful, sim-quired, learning language skills and vocabu-ple and fun tasks English only. lary. Focused on children who in games. are tired of boring lessons at school.
Games of diferent levels of dif- Free, no registra-The platform is ifculty, but their task is the tion required. in English only. same – to help to learn words and to understand grammar.
A selection of browser games.Free. RussianGame training in the company language reof funny characters. Some source, learning of the games are based on English only. fairy tales (Little Red Riding Hood, Miracle-Yudo). Participating in simple quizzes, children memorize the sound of letters and their spelling.
Continued on next page № Title Age Category 19 Nova-kids 4-12 Online school 20 Skyeng 3-… Online school 21 English- 5-… On
Dom line
school 22 Preply 5-… Online school
Table 3 – continued from previous page
Content Advantages Peculiarities Online lessons in the form of The first lesson Registration is games with native speakers ac-is free, there is required, paid cording to programs that meet a mobile applica-tuition, real-time European CEFR standards. tion, classes are classes, online provided by na-school is Russian, tive speakers. learning English only.
Online classes are with teach-The first lesson Registration is ers, interactive materials and is free, there is a required, paid exercises are always available mobile applica-tuition, real-time online, automatic check of tion, there is an classes, online completed tasks. opportunity to school is Russian, transfer or cancel learning English your lesson for only. free. After the full course (60 lessons) there is an opportunity to pass an exam and get a certificate that corresponds to a certain level of English. 50-minute online lessons with First three lessons Registration is Russian-speaking teachers or are free, there is required, paid native speakers, digital text-a mobile applica-tuition, real-time book is available. tion, there is an classes, online opportunity to school is Russian, get a certificate from UAH 250 after completing per lesson, learnthe full course. ing English only.
There are professional tutors An individual Registration is from 185 countries, the oppor-study plan is required, paid tunity to choose your teacher discussed with a tuition, real-time is based on personal interests teacher at the first classes, it is proand preferences, financial ca- lesson. posed to study pabilities and even the coun- 13 languages. try. The schedule is free and adjustable in the personal account.
№ Title 23 English show
Age Category 5-17 Online school 24 Doma.
uchi 6-14 Online school
Table 3 – continued from previous page
Content Advantages Peculiarities The site ofers several course “English show”Registration is options. The full course con-has one of the required, paid sists of a minimum of 30 best YouTube tuition, real-time lessons. Each lesson lasts 45-channel that classes, online 60 minutes. There is an oppor-contains many school is Russian, tunity to track the dynamics useful materials. learning English of knowledge in the personal only. account. Studying is according to the program of Oxford University, as well as an application for daily practice with foreigners.
Individual 30-minute classes The first lesson is It is Russianwith a teacher. You can choose free. language rethe frequency, pace and place source, from of classes yourself. Emphasis 720 per lesson, is made on vocabulary and lis- learning English tening. only.
Thus, online courses, online schools, online games, online services, online platforms should be singled out among the online resources for learning English by younger students. Some are free, but most of them require registration and are paid for. These online resources are designed to learn one (English) language or three and more languages, some have a mobile application. Outlined online tools for learning foreign languages by younger students can be both individual and group. Online schools give an opportunity to track learning outcomes, to control, to communicate with native speakers, to get a certificate.
Learning foreign languages in primary school is “the formation of students’ communicative competence, which is provided by linguistic, speaking and socio-cultural experience, that are agreed with the age capabilities of primary school children” [78]. Teaching students foreign languages requires the development of communicative activities, that are divided into productive (speaking, writing) and receptive (listening, reading). The following classification (table 4) gives an opportunity to find out the presence or absence of listening, reading, writing and speaking skills in the analyzed media content, as these skills are the psycholinguistic basis of communicative foreign language competence and are needed for further improvement.
The Common European Framework of Reference for Languages identifies three basic components of communicative competence: linguistic, sociolinguistic, pragmatic [79]. The development of linguistic competence of primary school students needs special attention, because the motivation to learn foreign languages is formed, the language system is mastered and the basis of knowledge, skills, practical skills is laid at the initial stage of learning foreign languages, also psychological preconditions are created for the formation of personality and further study of + + + + + + + + + + + + + + + + «+» – the development of the specified competence is available.
