CLASSROOM MANAGEMENT TECHNIQUES FOR TEACHING 5-9 GRADES
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Abstract
This article explores the content of teaching English language by analyzing curricula, textbooks, and teaching guidelines from various educational contexts. It examines the balance between traditional linguistic components such as grammar and vocabulary and modern emphases on communicative competence, cultural knowledge, and technology integration. The study reveals variations in content focus across different educational levels and ESL/EFL settings, highlighting the need for adaptable, learner-centered teaching frameworks. The findings contribute to ongoing discussions on effective English language instruction in diverse global contexts.
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