Abstract:
The current study examines the relationships between a kindergarten teacher's beliefs and practices of teaching vocabulary to young learners to prepare them for studying in an English Medium of Instruction (EMI) learning environment. Despite the growing number of young learners who are learning in English, even though it is not their home language, we know very little about the beliefs, knowledge, and practices of teachers that contribute to young children's English as an Additional Language (EAL) development, specifically, in terms of their vocabulary. This qualitative case study of a teacher in the Maldives aims to provide a better understanding of the beliefs this teacher holds about teaching young learners and what they need to know to be successful as EAL learners. Focusing specifically on vocabulary learning, this study explores how the teacher's beliefs informed her teaching. Data were gathered through classroom observations and in-depth interviews. Findings reveal that the teacher's beliefs were based partly on her initial teacher education and ongoing learning and partly based on her own observations. Some degree of consistency, as well as conflict, was observed between stated beliefs and practices. The findings identify several issues relating to vocabulary teaching that warrant further attention in policy and practice.