« » – the development of this competence is absent or insignificant. foreign languages. In the following classification (table 5) we have identified the components of linguistic competence, namely: lexical, grammatical, semantic, phonological, orthographic, orthoepic competences, as the formation of these competencies is the basis for the development and implementation of all other competencies and competences.
According to the Common European Framework of Reference for Languages, sociolinguistic competence has the following components: linguistic markers of social relations, politeness conventions, expressions of folk-wisdom, register diferences, dialect and accent [ 79]. Analyzing Internet technologies for learning foreign languages by younger students, we singled out sociolinguistic competence as a general component, taking into account the development of knowledge and skills that are required, namely: politeness rules, use and choice of greetings, address forms, conventions for turntaking, use and choice of expletives, expressions of folkwisdom. The considered Internet technologies do not provide the development of the ability to recognize linguistic markers of social structures, dialect and accent, for example: social class, regional provenance, national origin, ethnicity, occupational group, etc. and have a relatively neutral register of language acquisition.
The pragmatic competence is also absent in the suggested classification (table 5), as the development of discourse, functional and design competences is absent or insignificant in the proposed Internet resources.
The proposed classification clearly shows the presence or absence of the development of certain communicative speech competence in the studied Internet tools for learning English by younger students. 5. Requirements for professional competence of primary school teachers and ways to improve it With the formation of the New Ukrainian School, the requirements for the professional competence of teachers have significantly increased, as the loss of the ability to regulate the pedagogical process leads to the inhibition of the harmonious development of interaction with students. The need for professional self-development of a teacher involves the creation of conditions for the implementation of his/her own educational trajectory. The primary task of postgraduate education as an organic part of continuing pedagogical education should be to stimulate self-education and professional competence of teachers [79].
We understand the professional competence of a primary school teacher to implement the
tasks of the concept of the New Ukrainian School as the ability of a specialist to apply theoretical
knowledge in planned and unforeseen pedagogical situations [
Society’s need for competent primary school teachers with an arsenal of information technology (able to receive, process and use information with the help of computers, telecommunications and other means of communication) is becoming a leading factor in modern educational policy.
The mobility of a primary school teacher and his/her lifelong learning should help in changing the educational area and in the creation of a school that combines theoretical and practical knowledge of skills namely.
The practice of educational process’s realization in the conditions of modern primary school proves that a successful teacher must master not only the theory and techniques of students’ personality development, a specific analytical and diagnostic culture, but also be able to predict students’ achievements, both educational and personal.
Today, more than ever, the efectiveness of teachers’ work depends on the level of professional training and other components of pedagogical professionalism. Diagnosis, prediction, development of author’s programs, optimization of all aspects of the educational process are becoming the norm of pedagogical activity in educational institutions of Ukraine.
The new society is forcing a teacher to be a creative, competitive, self-afirming personality. The future of our country depends on how much a teacher will be ready for such challenges because education in the age of high technology is a factor of stabilization, efective economic development and prosperity of a country, its competitiveness and national security.
The modern professional activity of a primary school teacher is based on his/her results of pedagogical activity as a highly professional specialist, who is acquainted with the modern world requirements for the educational process of the primary level of education; prepared for the organization of educational activities of younger students as a pedagogical (partnership) interaction, that is aimed at the development of each individual and individual’s preparation for solving life-giving tasks.
Today, the professional competence of primary school teachers – is the ability to pedagogical
activity, the organization of educational process in primary school at the level of modern
requirements; the ability to work eficiently, solve standard and problematic professional tasks
efectively that arise in the process of education, upbringing and development of primary school
students. The basis of this ability is the unity of theoretical and practical of a teacher’s readiness
to do the pedagogical activity, which is come out in the presence of knowledge, skills, values of
attitudes to professional activity’s system [
Savchenko [80] considers that content and fundamentality are the core of professional competence, which should provide advanced training of a specialist. The academician concludes that it is necessary to update the content of methodological training of teachers according to the principle of integrity, systematic and integration; taking into account those processes that determine the activities of modern primary schools. In addition, it should be taken into account the need for the changes that have taken place in society and are related to scientific and technological progress, enhanced integration processes, informatization and computerization.
