Sustainable Early English Language Education
Exploring the Content Knowledge of Six Chinese Early Childhood Education Teachers Who Teach English as a Foreign Language
Bibliographic Data
| ID | 22044188 |
|---|---|
| Authors | Xiaobo Shi (0000-0002-0557-6717, Henan Normal University), Susanna Siu-Sze Yeung (0000-0003-0079-7155, Education University of Hong Kong) |
| Year | 2024 |
| Volume | 14 |
| Issue | 10 |
| Pages | 1061 |
| Publication date | 2024-09-27 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci14101061 |
| OpenAlex | W4402919303 |
| Language | EN |
| References cited | 26 |
The importance of content knowledge (CK) for effective teaching and student learning is widely recognized. However, there is still a lack of detailed understanding of the CK held by early childhood education (ECE) teachers, particularly those teaching English as a foreign language (EFL). To fill this gap, our study utilized a qualitative approach, specifically stimulated recall classroom observation, to examine the various categories and subcategories of CK among Chinese EFL teachers in kindergartens. Six EFL teachers participated, two with English backgrounds and four with ECE backgrounds. Our findings highlight the multifaceted nature of CK in ECE EFL teaching, identifying three categories: knowledge of first language (L1) acquisition, knowledge of second language (L2) acquisition, and knowledge of linguistics. Notably, there were significant differences between the teachers with English and ECE majors, particularly in the most frequently mentioned CK subcategory and in how L1 is learned. This study not only illuminates these differences but also provides valuable insights for future research and practical applications in ECE EFL teacher education
English as a foreign language · English language · Foreign language · Language assessment · Linguistics · Mathematics education · Pedagogy · Global Educational Policies and Reforms · Mathematics Education and Teaching Techniques · Psychology · Teacher Education and Leadership Studies
The distinctive characteristics of foreign language teachers
A mixed method study of EFL teacher knowledge and practice in Chinese kindergartens
Variations in novice and experienced L2 teachers’ pedagogical cognitions and the associated antecedents in tertiary-level online instructional contexts
Those Who Understand
Do teacher talk features mediate the effects of shared reading on preschool children's second-language development
Teachers’ Content, Pedagogical, and Technological Knowledge, and the Use of Technology in Teaching Pronunciation
Challenges in Teaching English to Young Learners
The Interaction between Language Skills and Cross-Cultural Competences in Bilingual Programs
Knowledge and Teaching
Content Knowledge for Teaching
| Highly cited | No |
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