An Investigation on Asian Migrant Children of 3-4 Years old Learning English when English is not their first Language

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ACKNOWLEDGEMENT

I would first like to express my gratitude for my research supervisor, colleagues, and peers and family whose immense and constant support has been a source of continuous guidance and inspiration.

DECLARATION

I [type your full first names & surname here], declare that the following dissertation/thesis and its entire content has been an individual, unaided effort and has not been submitted or published before. Furthermore, it reflects my opinion and take on the topic and is does not represent the opinion of the University.

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ABSTRACT

No matter what kind of ongoing policy, situations, and debates exist, many private kindergartens still provide English teaching in order to satisfy parents' expectations and to maintain the survival of the kindergarten itself. The focus of concern has been transferred gradually to how to teach English well rather than if English should be taught in preschool. In fact, kindergarten teachers should be concerned with the quality of English teaching. Improvement of teacher training in either early childhood education or teaching English has been suggested in many studies and reports as well. In order to improve the quality of preschool English teaching methods as well as solve teaching problems, ESL teachers have to determine how to effectively help ESL kindergarten children of Pakistani origin acquire the English language in ESL contexts. Long (1990) argues that there are sensitive periods governing language development, first or second, during which the acquisition of different linguistic abilities is successful and after which it is irregular and incomplete. The first chapter provides introduction to the topic, followed by the literature review. The methodology is covered in the third chapter, while the findings are presented in the fourth chapter. The fifth chapter concludes the dissertation.

TABLE OF CONTENTS

ACKNOWLEDGEMENTII

DECLARATIONIII

ABSTRACTIV

CHAPTER 1: INTRODUCTION1

Background of the study1

Problem Statement1

Purpose of the Study2

Aims and Objectives2

Rationale of the Study3

Research Questions/Hypotheses5

Research Questions5

Hypotheses5

Significance of the Study6

CHAPTER 2: LITERATURE REVIEW7

Theoretical Framework7

ESLIEFL for Non-Native English Speakers7

Kodaly Teaching Method8

The power of Rhythmic teaching9

Music as a medium for teaching poems and colour names10

CHAPTER 3: METHODOLOGY12

Research Approach12

Research Design13

Sample13

Data Collection14

Reliability and Validity15

CHAPTER 4: FINDINGS17

Procedures17

Data Analysis17

Results18

Results of the ANCOVA analysis and SPSS23

Discussion25

CHAPTER 5: CONCLUSION28

Summary28

Limitations of the Study28

Implications for Future Research30

Recommendations31

Conclusion32

REFERENCES34

APPENDIX A40

APPENDIX B41

APPENDIX C43

APPENDIX D44

APPENDIX E45

APPENDIX F46

APPENDIX G47

CHAPTER 1: INTRODUCTION

Background of the study

English is one of the most important languages of the world. In addition to being a global lingua franca, English is also a dominant language due to the explosive growth of the Internet during the 1990s (Baugh & Cable, 2002). It is safe to say that it is difficult in today's world to be active and successful in international business, politics, scholarship, or science without considerable competence in English (Krashen, 2003).

Since English is an international language for communication, it has become the most important foreign language for most Pakistani people living in London, UK. Shen (2001) states that Pakistani parents in London, consider English an important tool for their children's future job entry, as well as an essential test subject for entering ...