Self-reports of preschool foreign language teachers on early childhood foreign language teaching and related challenges

---

Tezin Türü: Yüksek Lisans

Tezin Yürütüldüğü Kurum: Orta Doğu Teknik Üniversitesi, Eğitim Fakültesi, Temel Eğitim Bölümü, Türkiye

Tezin Onay Tarihi: 2013

Öğrenci: İREM BEZCİOĞLU GÖKTOLGA

Danışman: REFİKA OLGAN

Özet:

This study aimed to investigate the views of preschool foreign language teachers on the purpose of foreign language instruction in preschool years, their self-reported practices, challenges and addressing challenges in planning, implementing and assessing children’s foreign language learning. Twenty participants, 11 of whom took a related course on teaching foreign language to very young learners in undergraduate degree and nine of whom did not, were interviewed using an interview protocol designed and piloted by the researcher. The findings revealed that the purpose of foreign language teaching in preschool years was mostly about children’s developing an awareness of another language. Besides, it was found that teachers use story-based and theme-based curriculum designs in planning, and they aim that their plans should attract children’s attention. In implementation, Total Physical Response was revealed to be the most frequently used teaching method with songs, games, course books and flashcards. Participants revealed they mostly use school reports, portfolios and observation in assessment. The study indicated that lack of knowledge of child development and classroom management were their main challenges while planning, implementing and assessing children’s foreign language learning. Finally, it was found that participants consult their colleagues and make use of extra resources to address the challenges they face while planning and implementing; however, they do not do much to address the challenges while assessing children’s foreign language learning. This study suggests that trainings, workshops mainly on the characteristics of very young learners and cooperation of all of the educational stakeholders are necessary to increase the quality of foreign language teaching in early childhood years.