Learning English as a second language through translanguaging in early years

Abstract

This study examines preschool children‟s learning English as a second language in early years education. It is qualitative and uses ethnography as the data collection and analysis method. It was conducted between October 2019 and January 2020 in a private nursery in a city in Turkey. The participant children are 5 and 6 years old. In this study, different bilingual models are discussed, and the construct of translanguaging is used to examine children‟s second language and literacy learning, and their interactions with the teacher and peers in the classroom. The findings show that preschool children learn language and literacy through a flexible language teaching method. The study demonstrates that their expressive skills, vocabulary learning, and math develop in classroom activities. The findings also indicate that the model enables the participant children to improve their first language (Turkish) skills.