This study explored factors that affect learning for students with English as an additional language (EAL): strategies to support in early years education. The research method used was quantitative. The stratified random sampling method was used for data collection. A sample of 7 female early childhood classroom teachers participated in the semi formal interview. Each participant was a teacher of students from Preschool to Grade 1 (3 to 6 year olds). There were three distinct findings in this research. Firstly, the main factors that affect language development for students with EAL, are the hidden philosophies of managerial education professionals. The hidden educational philosophies are revealed in educational practices that will either progress towards cutting edge mechanism and programmes to support EAL students. On the other hand, there were educational programmes that do not cater to EAL students in curriculum or structure, they also reveal their philosophy, though it may not be admitted verbally. Secondly, among EAL early childhood education students, there is no relationship between the social, emotional and behavioral issues and limited English language competency. Thirdly, the most effective teaching and learning strategies for early childhood students with EAL students is the ‘direct instruction’ approach.

Speaker: Natasha Welcome

Published in: London International Conference on Education (LICE-2021)

• Date of Conference: 22-24 November 2021
• DOI: 10.20533/LICE.2021.0003
• ISBN: 978-1-913572-42-6
• Conference Location: Virtual (London, UK)