Using Read-Alouds in Promoting Early Literacy Development: A Case Study of a Class of ESL Preschoolers

Abstract

This article presents the results of a study that examined the response of a group of English as a Second Language (ESL) preschoolers towards reading aloud and the experience and perspectives of their teachers regarding this practice. Data were collected through three primary sources: in-depth (participation) observation of the preschoolers; analysis of their drawings and worksheets, and the semi-structured interviews of the teachers. The findings are subsequently discussed with particular emphasis on how reading aloud fosters the preschoolers’ engagement and participation, their comprehension of the story, and their critical thinking ability. The teachers' feedback also provides valuable input towards improving the preschoolers’ participation, comprehension, and confidence in reading aloud; and for the future enhancement of read-aloud programs. The paper concludes with a discussion of some practical strategies for teaching reading aloud and how it can enhance English language teaching to ESL preschoolers.