Exploring Pre-service Teacher Identity Development in Teaching English for Young Learners

Abstract

Teaching English to young learners presents unique challenges and opportunities, requiring simplicity and clarity in pedagogical methods. This study investigates teaching strategies that emphasize foundational concepts and cater to the distinct cognitive, emotional, and social development needs of young children. Through a qualitative approach utilizing open-ended questionnaires, the research identifies key elements that contribute to effective English language learning in primary school education, especially grade 6. Furthermore, the study explores teacher identity development in the context of international teaching practicums. The findings highlight the critical role of a nuanced and adaptable teaching identity in shaping teaching effectiveness and student engagement in diverse cultural environments. The distinct approaches of two participants demonstrate that successful international teaching requires more than technical proficiency; it also demands a deep understanding of and adaptability to different cultural and educational contexts. By comparing both settings, the research underscores the importance of developing a flexible teacher identity that integrates practical effectiveness with cultural sensitivity. Whether teaching young learners or navigating international environments, teacher identity development emerges as a foundational element in fostering inclusive and engaging learning experiences.