TITLE:
Teaching Techniques Implemented by Preschool Teachers in English Early Literacy Instructional Practices: A Case Study
AUTHORS:
Farah Munirah Roslan Johari, Faridah Yunus
KEYWORDS:
Early Literacy, Teaching Techniques, Literacy Skills, Preschool
JOURNAL NAME:
Creative Education,
Vol.12 No.1,
December
31,
2020
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, governmentandnon-governmentorganizationslocated in a suburban area, were selected as the study’s participants. Data collectionsinvolved throughout the study werefield notes, checklist, video recordingandclassroom observations. A teaching technique checklist is used as an instrument to analyze types of teaching techniques implemented by teachers. Results show thatthe preschoolteachers 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, andhelping,4) facilitating,5) listening,6) positioning people,7) questioning,8) recalling,9) singing and10) 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 tounderstandthe scale of the teaching practice being appropriate or not for effective English language literacy instruction.