Facilitating Classroom for English Learning and Curriculum Implementation in Preschool Education

Abstract

English language learners are often at risk for communication and language delays and sometimes it becomes crucial elements in the foundation of early literacy skills especially among non-native speakers. One of the preschool teacher’s role is examined according to the educational perspectives that are explored in preschool settings including the curriculum and motivational level of preschoolers. The main objectives of this study are to determine level of English proficiency, identify their problems (teachers) and motivation among preschool children in theEast Coast of Malaysia.Specific environmental adaptations and adult interventions that teachers can use in their preschool classrooms to facilitate English learning that encourages early literacy skills are described.This is a qualitative study which involves the method of interview and observation. Findings show that preschools in Terengganu and Kelantan do conform to the National Preschool Curriculum to a certain degree with added values in their syllabus in which to suit the children needs in the respective preschools.The best aspect of early English language acquisition for the pupils is the teachers demonstrate and use the language with the children. The external factor to the high motivation level of English language learning of these children is the availability of reading materials. Preschools also do not produce clear guidelines for English language teaching. Both teacher training and conducive learning spaces topped the request list of these teachers. Based on the interview with the teachers, they have voiced out their concern in their teaching styles that might be outdated and might not conform to KPSK as required.Though the pupils are positively motivated in English language learning, however, efficient teaching is the main issue in these preschools.