Abstract
The practices preschool teachers implement in their classrooms are vital in their students’ literacy development. Preschool teachers are always expected to implement research-based literacy practices to make sure children are ready to learn when they enter school. This multiple-case study intended to address four non-native in-service preschool English teachers’ practices in early literacy instruction. Data collection involved field notes and videotaping of classroom practices along with interviews and documents from ten full English lesson observations in each classroom. Data analysis began with identifying teachers' practices. A cross case analysis was also conducted. The results showed that even when four teachers were in the same school district, using different curriculum, and supported by the different principal, each interpreted and enacted literacy policy differently. The overall conclusion generated from the results of the data analyses is that though teachers and preschool principals perceived that they were effectively applying early English literacy instruction, there was actually a divide between what teachers believed and what they implemented (their actual practice) in their classrooms. Besides, there was not enough interaction between teacher and children. However, the four preschool teachers mentioned in their interviews that they would like to be friends with their students.
Highlights
Today preschool teachers are educating a diverse population of children, with many from homes where English is not the first language
The purpose of this study was to examine the early English literacy practices of four non-native in-service preschool teachers through the association of their strategies and approaches they applied in their classrooms
The preschool teachers in the current study clearly knew the rhetoric of early childhood education and through play they could encourage children
Summary
Today preschool teachers are educating a diverse population of children, with many from homes where English is not the first language. In light of this growing number of English Language Learners (ELLs) in preschool, researchers have investigated ways to support ELLs' emergent literacy development. I am going to ask you some questions about your preschool teaching experiences, those involving English Language Learners (ELLs). The purpose of this interview is to establish your background in language learning and teaching, and to understand your views about the role early English literacy instruction plays in language learning. The validity of this investigation depends on the extent to which your responses are open and frank, so please answer honestly and in as much detail as possible
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