Early Childhood Teachers’ Challenges in Using English to Interact with Young English Language Learners

Abstract

This phenomenological study explores the challenges faced by Malaysian early childhood teachers in using English as a second language to interact with young English language learners. The main participants of this study were six teachers from one early childhood centre. Research methods included observations and semi-structured pre-and post-observation interviews. Observations were carried out over a six week period which enabled a series of snapshots of challenges faced by the teachers as they used English to interact with the children. The findings were analysed using thematic analysis, and presented three themes: teachers' limited English proficiency, children's comprehension, lack of confidence and unsupportive environment. These themes impacted the learning experiences of the children attending the early childhood education centre as well as the teaching approaches of the early childhood teachers. The findings revealed that it is significant for the early childhood teachers to be proficient in English as this will affect their confidence and attitudes in using English as an interactional tool in early childhood settings. Introduction In response to national calls for producing proficient bilingual citizen through Malaysian Education Plan (2013-2025), the second wave of education transformation has highlighted on (i) teachers' quality which focuses on increasing the options for English language exposure, (ii) to improve overall language proficiency, and (iii) the additional language provision needs to be strengthened.