Examining Teachers’ Opinions on Foreign Language Instruction in Preschool Education

Abstract

This study aimed to determine the applications and problems on foreign language teaching process at pre-school level according to teachers’ opinions. In the study, case study, one of the qualitative research methods, was employed. The participants of the study consisted of 15 teachers working at pre-schools in a province located in the Southern Marmara Region of Türkiye. Data was collected by questionnaire technique. A questionary form prepared by the researchers for teachers was employed as data collection tool. Content analysis method was used in the analysis of the obtained data. As a result of the study, it was determined by teachers’ opinions that teaching English at pre-school period was effective and necessary. Teachers stated that they used games and dramas, coloring activities, cut-paste craft activities and flash cards while teaching English. Moreover, they indicated that the native language barriers, classroom management problems, low readiness level of the students, difficulties in teaching pronunciation, lack of experience for teaching English at pre-school level and lack of materials were among the problems teachers encountered. On the other hand, teachers express their positive opinions for English curriculum in terms of objectives, appropriateness for student level, improving English language skill and appropriateness of Turkish pre-school curriculum. On the contrary, teachers expressed that the curriculum did not focus on communication skill, it was not students-centered but topic centered and challenging for students. Teachers suggested that providing a better learning, developing new methods and techniques and materials, providing family support and trainings for teachers would make English teaching proves more effective.