English as a foreign language in ECE: itinerant teachers of English and collaborative practices for an integrated approach

Abstract

ABSTRACT Introducing English as a foreign language (FL) has become widespread in ECE in Europe, typified by initiatives involving specialist teachers of English visiting settings for short periods of time a week. This paper shares data from a study in Portugal that involved analyzing collaborative practices for evidence of approaches to integration in the FL. Taking a qualitative approach to data collection, four case-study settings are described resulting from visits and interviews with ECE practitioners and teachers of English. Data were analyzed following six core themes of collaboration. Findings indicate that successful FL initiatives depend upon administrative support and guidelines that foster collaborative practices which involve communication between professionals, mutual trust, common goals, and joint responsibility for outcomes and decision-making. Implications highlight the need for more robust policy-making and training which alerts ECE practitioners to their proactive role in early English initiatives and collaborative practices.