A Study of Student Reactions and Attitudes to Non-traditional Pedagogy in Very Early Language Learning

  • Ekaterina Sofronieva “St. Kliment Ohridski” University of SoHa, Bulgaria
Keywords: early foreign language teaching and training, course evaluation, the Narrative Format model


This paper presents the introduction of a new instructional tool for Initial Teacher Education in Early Childhood language at “St. Kliment Ohridski” University of Sopa in Bulgaria. The aim of the study was to train university undergraduate students in the Narrative Format model of foreign language teaching and learning, and to conduct research into their opinions and evaluation of the course at the end of the academic year. Our belief was that students’ evaluation of the course that was onered to them would conprm its value as an educational tool. The results proved that Bulgarian students are in search of, and open to new working methodologies and classroom practices. As a result of the positive outcomes and students’ extremely positive evaluation of the model, it has been incorporated into their university studies and nursery practice for another consecutive year.

Author Biography

Ekaterina Sofronieva, “St. Kliment Ohridski” University of SoHa, Bulgaria
Asst. Prof. Ekaterina Sofronieva, PhD, teaches English language and methodology at the department of Pre-school Education, Faculty of Primary and Pre-school Education, Sova University. Her doctoral thesis examined empathy as a factor in language education.


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How to Cite
Sofronieva, E. (2019). A Study of Student Reactions and Attitudes to Non-traditional Pedagogy in Very Early Language Learning. Multidisciplinary Journal of School Education, 1(1). Retrieved from https://czasopisma.ignatianum.edu.pl/jpe/article/view/1245