@misc{10481/89596,
year = {2021},
month = {2},
url = {https://hdl.handle.net/10481/89596},
abstract = {Beginning to learn a foreign language at a very early age (i.e., preschool) is a bourgeoning reality across Europe, following the EU recommendations. However, as different European reports state, there is a lack of concrete guidelines on how to address this age group. So, given the necessity to define adequate practices to make this learning successful, we conducted a Delphi project to reach consensus among different types of experts (n=99) on these practices (Andúgar, 2017; Andúgar & Cortina-Pérez, 2018; Andúgar, Cortina-Pérez & Tornel, 2019, 2020). The present paper emerges from the data obtained in this project and comparatively analyses the two most relevant participants’ profiles: the EFL specialist teacher (n=29) and the Pre-primary practitioner (n=27) within the Spanish context. We compared their results about the category teaching methodology through the nonparametric inferential Mann-Whitney U test. Results suggest there are no substantial differences among them although there are subtle variations that must be taken into consideration.},
keywords = {Very Young Language Learners (VYLL)},
keywords = {Early Foreign Language Learning (EFLL)},
keywords = {teachers’  profiles},
keywords = {Pre-primary Education},
keywords = {teaching guidelines},
keywords = {Delphi research},
title = {Teaching EFL at Spanish Preschools: A comparative analysis from  two different teachers’ perspectives},
author = {Cortina-Pérez, Beatriz and Andúgar, Ana},
}