English vocabulary instruction in six early childhood classrooms in Hong Kong

Abstract

Vocabulary instruction during English language learning was observed for one week in six classrooms (three K2 classes for four-year olds and three K3 classes for five-year olds) from three kindergartens in two districts of Hong Kong. From 23 sessions of observations and 535 minutes of data, field notes were coded to identify instances of vocabulary instruction and the strategies used to teach words. Participating teachers were also interviewed about their educational and professional backgrounds, as well as their beliefs and practices in English language teaching. Planned vocabulary instruction occurred in the context of storybook read aloud and theme-based learning. Words were also briefly taught during phonics instruction, which was pervasive and used to facilitate the learning of letter sounds. Teachers acknowledged the importance of oral language in the teaching and learning of English and their reported beliefs reflected their observed pedagogical practices. However, teachers mainly used strategies that enhanced the recognition and memorisation of words and, rarely, the understanding and application of words.

Keywords:

• vocabulary
• early English language learning
• teaching English as a second language