According to the State Standard of Primary Education and the New Ukrainian School Concept,
the components of the professional-pedagogical competence of primary school teachers are:
• professional knowledge;
• professional art and skills that are necessary for successful completion of job
responsibilities;
• business and personal qualities that contribute to the fulfilment of his/her own strengths,
abilities and capabilities in the process of fulfilling their functional and oficial
responsibilities;
• general culture that is necessary for the formation of a humanistic outlook, the definition
of spiritual values, moral and ethical principles of personality;
• motivation for professional activity [
The psycho-pedagogical competence of a teacher in the aspect of the New Ukrainian School concept should include awareness of the individual characteristics of each student, his/her abilities, strengths of will and character; awareness of “the parent-student” communication processes; knowledge of how communication processes contribute to or hinder the achievement of the desired pedagogical results; realization of own optimal choice of teaching methods, search for possible ways of self-improvement.
The professional growth of a teacher as a competitive specialist should be aimed at implementation of the New Ukrainian School’s conceptual principles and focused on the development of two major innovations – the competence paradigm of education and pedagogy of partnership.
The educational reform implementation plan provides continuity of realization of its conceptual provisions (1-4 grades), taking into account the appropriate (distance) resource software at each stage of teaching a younger student (online learning platforms, online textbooks, multimedia boards, media technologies), which requires a teacher to improve his or her skills in the system of continuing education and in the context of social change [81].
This is due to the presence of primary level teachers’ stereotypes of thinking that negatively afect the development of younger students; uncertain readiness to innovate, problematic use of active teaching methods, game technologies.
The professional growth of a modern teacher’s personality is directly related to the need for modernization of school, scientific, methodological and research work and its improvement.
As a rule, the methods and forms of traditional educational activities are reduced to unilateral
influence of a teacher, the role of which is a clear presentation of information. As practice shows,
the information-reproductive teaching methods of a descriptive nature are dominated in general
education institutions. Problematic and practical methods are mostly used for illustration and
clarity, the reproduction of past experience predominates. Individually-collective forms of
the organization of training are usually used, according to which the material is assimilated
individually, but at the same pace for the whole group [
Improving the efectiveness of English lessons in primary school, by strengthening the informational, communicative and emotional saturation of the educational process, is an urgent need of leading modern methodists (Flynn [82], Goh and Fang [83], Hashim and Yusof [84], Järvinen and Twyford [85], Niyazova and Muratova [86], Pokorna [87], Reid [88], Xu et al. [89]).
The task of a primary school teacher is to make a proper English lesson’s plan in order to prevent a decline in children’s interest in such types of work that involve student’s mobility, such as online games, staging songs and stories, colloquialisms, riddles, fairy tales. Their purpose is to relieve emotional tension during distance learning, to rest eyes, to relax diferent muscle groups. According to didactics in primary school, it is recommended to take dynamic breaks during classes. Their organization gives students a real opportunity to move, relieve intellectual, physical fatigue, during which children invisibly name and repeat the typical movements of animals, performing poems, speeches, counters in foreign languages.
The current changes in society have a decisive influence on the structure and content of pedagogical education, they orient teachers of higher educational institutions to enhance their mobility by diferentiating requirements to the level of education. The rapid changes in society and technological advances are so high that it becomes very dificult to train a specialist who, after graduating, would be able to work in the chosen area of activity without continuing self-improvement, continuous general and professional development.
The focus on the humanization of education in the teaching of foreign languages is present in the orientation of the learning process on the development of the personality of the younger student. Internet tools that stimulate children’s creativity and create real conditions for students to achieve practical results play an important role in the development of students’ speaking skills.
Technological actions in language learning are a set of actions from determining the purpose of language personality formation, preliminary design of a language learning model to the implementation of tasks in practice. The use of Internet resources in the system of language education is the educational systems that meet the latest advances in didactics, linguistics, theory and practice of language learning.
The need to use Internet tools in language learning is due to the contradictions between the lack of opportunities in the traditional education system and modern social needs. The objective need for the use of Internet tools in the study of languages is the strengthening of the communicative aspect in the formation of language personality and the intensive development of information technology. The use of Internet tools has broad prospects for use in foreign language learning, as they easily combine a number of technologies: game, interactive, project, technology for the development of critical thinking, technology for the development of critical thinking, early and intensive learning technologies [87].
