Nurturing Preschoolers’ English: A Case Study

Abstract

Language is a medium of communication and a powerful tool for social interaction and cognitive development which is crucial among young learners. This study explores the use of the English language among preschool learners in one private elementary school. A case study approach was employed, involving seven participants: three preschoolers, one teacher, and three parents, selected through purposive sampling. One-on-one interviews were conducted using a researcher- made interview guide. Yin’s five components of an effective case study (1) research questions, (2) proposition or purpose of the study, (3) unit analysis, (4) logic that linked data to propositions, and (5) criteria for interpreting findings. were used to analyze the interview transcripts. The findings revealed two major themes: effective strategies in promoting language learning specifically the use of technology and multimedia, teacher-facilitated language practice, and interactive and collaborative learning environment, and the home-based support provided by parents and siblings, including the provision of learning resources and facilitating code switching. The study highlighted that blended classroom strategies, parental support, and peer interactions enhance the language learning of young learners. Therefore, the study conclude that effective teaching strategies integrated with technology and multimedia learning materials will aide the preschool teacher to promote the use of English language. Active parental involvement and support also promotes language development, confidence, and classroom engagement. It is recommended that teachers continue to integrate technology with face-to-face interactions to combine the advantages of digital tools with personal engagement. Parents and guardians are encouraged to actively support and guide their child’s English language learning through various home-based initiatives.