English is natural, yet challenging: teachers' perspectives and practices on English acquisition among Asian learners

Che Mustaf Mazlina, Alias Azila, Bacotang Juppri, Rohaizad Nor Aizal Akmal,

QR Code Link :
Type :	article
Subject :	L Education (General)
ISSN :	1818-4952
Main Author :	Che Mustaf Mazlina, Alias Azila, Bacotang Juppri, Rohaizad Nor Aizal Akmal,
Title :	English is natural, yet challenging: teachers' perspectives and practices on English acquisition among Asian learners

Year of Publication :

2017

Full Text :

The aim of this study is to investigate the New Zealand early childhood teachers’ perspectives and practices on English acquisition among Asian English language learners (ELLs). The theoretical framework of this research draws on sociocultural perspectives. The main participants of this study were seven early childhood teachers and six Asian immigrant ELLs from two ECE centres. Research methods included observations and semi-structured pre- and post-observation interviews. The findings revealed that there were dissonances between the teachers’ perspectives and their practices. While the teachers viewed that the Asian ELLs would naturally acquire English due to its dominant role in the early childhood setting, there were challenges both on the teachers’ and Asian ELLs’ part. This study provides a basis from which to consider how early childhood teachers in New Zealand better support ELLs as they acquire English, while valuing and supporting their linguistic and cultural backgrounds

References

1. Guo, K., 2010. Chinese immigrant children in New Zealand early childhood centres. Doctoral thesis, Victoria University of Wellington, Wellington, New Zealand. 2. Schofield, A., 2011. Teacher and peer support of lone speakers of home languages other than English attending early childhood centres. (DoctorL dissertation).The University of Auckland, Auckland, New Zealand. 3. Brierley, A., 2003. Including non-English speaking background in our kindergarten programme. Early Education, 3: 3-17. 4. Tabors, P. O., 2008. One child, two languages: A guide for early childhood educators of children learning English as a second language. Baltimore, MD: Paul H. Brooke. 5. Hedges, H., 2012. Vygotsky's phases of everyday concept development and the notion of children's "working theories". Learning, Culture and Interaction, 1: 143-152 6. Stake, R.E., 2006. Multiple case study analysis. New York, NY: Guildford Press. 7. Merriam, S.B., 2009. Qualitative research: A guide to design and implementation. San Francisco, CA: Jossey-Bass. 8. Vygotsky, L.S., 1986. Thought and language. MA: MIT Press. 9. Lantolf, J.P. and S.L. Thorne, 2006. Sociocultural theory and the genesis of second language development.Oxford, UK: Oxford University Press.

This material may be protected under Copyright Act which governs the making of photocopies or reproductions of copyrighted materials.
You may use the digitized material for private study, scholarship, or research.

Back to previous page