The use of Internet tools in primary school has its own specifics: it is necessary to take into account the age, individual and psychological characteristics of primary school children. All parts of working with Internet tools require careful monitoring by a teacher, as both theoretical and practical knowledge and skills of younger students are still small. Working with the use of elements of distance learning requires a clear formation of aims, tasks and algorithm of actions: ifnding information for systematization, generalization, adaptation in future use.
Therefore, special attention in the new paradigm of education in general, and continuing education of primary school teachers, in particular, should be paid to the technologization of the content of the learning process. Such education will become the means of informationmodernized perception of the world by a younger student.
Postgraduate education centers are designed to regulate the needs of teachers in their professional growth. Every year there is an opportunity to undergo advanced training (within 50 hours) in order to acquire skills and abilities of free orientation in information flows, the use of various online learning platforms.
The leading direction of the postgraduate educational centers’ work (according to the New Ukrainian School Concept) is the unified mechanism of reorientation of training’s creation in relation to the updated content, forms and methods of teaching. The creative use of traditional methods and forms, together with the introduction of innovative mechanisms, should facilitate the development of modern approaches in the formation of teacher’s professionalism throughout life.
The efectiveness of teachers’ further continuing education will depend not only on basic professional training but also on the implementation of daily practical training tasks, improvement of professional skill, level of research work, individual characteristics and actual teacher’s needs.
Continuing education should be aimed at developing cognitive skills, the ability to create an individual plan for professional self-development (to construct personal knowledge) independently, the ability to navigate the information space, to generalize and integrate new information from various sources in the process of theoretical and practical learning, the ability to improve yourself constantly.
Modernization of the system of pedagogical staf’s professional development, improvement and modernization of postgraduate pedagogical education, as a whole, is one of the most urgent tasks facing the educational sector in Ukraine today. A powerful tool that can increase eficiency and accelerate the pace of its implementation is the monitoring of modernization processes in the sphere of postgraduate education, as well as conducting relevant sociological researches. Such scientific intelligence will allow to branch leadership, individual institutions and other institutions to obtain information about the course of development of postgraduate pedagogical educational system systematically, that is necessary for making management decisions on its improvement, timely elimination of shortcomings, as well as to provide feedback to direct consumers of educational services, identify their real needs, expectations, and attitudes.
The system of in-service training of primary school teachers in the context of education reform promotes the intensification of educational process, improvement of its eficiency and quality of results; the systematic integration of subject tasks, development of experimental research skills; the building of an open education system that provides each participant with his/her own trajectory of self-education; the formation of teachers’ information culture.
The conditions for teachers’ professional development during in-service training under the
conditions of the NUS Concept are:
• diagnostics of professional competence of educators;
• providing a diferentiated approach to the pedagogical staf’s in-service training;
• introduction of innovative training technologies;
• updating the content of educational and professional programs;
• introduction of information and communication technologies in the educational process;
• providing practical orientation of in-service training courses;
• feedback organization [
The main areas of solving the implementation of training courses according to the concept “online”, with diferent versions of programs that provide the opportunity to study and improve new information technologies, information culture as part of professional competence, the use of multimedia technologies that facilitate learning and memorization of learning material, because their use individualizes the learning process. Programs of advanced training courses for primary school teachers in Kryvyi Rih State Pedagogical University are designed for the needs of teachers of diferent categories in accordance with the teaching experience and meet the requirements of a teacher in his/her acquaintance with the potential of modern technologies, ability to use them in practice. A student of a group of primary school teachers takes a set of tests to check the level of professional competence at the final stage, this allows mobile, impartial and objective modular control (60 / 30 hours programs).
The current demands of society require that primary school students receive a high level of education, which can only be achieved by primary school teachers who are highly professional and competent.
Such teachers should not only have a solid educational background in mastering professional knowledge and skills that correspond to the state of the art in psychological and pedagogical sciences, but also be aware of the purpose and objectives of their professional work in a coherent system of continuous education, be adaptable, responsive to the changes in the social situation of younger students’ development; seek self-improvement, self-realization and civic engagement in the context of NUS.
