Teaching English to young learners: a comparison of kindergarten and primary school methods

This article argues that kindergarten and primary school English teaching requirequalitatively different pedagogies, not merely simpler and harder versions of the samemethod. Using a comparative analysis of developmental and second languageacquisition research, supported by the author’s reflective practice in both settings, thestudy identifies the distinct goals, techniques and teacher roles that suit each stage. Italso identifies two common errors: pushing formal literacy and grammar intokindergarten too early, and keeping primary classes at a play-only level after learnersare ready for structured work. The article proposes continuity through deliberate“bridging” practices, so that the transition between stages builds on what childrenalready know. The findings offer practical guidance for English teachers and forteacher-training programmes in Uzbekistan.