Disconcerting effects of Teaching English as a second language in preschools in Sabah

Abstract

Teaching English as a second language in preschools is quite a daunting task for the present preschool
teachers. In learning to teach preschool programme in English, they need to have positive perception and
thought as well as the knowledge on language and language teaching. In this paper, perception, thought
and knowledge of using English in preschools of a group of preschool teachers currently teaching in the
West Coast region of Sabah will be the focus of the study. Data were collected by means of questionnaire.
The data were quantitatively analyzed using descriptive statistics. The result indicated a disparity between
teachers’ perceptions between what they should know on how to teach using English language and their
level of preparation for this task. Teachers’ current levels of knowledge of spoken and written English
language structure are insufficient for addressing the instructional needs of children in the preschool.
These teachers too expressed concern regarding their limited knowledge of terminology related to
instruction in English.