The main goal of all educators today should be to improve the quality of online education. The key factor for improving this quality is the introduction of efective changes in educational institutions, which can only be carried out by competent teachers who are willing to enhance and work on their own professional development constantly.
Therefore, learning in accordance with the needs of modern society cannot be conceived without a distance mode of learning. Distance learning draws on the best global methodological experience using the most advanced and efective pedagogical technologies. Such learning ofers opportunities for using in the educational process: flexibility, modularity, parallelism, a large amount of educational information, eficiency, innovation, social equality. Developing professional competence of primary school teachers in the method of organizing distance learning is a priority for advanced training courses for teachers. [10] I. Khyzhniak, K. Vlasenko, I. Viktorenko, V. Velychko, Training of future primary school teacher for use digital educational resources in their professional activities, Educational Technology Quarterly 2021 (2021) 103–117. doi:10.55056/etq.23. [11] C. Bennetts, Self-evaluation and self-perception of student learning in person-centred counselling training within a higher education setting, British Journal of Guidance and Counselling 31 (2003) 305–323. doi:10.1080/0306988031000147901. [12] T. Clouston, S. Whitcombe, An emerging person centred model for problem-based learning, Journal of Further and Higher Education 29 (2005) 265–275. doi:10.1080/ 03098770500166926. [13] S. Denham, H. Bassett, M. Mincic, S. Kalb, E. Way, T. Wyatt, Y. Segal, Social-emotional learning profiles of preschoolers’ early school success: A person-centered approach, Learning and Individual Diferences 22 (2012) 178–189. doi: 10.1016/j.lindif.2011.05. 001. [14] M. Derntl, R. Motschnig-Pitrik, Patterns for blended, person-centered learning: Strategy, concepts, experiences, and evaluation, volume 2, 2004, pp. 916–923. [15] D. Dolezal, A. Posekany, C. Roschger, G. Koppensteiner, R. Motschnig, R. Pucher, Personcentered learning using peer review method an evaluation and a concept for studentcentered classrooms, International Journal of Engineering Pedagogy 8 (2018) 127–147. doi:10.3991/ijep.v8i1.8099. [16] D. Dolezal, R. Motschnig, R. Pucher, Peer review as a tool for person-centered learning: Computer science education at secondary school level, Advances in Intelligent Systems and Computing 715 (2018) 468–478. doi:10.1007/978-3-319-73210-7_56. [17] E. Harri-Augstein, L. Thomas, Learning conversations: A person-centred approach to self-organised learning, British Journal of Guidance & Counselling 7 (1979) 80–91. doi:10. 1080/03069887908258147. [18] D. Haselberger, R. Motschnig, Students’ perspectives on elearning activities in personcentered, blended learning settings, International Journal on E-Learning: Corporate, Government, Healthcare, and Higher Education 15 (2016) 47–69. [19] D. Haselberger, R. Motschnig, Students’ perceptions on experiential learning in a personcentered atmosphere, Journal of E-Learning and Knowledge Society 7 (2011) 63–74. [20] J. Korhonen, K. Linnanmäki, P. Aunio, Learning dificulties, academic well-being and educational dropout: A person-centred approach, Learning and Individual Diferences 31 (2014) 1–10. doi:10.1016/j.lindif.2013.12.011. [21] M. Kyprianidou, S. Demetriadis, A. Pombortsis, Designing a person-centered learning support system, 2008, pp. 351–352. doi:10.1109/ICALT.2008.87. [22] A. McGraw, J. Dresden, E. Gilbertson, M. Baker, Site-based teacher education as a context for attending to the complexity and person-centred nature of teaching and learning: A narrative inquiry involving teacher educators from Australia and the United States, Springer Singapore, 2017. doi:10.1007/978-981-10-4133-4_4. [23] C. Miller, Person-centered learning: An investigation of perceptions of learners utilizing the person-centered model of instruction, IGI Global, 