Teaching English to Young Learners: Insights from Second Language Acquisition Theory

Videlindah Ani Sophiandry Haan; Januar Lorenzo Batista Balol; Muhammad Arsyad

doi:10.63924/jsid.v8i1.280

Authors

Videlindah Ani Sophiandry Haan Aryasatya Deo Muri University https://orcid.org/0009-0003-7641-6846
Januar Lorenzo Batista Balol Nusa Cendana University
Muhammad Arsyad Yogyakarta State University

DOI:

https://doi.org/10.63924/jsid.v8i1.280

Keywords:

Early Childhood Education, Second Language Acquisition, English Language Teaching, Young Learners, Language Development

Abstract

Early childhood is widely recognized as a critical period for language development; however, the implementation of English instruction at this level remains inconsistent, particularly in contexts with limited resources and insufficient teacher preparation. This gap highlights the need for a deeper understanding of how early English education is practiced and its impact on young learners. Therefore, this study aims to examine the importance of introducing English to young learners by exploring its benefits, instructional practices, and associated challenges in early childhood education. This study employed a descriptive qualitative approach, utilizing classroom observations, semi-structured interviews, and document analysis to investigate teaching practices and learner responses in an early childhood education setting. The findings indicate that early exposure to English significantly enhances children’s vocabulary acquisition, pronunciation, and language awareness. Additionally, it contributes to broader developmental aspects, including cognitive growth, memory, and social interaction. The study also reveals that interactive and engaging teaching methods such as Total Physical Response (TPR), songs, storytelling, games, and visual media are highly effective in promoting student engagement and retention. However, several challenges persist, including limited teacher expertise in Teaching English to Young Learners (TEYL), inadequate instructional materials, and insufficient parental involvement. These findings imply that the successful implementation of early English instruction requires a comprehensive approach, including continuous teacher professional development, improved access to learning resources, and strengthened collaboration between schools and families. Overall, early English education plays a crucial role in equipping children with essential language and communication skills for future academic success and global participation.

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