Preschool and Kindergarten Teachers’ Self-Reported Phonological Awareness Strategies and Challenges in Teaching English Learners

Abstract

This study investigates the phonological awareness strategies and challenges of preschool and kindergarten teachers in teaching English learners (ELs). Using a mix method survey design, we analyzed 57 responses. Quantitatively, we examined teachers’ use of best practices established in the literature. Qualitatively, we explored the specific strategies, challenges, and tools teachers used in the classroom. The results showed that 80% of teachers reported providing direct phonological awareness instruction daily or almost every day. However, some preschool teachers used implicit phonological awareness and rarely incorporated blending and segmenting practices. Teachers encountered challenges including language and cultural barriers, the need for developmentally appropriate and engaging materials, and support from districts and parents. Teachers desired explicit lessons, culturally relevant materials, and comprehensive toolkits. The findings underscore the needs for tailored training and resources for early childhood educators and their ELs, aiming to bridge the gap between evidence-based literacy practices and classroom implementation.