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UPSI Digital Repository (UDRep)
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| Abstract : Universiti Pendidikan Sultan Idris |
| This phenomenological study explores the beliefs and practices of New Zealand early
childhood teachers in supporting English acquisition for Asian immigrant English language
learners (ELLs). The focus of the study is on the analysis of early childhood teachers' beliefs
about how they can support English acquisition among Asian immigrant ELLs and how these
beliefs influence the teachers' practices in early childhood education (EeE) settings.
The theoretical framework of this research draws on a range of sociocultural perspectives,
including (i) the sociocultural positions initially defined by Lev Vygostky (1978), (ii) the
notion of guided participation articulated by Barbara Rogoff (2003), (iii) theories of second
language acquisition discussed by Lantolf and Thorne (2000), and by Krashen (1982, 1985),
and (iv) acculturation as addressed by Berry (2001).
The main participants of this study were seven early childhood teachers and six Asian
immigrant ELLs from two EeE centres. Four Asian parents participated in interviews to
ascertain the parents' perspectives about their children's learning of English and their
maintenance of home language. Research methods for the teachers included observations and
semi-structured pre- and post-observation interviews. For each centre, observations were
carried out over a six week period which enabled a series of snapshots of how the teachers
supported the ELLs as they acquired English.
The findings were analysed using thematic analysis, and presented three themes:
English dominance, social cultural adaptation, and guided participation. These themes
impacted the learning experiences of the Asian immigrant ELLs and other children attending
the EeE as well as the teaching approaches of the early childhood teachers. The findings
revealed that there were dissonances between the teachers' beliefs and their practices, as well
as variation between individual teachers' beliefs and practices. Because of a significant
increase in the number of ELLs in New Zealand EeE centres, it is important for early
childhood teachers to understand the emphasis upon sociocultural theories in the EeE
curriculum, so that they can effectively apply these theories to their practices. This study will
provide a basis from which to consider how early childhood teachers in New Zealand can
draw upon sociocultural perspectives to better support ELLs as they acquire English, while
valuing and supporting their linguistic and cultural backgrounds |
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