This ethnographic case study is set within a collaborative research project in which teachers and researchers investigate early English as a Foreign Language (e EFL) tasks in theory and practice in German primary schools. Results are obtained through an interpretation of multiple sources within an interdiscursive, multi-perspectived research agenda. The results suggest that e EFL tasks can emerge during an interplay of four key teaching practices: doing school, providing space for learners to communicate, building a vocabulary and teaching the spoken language.
About the author
Constanze Dreßler war wissenschaftliche Mitarbeiterin am Institut für die Didaktik der englischen Sprache und Literatur an der Justus-Liebig-Universität. Sie hat danach ihr zweites Staatsexamen für das Lehramt an Grundschule abgelegt und arbeitet nun als Grundschullehrerin.
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