TEACHING ENGLISH AS A SECOND LANGUAGE IN CZECH KINDERGARTENS

Caren Musungu

Diplomová práce

Not applicable

Abstract:

This thesis investigates the teaching of English as a second language (ESL) in Czech preschools from the perspective of educators with diverse cultural and professional backgrounds. The study aims to understand the perception of teachers teaching English as a second language, support systems specifically ongoing professional development, and challenges and expectations of these teachers, and how they influence the implementation of ESL practices in early childhood education in the Czech Republic. The research employed a qualitative methodology using semi-structured interviews. Participants were seven from different countries Ghana, Kenya, Botswana, Canada, and the United States. These individuals included current preschool teachers and early childhood education professionals, many of whom had lived or worked abroad. The interviews explored their attitudes toward ESL in preschools, their experiences with ESL environments, and their views on the cultural, developmental, and pedagogical implications of early English instruction. Thematic analysis of the data revealed several key findings. Participants generally acknowledged the cognitive and social benefits of early exposure to English, such as improved communication skills, greater cultural awareness, and long-term academic advantages. However, concerns were also raised regarding the readiness of some Czech preschools to implement quality ESL programs, the potential limited access to English education. Teachers from the American contexts tended to emphasize the adaptability and resilience of young learners in bilingual environments, while those from African backgrounds often highlighted structural and policy-related challenges. The study also uncovered the growing demand for English instruction. All the respondents argued that when implemented playfully and contextually, English instruction could enrich the preschool experience without compromising cultural or linguistic integrity. Overall, the research underscores the need for culturally responsive, developmentally appropriate ESL methodologies tailored to local preschool settings. It calls for more training and support for early childhood educators in teaching English, along with inclusive policy frameworks that recognize both the value of English as a global lingua franca. This study contributes to the broader discourse on ESL, early language acquisition, and globalization in education. It offers practical insights for educators, policymakers, and curriculum designers seeking to balance global linguistic trends with local educational values. By amplifying the voices of educators with varied experiences, the thesis sheds light on the complex realities of teaching English as a second language in Czech preschools and advocates for an early English language approach.

Abstract:

This thesis investigates the teaching of English as a second language (ESL) in Czech preschools from the perspective of educators with diverse cultural and professional backgrounds. The study aims to understand the perception of teachers teaching English as a second language, support systems specifically ongoing professional development, and challenges and expectations of these teachers, and how they influence the implementation of ESL practices in early childhood education in the Czech Republic. The research employed a qualitative methodology using semi-structured interviews. Participants were seven from different countries Ghana, Kenya, Botswana, Canada, and the United States. These individuals included current preschool teachers and early childhood education professionals, many of whom had lived or worked abroad. The interviews explored their attitudes toward ESL in preschools, their experiences with ESL environments, and their views on the cultural, developmental, and pedagogical implications of early English instruction. Thematic analysis of the data revealed several key findings. Participants generally acknowledged the cognitive and social benefits of early exposure to English, such as improved communication skills, greater cultural awareness, and long-term academic advantages. However, concerns were also raised regarding the readiness of some Czech preschools to implement quality ESL programs, the potential limited access to English education. Teachers from the American contexts tended to emphasize the adaptability and resilience of young learners in bilingual environments, while those from African backgrounds often highlighted structural and policy-related challenges. The study also uncovered the growing demand for English instruction. All the respondents argued that when implemented playfully and contextually, English instruction could enrich the preschool experience without compromising cultural or linguistic integrity. Overall, the research underscores the need for culturally responsive, developmentally appropriate ESL methodologies tailored to local preschool settings. It calls for more training and support for early childhood educators in teaching English, along with inclusive policy frameworks that recognize both the value of English as a global lingua franca. This study contributes to the broader discourse on ESL, early language acquisition, and globalization in education. It offers practical insights for educators, policymakers, and curriculum designers seeking to balance global linguistic trends with local educational values. By amplifying the voices of educators with varied experiences, the thesis sheds light on the complex realities of teaching English as a second language in Czech preschools and advocates for an early English language approach.

Keywords

Native teacher, bilingualism, scaffolding, multiligualism, lingua franca

Jazyk práce: angličtina

Datum vytvoření / odevzdání či podání práce: 25. 6. 2025

Zveřejnit od: 31. 12. 2999

Obhajoba závěrečné práce

• Vedoucí: Mgr. Janet Wolf, Ph.D. et Ph.D.

UNIVERZITA HRADEC KRÁLOVÉ

Pedagogická fakulta

Magisterský studijní program / obor:
Early Childhood Education with a Focus on Children with Special Needs / Early Childhood Education with a Focus on Children with Special Needs