The purpose of this study was to establish the challenges faced by kindergarten teachers when dealing with children whom English is an additional language. The study used qualitative research methodology in collecting the data. The data obtained from the literature review and…
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There was the definition of the research question and the explanation of the significance of the paper. The second chapter looked into the literature of challenges faced by kindergarten teachers when dealing with children whom English is an additional language. The chapter critically evaluated the consideration of the essence of bilingual education in the kindergarten. This chapter mostly focused on various policy issues in the UK related to kindergarten classrooms that teach English as a second language. The third chapter concentrated on the research methodology and design. This was a qualitative research because the results are expected to describe challenges facing ESL kindergarten teachers, rather than predicting the challenges.
The fourth chapter dealt with the outcome of the study. The discussion of these findings is in chapter five. The section dealt with the interpretation of results of the study into the challenges faced by teachers of kindergarten pupils with EAL. The last chapter focused on the conclusion and recommendation of the study. Here, the paper identified implication for the change and summarized the key findings.
According to Clarke (2009), most parents who English are not their families’ first language, worry how their children will cope in an English-speaking kindergarten. Kindergarten teachers are used to helping children whose English is an additional language. Statistics indicate that, one in nine kindergarten pupils learns English as an additional language in the UK (Colombo, 2014).
A language mismatch between teachers and the children they teach in Kindergarten, as noted in a study by Bialystok (1991), can result in uncomfortable classroom experiences for some children and teachers. The children that join Kindergarten and find familiar environments and teachers who speak English, feel they are moving ‘around the same
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This research is governed by the following research questions, which will aid in attaining objectives and aim of the research: How multiculturalism is affecting EAL children of an early setting? How much role is played by the integration system and structure in this issue? Through what steps can a better frame be structured for this system?
The three major shifts that constitute the major transition in TESOL method since 1991 have been very effective. These are discussed below. First shift is from communicative language teaching (CLT) to task based language teaching (TBLT).
The success of this reading strategy depends largely on the teacher's ability to model and facilitate the students in working through the process. The struggle with reading for most students is a variety of factors. The article outlined seven keys to reading comprehension: 1) creation of mental images, 2) being able to use background information 3) asking questions, 4) the ability to make inferences, 5) determination of the most important themes and ideas, 6) the ability to synthesize information, and 7) using fix-up strategies.
The author states that the first principle is to accept measures of responsibility for the children if they struggle to learn science. The level of responsibility accepted depends on the children’s degree of effort to learn. If children and teachers equally participate, it is the teacher who is responsible when children come across difficulties.
Being the official language of 44 countries, English language is populated by 1.6 billion souls, where one-third of humankind is able to read, write and speak English (Bryson, 1990, p. 181).
The role of English in our present day societies reflects the globalisation and worldliness of this language.
Teaching English in different regions of the worlds, and especially in the Middle Eastern and Gulf regions where the socio-cultural differences are prominent from the Western World, is even more difficult. There is therefore a need for both standardization of the English and its teaching methods as well as the inclusion of local and regional nuances in the language while teaching to the natives.
the basis of the communicative approach – i.e., through reading, listening and repeating exercises that will prompt greater teacher – student interface and thus help correct any deviations on the spot. A vital element of this approach or model is communicative competency
In 2005, it was estimated that about 10% of the total school population is comprised of pupils classified as having EAL, an increase of 35% since 1997. There even appears to be evidence that some pupils who should have been recognized as having difficulties with English due to EAL are instead erroneously diagnosed with a language problem.
Additionally, presentation in first person is a narrative tradition in qualitative analysis according to a study by Popping (2008).
By using open-ended questions, I asked participants to come up with their responses. I then documented the opinions of the
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