Preschool teachers' use of English as a medium of instruction: A systematic review of barriers and strategies

Factors which are barriers to preschool teachers' use of English as the medium of instruction and facilitating strategies used to overcome those barriers can be complex. This study investigated those barriers and facilitating strategies through a systematic review using various databases, which...

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Vydané v:Issues in educational research Ročník 30; číslo 3; s. 943 - 964
Hlavní autori: Goh, Pauline Swee Choo, Loy, Chee Luen, Wahab, Norwaliza Abdul, Raja Nor Safinas, Raja Harun
Médium: Journal Article
Jazyk:English
Vydavateľské údaje: Perth Western Australian Institute for Educational Research Inc 01.01.2020
Predmet:
Barriers
Early Childhood Teachers
Education and globalization
Educational Environment
Educational Research
Educational Strategies
English (Second Language)
English as a second language
English for academic purposes
English language
Foreign Countries
Foreign language instruction
Language of Instruction
Language Proficiency
Learning environment
Learning strategies
Medium of instruction
Methodology
Parent Participation
Policy making
Preschool Teachers
Social aspects
Strategies
Systematic review
Teacher Attitudes
Teacher-student relationships
Teachers
Teaching
Time Management
Malaysia
ISSN:1837-6290, 0313-7155, 1837-6290
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Shrnutí:Factors which are barriers to preschool teachers' use of English as the medium of instruction and facilitating strategies used to overcome those barriers can be complex. This study investigated those barriers and facilitating strategies through a systematic review using various databases, which resulted in 20 studies being identified. From these studies, barriers and facilitating strategies were found and arranged in two main categories: (1) barriers to, and facilitating strategies of, preschool teachers' use of English during instruction as it relates to the teachers themselves, and (2) barriers to, and facilitating strategies of, preschool teachers' use of English during instruction as it relates to the learning environment. The results provided an overview and a lead into a better understanding of issues faced by preschool teachers in their use of English to teach, whilst also identifying positive strategies to assist them during their instructional tasks. The factors and strategies identified are important as a guide for preschool policy makers towards future planning of practices and further research.
Bibliografia:Issues in Educational Research, Vol. 30, No. 3, Sep 2020: 943-964
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ISSN:1837-6290
0313-7155
1837-6290