Sue Garton
Biographic Data
| ID | 4249904 |
|---|---|
| NAME | Sue Garton |
| GIVEN NAMES | Sue |
| FAMILY NAME | Garton |
| SIGNATURE | GARTON S |
| AFFILIATIONS | Aston University |
| ORCID | 0000-0002-7421-0858 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 34 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 1 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Exploring storytelling practices of pre-service teachers with young EFL learners in the Turkish primary context
There have been numerous theoretical recommendations for the use of age-appropriate pedagogical tools for young learners (YLs) such as storytelling. However, a practical challenge remains in understanding how novice teachers translate these recommendations into concrete scaffolding strategies in actual classrooms and how effective they are in engaging children with English. Grounded in sociocultural theory, this study aimed to identify the scaffo…
Native English Speakers, I Cannot Say Them as a Teacher”
Native‐English‐Speaking Teachers
Native‐English‐speaking teachers (NESTs) have long been in demand for perceived benefits of the skills they bring to the classroom. However, the notion that native speakers provide the best models of the target language and thus make the best teachers of the language has been criticised in the literature. This article reports on the disconnection between academic literature on NESTs and the realities they report. Drawing on data from an investiga…
Early Language Learning and Teacher Education
An analysis of three curriculum approaches to teaching English in public-sector schools
This article explores three current, influential English language teaching (ELT) curriculum approaches to the teaching of English in public-sector schools at the primary and secondary level and how the theory of each approach translates into curriculum practice. These approaches are communicative language teaching (CLT), genre-based pedagogy, and content and language integrated learning (CLIL). For consistency across approaches, the theoretical u…
Joint colloquium on plurilingualism and language education
This colloquium was organised by Ryuko Kubota (University of British Columbia, Canada) and Sue Garton (Aston University, UK) as part of the collaboration between the American Association for Applied Linguistics (AAAL) and TESOL International Association
Challenges in Teaching English to Young Learners
Drawing on data from a recent research international research project, this article focuses on the challenges faced by teachers of English to young learners against the backdrop of the global rise of English. A mixed-methods approach was used to obtain the data, including a survey, which was completed by 4,459 teachers worldwide, and case studies, including observations and interviews with teachers, in five different primary schools in five diffe…
Unresolved issues and new challenges in teaching English to young learners
The introduction of languages, especially English, into the primary curriculum around the world has been one of the major language-in-education policy developments in recent years. In countries where English has been compulsory for a number of years, the question arises as to what extent the numerous and well-documented challenges faced by the initial implementation of early language learning policies have been overcome and whether new challenges…
I like this interview; I get cakes and cats
Research interviews are a form of interaction jointly constructed by the interviewer and interviewee, what Silverman (2001: 104) calls 'interview-as-local-accomplishment'. From this perspective, interviews are an interpretative practice in which what is said is inextricably tied to where it is said, how it is said and, importantly, to whom it is said (Holstein and Gubrium, 2004). The relationship between interviewer and interviewee, then, is fund…
I like this interview; I get cakes and cats
Research interviews are a form of interaction jointly constructed by the interviewer and interviewee, what Silverman (2001: 104) calls 'interview-as-local-accomplishment'. From this perspective, interviews are an interpretative practice in which what is said is inextricably tied to where it is said, how it is said and, importantly, to whom it is said (Holstein and Gubrium, 2004). The relationship between interviewer and interviewee, then, is fund…
Challenges in Teaching English to Young Learners
Drawing on data from a recent research international research project, this article focuses on the challenges faced by teachers of English to young learners against the backdrop of the global rise of English. A mixed-methods approach was used to obtain the data, including a survey, which was completed by 4,459 teachers worldwide, and case studies, including observations and interviews with teachers, in five different primary schools in five diffe…
Native‐English‐Speaking Teachers
