This study explores the early childhood teachers’ needs in teaching English through effective interaction with young children. Qualitative approach and case study design have been adopted for this study involving six qualified early childhood teachers. Research methods include pre- and post-observation interviews, observations and field notes. Observation were carried out two times for each teacher during free play sessions, meal times, circle times, teaching and learning sessions as well as the storytelling sessions. Thematic analysis is used to analyse the data deductively. The themes emerged are organised to answer the research question. In order to interact effectively in English with the children, the teachers need to have interest in the language and develop self-confidence. Positive English dominant environment is also crucial for the teachers to interact with their colleagues and children in English. In conclusion, it is important to analyse the early childhood education teachers’ needs to ensure the effectiveness of English interaction between them and with the children. The implications of this study highlight that early childhood education teachers need to go for continuous professional training on teaching English to children and there should be monitoring on the use of English as an effective interactional tool.
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In-Text Citation: (Ngajib et al., 2018)
To Cite this Article: Ngajib, S. H. M., Mustafa, M. C., Isa, Z. M., Omar, A., Osman, Z., Arip, M. A. S. bin M., & Ahmad, N. A. (2018). The Needs of Teaching English through Effective Interaction for Early Childhood Teachers. International Journal of Academic Research in Business and Social Sciences, 8(11), 1877–1887.
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