Pedagogical and Content Knowledge of Third Language among Preschool Teachers in Perak

Abstract

Studies have shown that at an early age, children are highly positive and receptive towards learning a third language. This has the potential to lead to higher proficiency in the third language in the future. In this context, the third language refers to languages such as Chinese, Tamil, Kadazan, Iban, and others. However, preschool teachers face various challenges in teaching the third language due to limited knowledge, insufficient pedagogical skills, less engaging delivery methods, and a lack of relevant teaching resources. This study was conducted to address the gap in empirical research on third language teaching among preschool teachers in Malaysia. The objectives of the study are to: a) identify the level of preschool teachers’ pedagogical knowledge in teaching the third language, b) examine the level of content knowledge of the third language in teaching implementation, and c) analyze the relationship between pedagogical knowledge and content knowledge in third language teaching. A survey method was employed to obtain primary data, while structured interviews were conducted for qualitative data. A total of 150 preschool teachers participated as respondents. The research instruments consisted of a set of questionnaires and structured interviews. Data triangulation was applied to compare and validate findings from both quantitative and qualitative approaches. The findings of this study are expected to contribute to early childhood education policies and curriculum development, in line with the aspiration of nurturing a multilingual generation and fostering a united madani society.