Abstract
This case study aims to address preschool teachers’ practices in early literacy instruction specifically, the literacy skills focused by teachers during English early literacy classroom instruction. Four in-service teachers from three types of preschool which are government, private and non-government organization located in a suburban area, were involved as the study’s participants. Data collection involved were checklist, field notes, video recording, and classroom observations. A checklist of literacy is an instrument used to analyze literacy skills practice by teachers. Results show that there is a lack of focus given on certain areas of literacy skills which are: 1) auditory discrimination, 2) visual discrimination, 3) phonological awareness, 4) phonemic awareness, and 5) reading as practiced by those teachers. Generalization may not be fair at this stage but the findings could reflect the need to (re)train teachers. Larger samples are crucial to understand the scale of the teaching practice being inappropriate, hence, help in the development of training module that would result in more literacy skills being practiced during English language teaching and learning.
Highlights
The Malaysian government’s awareness of the importance of teaching early literacy is clearly illustrated in the Malaysia Education Blueprint 2013-2025 whereby enhancing the proficiency of both the Malay and English language of all students is of priority and every child will acquire basic literacy skills in both Malay and English language after three years of schooling
This case study aims to address preschool teachers’ practices in early literacy instruction the literacy skills focused by teachers during English early literacy classroom instruction
This paper aims to investigate early literacy instruction based on the following research questions: 1) What are the early literacy skills focused by teachers during classroom instruction?
Summary
The Malaysian government’s awareness of the importance of teaching early literacy is clearly illustrated in the Malaysia Education Blueprint 2013-2025 whereby enhancing the proficiency of both the Malay and English language of all students is of priority and every child will acquire basic literacy skills in both Malay and English language after three years of schooling. In an effort to achieve this, the government launched an intervention programme called the Kelas Intervensi. Awal Membaca dan Menulis (Reading and Writing Early Intervension) in 2006 and was subsequently replaced with the LINUS (Literacy and Numeracy Screening) program beginning in 2010. These two programmes were only focusing on the Malay Language. In 2013, it was later changed to LINUS 2.0 which included both the Malay and English language
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