Author(s)

Farah Munirah Roslan Johari, Faridah Yunus

Faculty of Education, Universiti Kebangsaan Malaysia, Bangi, Selangor, Malaysia.

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.

Early Literacy, Teaching Techniques, Literacy Skills, Preschool

Johari, F. and Yunus, F. (2021) Teaching Techniques Implemented by Preschool Teachers in English Early Literacy Instructional Practices: A Case Study. Creative Education, 12, 21-30. doi: 10.4236/ce.2021.121002.