Teaching Early English by Following the Method of Helen Doron

Authors

  • Manca Kladnik OŠ Jakoba Aljaža, Kranj
  • Mateja Dagarin Fojkar Pedagoška fakulteta, Univerza v Ljubljani

DOI:

https://doi.org/10.4312/vestnik.6.177-193

Keywords:

early foreign language learning, methods and strategies for learning English, Helen Doron Early English method, Glenn Doman method, Suzuki method

Abstract

Plurilingualism is taking a leading role on the threshold of the 21st century; at the level of the world, Europe, the European Union and Slovenia as well as at the level of each individual. As a result, more and more language institutions are being established all over the world. The article focuses on the Helen Doron Early English method with its own worldwide centres for learning English. The most important influences on the development of the methodology are described in detail; the Glenn Doman method and, the most influential one, the Suzuki method. The article furthermore encompasses Helen Doron’s criticism of the traditional school system, teacher training and the results of the Helen Doron Early English. A qualitative research (a case study) is described in the empirical part, which was administered in the Ljubljana Helen Doron Early English Centre. The results of the analysis are presented through research questions. The conclusion comprises the main features of the method and a proposition for upgrading the research with an objective longitudinal empirical research.

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Published

31.12.2014

How to Cite

Kladnik, M., & Dagarin Fojkar, M. (2014). Teaching Early English by Following the Method of Helen Doron. Journal for Foreign Languages, 6(1), 177–193. https://doi.org/10.4312/vestnik.6.177-193

Issue

Section

Didactics of Foreign Languages