Teaching EFL to Young Learners in Vulnerable Settings: from the Results to the SWIRL Planning Guide

Abstract

English as a foreign language (EFL) teaching is a more and more serious challenge for language teachers in disadvantaged socio-educational backgrounds. Thus, we propose the SWIRL planning guide (Speak-Write-Interact-Read-Listen) for the Pre-A1 and A1 levels of language command as a helpful resource. We developed this proposal with a qualitative appraisal supported by a quantitative value to illustrate the ideal dedication to each communication skill. Validation was carried out through five prospective longitudinal case studies conducted through a descriptive observational methodology in schools with students in a situation of socio-educational vulnerability. The findings obtained in communication skills’ dedication led us to draw conclusions and implications around policies, curriculum and lesson planning focused on listening in this type of educational contexts.