Abstract

This multiple case study aims to address preschool teachers’ practices implemented in early literacy instruction specifically in terms of the teaching techniques used by teachers during English early literacy classroom instruction. Four in-service teachers from three types of preschool which are private, government and non-government organizations located in a suburban area, were selected as the study’s participants. Data collectionsinvolved throughout the study were field notes, checklist, video recording and classroom observations. A teaching technique checklist is used as an instrument to analyze types of teaching techniques implemented by teachers. Results show that the preschool teachers only implement general teaching techniques and often do not implement specialist teaching techniques during English literacy instruction. The most common teaching techniques implemented by the teachers during English literacy instruction are: 1) demonstrating, 2) describing, 3) encouraging, praising, and helping, 4) facilitating, 5) listening, 6) positioning people, 7) questioning, 8) recalling, 9) singing and 10) telling and instructing. Generalization may not be fair at this stage, but the findings may reflect the need to provide appropriate training for preschool teachers. Larger samples are crucial to understand the scale of the teaching practice being appropriate or not for effective English language literacy instruction.

Highlights

  • This multiple case study aims to address preschool teachers’ practices implemented in early literacy instruction in terms of the teaching techniques used by teachers during English early literacy classroom instruction

  • Results show that the preschool teachers only implement general teaching techniques and often do not implement specialist teaching techniques during English literacy instruction

  • In the year 2013, it was subsequently upgraded to LINUS 2.0 focusing on literacy skills of both the Malay and English language

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Summary

Introduction

In 2006, the government launched an intervention program that focuses on enhancing students’ reading and writing skills. This program is called Kelas Intervensi Awal Membaca dan Menulis (KIA2M) or Reading and Writing Early Intervention Class. This program was later replaced with another program called LINUS (Literacy and Numeracy Screening) in the year 2010 which focuses on both literacy and numeracy skills. Both KIA2M and LINUS only focus on literacy skills in the Malay language rather than the English language. In the year 2013, it was subsequently upgraded to LINUS 2.0 focusing on literacy skills of both the Malay and English language

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