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| Abstract : Universiti Pendidikan Sultan Idris |
| This study aims explore the early childhood education teachers’ needs, skills and
knowledge in teaching English through effective interaction with children. Qualitative approach and
case study design have been adopted for this study. The participants of this study were six
qualified early childhood education teachers. Research methods include pre- and
post-observation interviews, observations and document analysis. Observation were carried
out two times for each teacher during free play sessions, meal times, circle times,
teaching and learning sessions as well as the storytelling sessions. Thematic analysis
was used to analyse the data deductively. The themes emerged were organised to answer
the research questions. The teachers’ needs in teaching English through effective
interaction with children included teachers’ interest and self-confidence in using
English as well as positive English dominant environment of the early childhood education
centre. The teachers’ questioning and feedback skills were important to optimise children’s
oral production during the interaction. The teachers’ sound English language
knowledge was important especially in pronunciation, vocabulary and grammar. In conclusion, it
is important to understand the early childhood education teachers’ needs, skills and
knowledge to ensure effective English interaction between the teachers and the children.
The implications of this study highlight that early childhood education teachers need to
attend continuous professional training on teaching English to children and there
should be monitoring on the use of English as an effective interactional tool.
|
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