The Views/Suggestions of In-service ELT Teachers on Children’s English Language Learning Experiences in Preschools

As an increasingly researched field, the teaching of English to very young learners has been widely discussed globally for many years. In Turkey, numerous studies have focused on material design, teaching instruments, effective teaching methods, and classroom management within the context of English language teaching in preschool education. However, a gap exists in the literature regarding the outcomes of this process—specifically, the effects of early childhood English language teaching on primary school students. Since the role of the teacher is a key component of effective English language instruction, this study explores the perspectives of primary school English as a Foreign Language (EFL) teachers regarding English instruction in preschool education. In this qualitative study, 36 EFL teachers participated in semi-structured interviews, and the data was analyzed using content analysis. The findings reveal that in-service primary school EFL teachers generally acknowledge the critical importance of English language instruction at an early age. However, they also identified challenges stemming from unsystematic and insufficient English language teaching practices in preschool education in Turkey. Additionally, they suggested that English language teaching should be made compulsory in preschool education.