This case study aims to address preschool teachers' practices in early literacy instruction specifically, the literacy skills focused by teachers during English early literacy classroom instruction. Four in-service teachers from three types of preschool which are government, private and non-government organization located in a suburban area, were involved as the study's participants. Data collection involved were checklist, field notes, video recording, and classroom observations. A checklist of literacy is an instrument used to analyze literacy skills practice by teachers. Results show that there is a lack of focus given on certain areas of literacy skills which are: 1) auditory discrimination, 2) visual discrimination, 3) phonological awareness, 4) phonemic awareness, and 5) reading as practiced by those teachers. Generalization may not be fair at this stage but the findings could reflect the need to (re)train teachers. Larger samples are crucial to understand the scale of the teaching practice being inappropriate, hence, help in the development of training module that would result in more literacy skills being practiced during English language teaching and learning.
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 collections involved 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.
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