Author(s)

Farah Munirah Roslan Johari, Faridah Yunus^*

Faculty of Education, Universiti Kebangsaan Malaysia, Bandar BaruBangi, Malaysia.

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.

Early Literacy Instruction, Literacy Skills, Preschool

Johari, F. and Yunus, F. (2019) Preschool Teachers’ Practices in English Early Literacy Instruction: A Case Study. Creative Education, 10, 2701-2710. doi: 10.4236/ce.2019.1012196.