Kindergarten teachers' challenges in teaching English as a foreign language to children

• Published in: International journal of early years education Vol. 31; no. 3; pp. 722 - 737
• Main Authors: Alenezi, Huda, Ihmeideh, Fathi M., Alshaboul, Yousef
• Format: Journal Article
• Language: English
• Published: Abingdon Routledge 03.07.2023; Taylor & Francis Ltd
• Subjects: Barriers; challenges; Classroom Observation Techniques; Early Childhood Teachers; English; English (Second Language); English as a second language; English as a second language instruction; English as an international language; English Curriculum; English Instruction; English language; English proficiency; Foreign Countries; foreign language kindergarten children; Foreign language learning; Kindergarten; Kindergarten teachers; Language; Language Usage; Learning environment; Preschool Curriculum; Preschool Teachers; Second Language Instruction; Second language teachers; Second Languages; Teacher Attitudes; Teacher Education; Teacher Improvement; Teaching; Young Children; Kuwait
• ISSN: 0966-9760; 1469-8463
• DOI: 10.1080/09669760.2022.2137782

Teaching English as a foreign language in early years has become prevalent in response to contemporary trends of English as a global language. However, early childhood teachers may face challenges that would prevent children from achieving success in learning English in different educational contexts. This study explored the challenges that kindergarten teachers face when teaching English as a foreign language at kindergarten schools in Kuwait. There is high demand for teaching English as a second language in most countries in the world at early stages, and stakeholders could take responsibility for overcoming these challenges that are related to many aspects of this field. The researchers interviewed 16 kindergarten teachers and then conducted classroom observations. Lack of teacher preparation and training, English curriculum deficiencies, and teachers' English proficiency level emerged as key challenges faced by kindergarten teachers. Other localized challenges were also identified. This paper concludes by highlighting several implications for decision makers to further enhance teaching English as a foreign language in kindergarten schools.