2010. doi:10.4018/978-1-61520-751-0. ch009. [24] R. Motschnig-Pitrik, B. Standl, Person-centered technology enhanced learning: Dimensions of added value, Computers in Human Behavior 29 (2013) 401–409. doi:10.1016/j.chb. 2012.04.013. [25] R. Motschnig-Pitrik, Characteristics and efects of person-centered technology enhanced learning, Springer New York, 2013. doi:10.1007/978-1-4614-7144-8_11. [26] R. Motschnig-Pitrik, Person-centered e-learning in action: Can technology help to manifest person-centered values in academic environments?, Journal of Humanistic Psychology 45 (2005) 503–530. doi:10.1177/0022167805279816. [27] R. Motschnig-Pitrik, Efectiveness of person-centered learning in the age of the Internet, Communications in Computer and Information Science 278 (2013) 494–499. doi:10.1007/ 978-3-642-35879-1_61. [28] R. Motschnig-Pitrik, L. Rohlíková, Constructivist and person-centered learning in higher education - using indicators and case examples for comparing good practice, Communications in Computer and Information Science 278 (2013) 44–57. doi:10.1007/ 978-3-642-35879-1_6. [29] R. Motschnig-Pitrik, M. Derntl, Can person-centered technology enhanced learning contribute to develop project management soft skills in an academic context?, IGI Global, 2008. doi:10.4018/978-1-59904-600-6.ch012. [30] R. Motschnig-Pitrik, M. Derntl, K. Figl, S. Kabicher, Towards learner-centered learning goals based on the person-centered approach, 2008, pp. F3A9–F3A14. doi:10.1109/FIE. 2008.4720359. [31] R. Motschnig-Pitrik, S. Kabicher, K. Figl, A. Santos, Person centered, technology enhanced learning in action: Action research in a course on organizational development, 2007, pp.
S2A6–S2A11. doi:10.1109/FIE.2007.4417890. [32] R. Motschnig-Pitrik, K. Figl, Developing team competence as part of a person centered learning course on communication and soft skills in project management, 2007, pp.
F2G15–F2G21. doi:10.1109/FIE.2007.4417889. [33] T. Peetsma, I. van der Veen, Avoidance-oriented students’ development in motivation for maths, self-regulated learning behaviour and achievement: a person-centred study in the lowest level of secondary education, Educational Psychology 33 (2013) 828–848. doi:10.1080/01443410.2013.802885. [34] C. Rowley, C. Lester, Carl Rogers: Person-centred learning in coaching, Taylor and Francis
Inc., 2016. doi:10.4324/9781315746012. [35] T. Vitsenets, Teaching in Blackboard LMS as one of the methods for improving eficiency of person-centered learning, World Applied Sciences Journal 20 (2012) 98–102. doi:10. 5829/idosi.wasj.2012.20.10020. [36] Z. Xu, E. Woodruf, Person-centered approach to explore learner’s emotionality in learning within a 3D narrative game, Association for Computing Machinery, 2017, pp. 439–443. doi:10.1145/3027385.3027432. [37] M. Kirik, L. Danilova, Nova Ukrainska shkola: orhanizatsiia diialnosti uchniv pochatkovykh klasiv zakladiv zahalnoi serednoi osvity (The New Ukrainian school: the organization of activity of pupils of primary classes of secondary general school education), Svit, Lviv, 2019. URL: http://svit.gov.ua/download/Kiryk_Danylova_NUSH.pdf. [38] R. Vuchic, B. Robb, An integrative approach to fles teacher training: The delaware model, Foreign Language Annals 39 (2006) 334–346. doi:10.1111/j.1944-9720.2006.tb02270. x. sonality through work with precedent cultural phenomena during classes in the Russian Language as a foreign language, Integration of Education 24 (2020) 296–315. doi:10.15507/1991-9468.099.024.202002.296-315. [52] O. Chaika, I. Savytska, N. Sharmanova, L. Zakrenytska, Poly- and/or multiculturalism of future teachers in foreign language instruction: Methodological facet, Wisdom 20 (2021) 126–138. doi:10.24234/WISDOM.V20I4.583. [53] A. O. Devos, I. O. Torbenko, T. V. Doroshenko, V. V. Revenko, A. V. Shuhaiev, The application of the simulation method in the in foreign language teaching in higher education institutions, the cognitive linguistic approach, Journal of Educational and Social Research 11 (2021) 0072. doi:10.36941/jesr-2021-0072. [54] A. Hohenberger, A. Peltzer-Karpf, Language