He Hua1*, Cui Xiuling2
1.School of Foreign Languages, Zhengzhou Normal University; 2.Henan Provincial Basic Education Curriculum and Teaching Development Center
Abstract：
Designing English instruction that aligns with young learners’ developmental characteristics remains a persistent issue in primary EFL education. This article proposes the ROLE–DIALOGUE-CIRCLE paradigm as a developmental framework that integrates instructional design with a holistic view of language learning in primary classrooms. The model organizes teaching into three learning modes corresponding to different stages of primary schooling. In the early stage (Grades 1-2), the ROLE mode foregrounds experiential engagement, encouraging learners to participate through role-play and embodied interaction. In the middle stage (Grades 3-4), the DIALOGUE mode centers on text-based discussion, supporting interpretation and collaborative meaning-making among students. In the later stage (Grades 5–6), the CIRCLE mode extends classroom interaction toward community-based inquiry, where learners explore broader questions and consider multiple perspectives. Examples from classroom practice illustrate how each mode can be implemented in teaching. Taken together, the three modes outline a developmental progression from experience to dialogue and ultimately to inquiry, reflecting the gradual expansion of learners’ linguistic, cognitive, and social capacities. The proposed paradigm provides a practical framework for designing developmentally responsive and holistic English instruction in primary EFL contexts.
Key Words：
primary EFL education; holistic language teaching; dialogic learning; inquiry-based learning; developmental pedagogy
