INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 06,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 472
USING MODERN METHODS IN TEACHING ENGLISH TO
PRE-SCHOOL LEARNERS
Moydinova Shohida Ismailjanovna
Senior teacher of Andijan state institute of foreign languages
Abstract:
The increasing global demand for English language proficiency has influenced many
countries to incorporate English teaching into early childhood education. This paper explores
the use of modern teaching methods in teaching English to pre-school learners (ages 3–6). It
provides an in-depth analysis of contemporary pedagogical approaches, including play-based
learning, storytelling, Total Physical Response (TPR), technology-enhanced instruction, and
multisensory techniques. Through literature review, classroom observation, and teacher
interviews, this study highlights the benefits, challenges, and practical applications of these
methods. The findings confirm that modern methods, when developmentally appropriate and
learner-centered, can significantly enhance young children’s English language learning
experience.
Keywords
: early childhood education, preschool, English language teaching, modern methods,
play-based learning, TPR, digital tools, language acquisition
INTRODUCTION
In the age of globalization, English has become a key language for international
communication, academic success, and future career opportunities. As such, introducing
English at the preschool level is gaining popularity worldwide. However, teaching a foreign
language to young learners requires an approach fundamentally different from that used with
older children or adults. Preschool children are in the early stages of cognitive, emotional, and
linguistic development, requiring methods that are interactive, engaging, and tailored to their
learning styles.
Traditional methods such as grammar-translation and rote memorization are often ineffective
and even detrimental for young learners. Modern methods, informed by research in
developmental psychology and second language acquisition, emphasize active learning,
contextual understanding, and emotional engagement. This paper aims to examine the
effectiveness of these modern methods in preschool English language instruction.
Literature review
Language acquisition theories, particularly those of Vygotsky (1978) and Piaget (1951),
emphasize the importance of social interaction, play, and sensory experiences in early learning.
Vygotsky’s concept of the Zone of Proximal Development (ZPD) supports scaffolding in
language learning, where adult or peer support helps a child perform tasks they could not do
alone. Piaget highlights how children construct knowledge through hands-on experiences and
symbolic play, which is essential for early language learning.
Early language acquisition
Children between ages 3 and 6 are in a critical period for language learning. According
to Lenneberg’s Critical Period Hypothesis, young learners acquire new languages more
naturally and with greater ease than older learners. They are less inhibited, more open to
imitation, and capable of acquiring native-like pronunciation.
MODERN METHODS IN EARLY ENGLISH LANGUAGE TEACHING
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 06,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 473
1)Play-Based Learning
A teacher introduces the names of toys in English during free play time. While playing with
a dollhouse, the teacher says, “This is a chair,” and encourages children to repeat and place the
chair in the correct room.
2)Total Physical Response (TPR)
The teacher gives commands like “Jump!”, “Clap your hands!”, or “Touch your nose!”
while doing the actions. Children imitate the teacher, learning the meaning through movement.
3)Storytelling and Songs
A teacher reads Brown Bear, Brown Bear, What Do You See? and asks children to point to
animals and colors as they appear. Songs like Head, Shoulders, Knees, and Toes teach div
parts while children perform the actions.
4)Multisensory and Visual Aids
Using a puppet to introduce new vocabulary, e.g., a frog puppet named Freddy who says,
“Hello! I like apples!” while showing an apple flashcard. Children are more likely to remember
the word apple because it’s presented visually and dramatically.
5)Technology-Enhanced Learning
Using an English language learning app such as “Lingo kids” where children match pictures
with spoken words. Interactive screens help them associate images, text, and sounds.
METHODOLOGY
This study used a qualitative case study approach involving five kindergartens across
urban and semi-urban areas. Data collection methods included:
- Classroom Observation
: Lessons were observed over a 6-month period.
- Teacher Interviews
: Semi-structured interviews were conducted with 15 preschool
English teachers.
- Document Analysis
: Lesson plans, teaching aids, and digital resources were analyzed
to understand the methods used.
Each school incorporated a blend of methods and provided examples of their weekly English
activities and visual documentation such as photos and videos.
RESULTS AND DISCUSSIONS
Teachers reported that modern methods dramatically increased student engagement. In one
class, children sang The Wheels on the Bus using a toy bus and miniature characters. The
classroom became animated, with learners participating enthusiastically, repeating phrases like
“The horn on the bus goes beep, beep, beep.”
Language Development
Children exposed to songs and stories acquired a larger vocabulary and used full sentences
earlier.
After regular reading of The Very Hungry Caterpillar, children could say, “On Monday, he
ate one apple,” using correct sentence structure and days of the week.
Emotional and Social Growth
Learning through games and group work built confidence and encouraged teamwork. In a
memory card game with food vocabulary (e.g., banana, carrot, milk), children helped each other
find matching cards, using English phrases like “Is this milk?” or “Yes, I found it!”
Challenges Identified
- Lack of Teacher Training
: Some teachers were unfamiliar with how to use digital
tools or implement TPR beyond simple commands.
- Resource Limitations
: Schools in rural areas lacked access to computers or projectors.
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 06,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 474
- Classroom Size
: In a class of 30, it was difficult to involve each child in hands-on or
speaking activities.
Nevertheless, teachers found that even simple tools like handmade flashcards, printed
storybooks, and real objects could make lessons effective when used creatively.
CONCLUSION
Modern teaching methods are essential for effective English language instruction in
preschool settings. Play-based learning, TPR, storytelling, and technology-assisted tools create
a supportive and engaging environment that aligns with the developmental needs of young
children. These methods not only promote language acquisition but also enhance cognitive,
emotional, and social growth. Educators who adapt and innovate in the classroom—regardless
of resources—can foster a positive and memorable language learning experience.
Recommendations
1.Teacher Training Programs
: Include hands-on workshops in teacher education programs
focused on storytelling, TPR, and the use of technology. Conduct practical seminars where
teachers practice using puppets and creating their own storybooks.
2.Curriculum Integration
: Create a preschool English curriculum that aligns with
developmental milestones. Include weekly themes such as “Fruits,” “Animals,” and “My
Body,” with accompanying songs, crafts, and games.
3.Use of Local Resources
: Encourage the adaptation of familiar folk tales and songs into
simple English. Translate and simplify local fairy tales like "Zumrad and Qimmat" into English
with visual aids.
4.Parental Involvement
: Provide parents with English songs or short videos to watch with
their children at home. Share links to Cocomelon or Super Simple Songs via parent chat groups.
5.Monitoring and Assessment
: Use portfolio-based assessment including drawings, recordings,
and checklists. Record a child saying, “I see a cat!” during play and add it to their language
development file.
References:
1.Asher, J. (1977). Learning Another Language through Actions: The Complete Teacher's
Guidebook. Sky Oaks Productions.
2.Brewster, J., Ellis, G., & Girard, D. (2012). The Primary English Teacher’s Guide. Penguin
English.
3.Cameron, L. (2001). Teaching Languages to Young Learners. Cambridge University Press.
4.Lenneberg, E. H. (1967). Biological Foundations of Language. Wiley.
5.Piaget, J. (1951). Play, Dreams and Imitation in Childhood. Norton.
6.Shin, J. K., & Crandall, J. (2014). Teaching Young Learners English: From Theory to
Practice. National Geographic Learning.
7.Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological
Processes. Harvard University Press.