learning from the perspective of nonlinear dynamic systems, Linguistics 47 (2009) 481–511. doi:10.1515/LING.2009.017. [55] J. Kopaczyk, H. Sauer, Defining and Exploring Binomials, in: Kopaczyk, J and Sauer, H (Ed.), Binomials in the history of English: fixed and flexible, Studies in English Language, Cambridge University press, Cambridge, 2017, pp. 1+. [56] M. Pelz, Linguistics and teaching of foreign-language, 1964-1977 - German - Hausmann, FJ, IRAL - International Review of Applied Linguistics in Language Teaching 16 (1978) 353–354. [57] G. Schmid‐Schönbein, L. Fröhlich‐Ward, English as a foreign language for 5–8 year olds,
World Englishes 2 (1983) 195–199. doi:10.1111/j.1467-971X.1983.tb00555.x. [58] L. Fröhlich‐Ward, How to make children think actively in a foreign language, World
Englishes 1 (1981) 255–258. doi:10.1111/j.1467-971X.1981.tb00462.x. [59] L. Fröhlich‐Ward, Teaching english to german children aged five to eight: A teacher’s report, ELT Journal 33 (1979) 284–287. doi:10.1093/elt/XXXIII.4.284. [60] B. Hufeisen, U. Jessner, Learning and teaching multiple languages, De Gruyter Mouton, 2009. [61] N. Marx, B. Hufeisen, A critical overview of research on third language acquisition and multilingualism published in the german language, International Journal of Multilingualism 1 (2004) 141–154. doi:10.1080/14790710408668184. [62] B. Hufeisen, Individuelle und subjektive lernerbeurteilungen von mehrsprachigkeit. kurzbericht einer studie, IRAL - International Review of Applied Linguistics in Language Teaching 36 (1998) 115–135. doi:10.1515/iral.1998.36.2.121. [63] B. Hufeisen, Multilingual language acquisition in canada and germany, Language, Culture and Curriculum 8 (1995) 175–181. doi:10.1080/07908319509525201. [64] M. Kuts, O. Lavrentieva, Ergonomic aspects of computer-oriented pedagogical technologies implementation in teaching foreign languages to students of higher education institutions, Educational Technology Quarterly 2022 (2022) 88–104. doi:10.55056/etq.9. [65] S. M. Amelina, R. O. Tarasenko, S. O. Semerikov, L. Shen, Using mobile applications with augmented reality elements in the self-study process of prospective translators, Educational Technology Quarterly 2022 (2022) 263–275. doi:10.55056/etq.51. [66] N. Volkova, O. Tarnopolsky, O. Lebid, K. Vlasenko, Students’ computer-based workshops in mandatory classes of English for students majoring in psychology and linguistics: A comparative experimental study, Educational Technology Quarterly 2021 (2021) 274–292. doi:10.55056/etq.55. [67] O. Chorna, V. Hamaniuk, A. Uchitel, Use of YouTube on lessons of practical course of German language as the first and second language at the pedagogical university, CEUR Workshop Proceedings 2433 (2019) 294–307. [68] National Curriculum Guidelines on Early Childhood Education and Care in Finland, 2003. URL: https://www.julkari.fi/bitstream/handle/10024/75535/ 267671cb-0ec0-4039-b97b-7ac6ce6b9c10.pdf. [69] T. Skutnabb-Kangas, Why aren’t all children in the Nordic countries bilingual?, Journal of Multilingual and Multicultural Development 5 (1984) 301–315. doi:10.1080/01434632. 1984.9994161. [70] T. Skutnabb-Kangas, Readers’ responses: Finns in Finnish-medium education in Sweden become bilingual, Journal of Multilingual and Multicultural Development 7 (1986) 329–335. doi:10.1080/01434632.1986.9994248. [71] T. Skutnabb-Kangas, P. Toukomaa, The education of the Finnish minority in Sweden, Journal of Multilingual and Multicultural Development 8 (1987) 294–295. doi:10.1080/ 01434632.1987.9994292. [72] T. Skutnabb-Kangas, The colonial legacy in educational language planning in Scandinavia: From migrant labor to a national ethnic minority?, International Journal of the Sociology of Language (1996) 81–106. doi:10.1515/ijsl.1996.118.81. [73] V. Hamaniuk, Inshomovna osvita Nimechchyny u konteksti zahalnoievropeiskykh intehratsiinykh protsesiv: teoriia i praktyka (Foreign-language education of Germany in the context of pan-European integration processes: theory and practice), Kryvyi Rih, 2012.