Native‐English‐speaking teachers (NESTs) have long been in demand for perceived benefits of the skills they bring to the classroom. However, the notion that native speakers provide the best models of the target language and thus make the best teachers of the language has been criticised in the literature. This article reports on the disconnection between academic literature on NESTs and the realities they report. Drawing on data from an investiga…
An analysis of three curriculum approaches to teaching English in public-sector schools
This article explores three current, influential English language teaching (ELT) curriculum approaches to the teaching of English in public-sector schools at the primary and secondary level and how the theory of each approach translates into curriculum practice. These approaches are communicative language teaching (CLT), genre-based pedagogy, and content and language integrated learning (CLIL). For consistency across approaches, the theoretical u…
Unresolved issues and new challenges in teaching English to young learners
The introduction of languages, especially English, into the primary curriculum around the world has been one of the major language-in-education policy developments in recent years. In countries where English has been compulsory for a number of years, the question arises as to what extent the numerous and well-documented challenges faced by the initial implementation of early language learning policies have been overcome and whether new challenges…
I like this interview; I get cakes and cats
Research interviews are a form of interaction jointly constructed by the interviewer and interviewee, what Silverman (2001: 104) calls 'interview-as-local-accomplishment'. From this perspective, interviews are an interpretative practice in which what is said is inextricably tied to where it is said, how it is said and, importantly, to whom it is said (Holstein and Gubrium, 2004). The relationship between interviewer and interviewee, then, is fund…
Unresolved issues and new challenges in teaching English to young learners
The introduction of languages, especially English, into the primary curriculum around the world has been one of the major language-in-education policy developments in recent years. In countries where English has been compulsory for a number of years, the question arises as to what extent the numerous and well-documented challenges faced by the initial implementation of early language learning policies have been overcome and whether new challenges…
Challenges in Teaching English to Young Learners
Drawing on data from a recent research international research project, this article focuses on the challenges faced by teachers of English to young learners against the backdrop of the global rise of English. A mixed-methods approach was used to obtain the data, including a survey, which was completed by 4,459 teachers worldwide, and case studies, including observations and interviews with teachers, in five different primary schools in five diffe…
Joint colloquium on plurilingualism and language education
This colloquium was organised by Ryuko Kubota (University of British Columbia, Canada) and Sue Garton (Aston University, UK) as part of the collaboration between the American Association for Applied Linguistics (AAAL) and TESOL International Association
An analysis of three curriculum approaches to teaching English in public-sector schools
This article explores three current, influential English language teaching (ELT) curriculum approaches to the teaching of English in public-sector schools at the primary and secondary level and how the theory of each approach translates into curriculum practice. These approaches are communicative language teaching (CLT), genre-based pedagogy, and content and language integrated learning (CLIL). For consistency across approaches, the theoretical u…
Early Language Learning and Teacher Education
Native‐English‐Speaking Teachers
Native‐English‐speaking teachers (NESTs) have long been in demand for perceived benefits of the skills they bring to the classroom. However, the notion that native speakers provide the best models of the target language and thus make the best teachers of the language has been criticised in the literature. This article reports on the disconnection between academic literature on NESTs and the realities they report. Drawing on data from an investiga…
Native English Speakers, I Cannot Say Them as a Teacher”
Exploring storytelling practices of pre-service teachers with young EFL learners in the Turkish primary context
There have been numerous theoretical recommendations for the use of age-appropriate pedagogical tools for young learners (YLs) such as storytelling. However, a practical challenge remains in understanding how novice teachers translate these recommendations into concrete scaffolding strategies in actual classrooms and how effective they are in engaging children with English. Grounded in sociocultural theory, this study aimed to identify the scaffo…
EFL/ESL Teaching and Learning (8 works) · Psychology (7 works) · Pedagogy (6 works) · Second Language Learning and Teaching (6 works) · Sociology (6 works) · Mathematics education (5 works) · Multilingual Education and Policy (5 works) · Linguistics (4 works) · Computer Science (3 works) · Political science (3 works)