URL: http://elibrary.kdpu.edu.ua/handle/0564/1896. [74] P. Tallroth, Strategy for the National Languages of Finland, Prime Minister’s Ofice Publications, Helsinki, 2012. URL: https://tinyurl.com/at25zyw. [75] K. Inha, T. Kähärä, Introducing an earlier start in language teaching: Language learning to start as early as in kindergarten, 2018. URL: https://www.oph.fi/sites/default/files/ documents/introducing_an_earlier_start_in_language_teaching.pdf. [76] M. I. Striuk, S. O. Semerikov, A. M. Striuk, Mobility: A systems approach, Information
Technologies and Learning Tools 49 (2015) 37–70. doi:10.33407/itlt.v49i5.1263. [77] E. Fedorenko, V. Velychko, A. Stopkin, A. Chorna, V. Soloviev, Informatization of education as a pledge of the existence and development of a modern higher education, CEUR Workshop Proceedings 2433 (2019) 20–32. [78] Pro zatverdzhennia typovykh osvitnikh prohram dlia 1-2 klasiv zakladiv zahalnoi serednoi osvity (On approval of typical educational programs for 1-2 classes of general secondary schools), 2019. URL: https://tinyurl.com/3pvyhzsx. [79] Council of Europe, Common European Framework of Reference for Languages: Learning, teaching, assessment, Cambridge University Press, 2001. URL: https://rm.coe.int/ 1680459f97. [80] O. Savchenko, Meta i rezultat uroku v konteksti kompetentnisnoho pidkhodu (Purpose and result of the lesson in the context of competence approach), Pochatkova shkola (2015) 10–15. [81] Navchalni prohramy dlia 1-4 klasiv (Educational programmes for grades 1-4), 2019. URL: https://tinyurl.com/vny3xvr7. [82] N. Flynn, Good practice for pupils learning english as an additional language: Lessons from efective literacy teachers in inner-city primary schools, Journal of Early Childhood Literacy 7 (2007) 177–198. doi:10.1177/1468798407079286. [83] R. Goh, Y. Fang, Improving english language teaching through lesson study: Case study of teacher learning in a singapore primary school grade level team, International Journal for Lesson and Learning Studies 6 (2017) 135–150. doi:10.1108/IJLLS-11-2015-0037. [84] S. Hashim, N. Yusof, The use of reflection-for-action in planning english language lesson at primary school, Universal Journal of Educational Research 8 (2020) 1475–1482. doi:10.13189/ujer.2020.080441. [85] E.-M. Järvinen, J. Twyford, Influences of socio-cultural interaction upon children’s thinking and actions in prescribed and open-ended problem solving situations (an investigation involving design and technology lessons in english and finnish primary schools), International Journal of Technology and Design Education 10 (2000) 21–41. doi:10.1023/A:1008996305565. [86] A. Y. Niyazova, A. Muratova, The development of creative thinking of primary school students at the English lessons in Kazakhstan, in: Hursen, C (Ed.), Selected papers of 5th Cyprus international conference on educational research (CYICER-2016), volume 3 of New Trends and Issues Proceedings on Humanities and Social Sciences, 2017, pp. 282–290. doi:10.18844/gjhss.v3i3.1571. [87] L. Pokorna, Shliakhy pidvyshchennia efektyvnosti uroku anhliiskoi movy v pochatkovii shkoli (Ways to increase the efectiveness of English lessons in primary school), Pedagogical sciences 17 (2015) 128–131. [88] E. Reid, An insight into teaching culture within English language lessons in Slovak primary schools, in: Janikova, V and Seebauer, R (Ed.), Bildung und Sprachen in Europa, volume 17 of Austria Forschung und Wissenschaft-Erziehungswissenschaft , 2013, pp. 409–418. [89] J. Xu, S. He, H. Jiang, Y. Yang, S. Cai, Design and implementation of an english lesson based on handwriting recognition and augmented reality in primary school, IADIS Press, 2019, pp. 171–178. doi:10.33965/el2019_201909f022.