ALIGNING PRESCHOOL ENGLISH TEACHING WITH CEFR PRE-A1: INSIGHTS FROM PRIVATE PRESCHOOL TEACHER
DOI:
https://doi.org/10.55197/qjssh.v7i4.1274Keywords:
CEFR Pre-A1, ESL preschool Malaysia, early childhood English learning, preschool English curriculum, CEFR alignment, English language education for 4-year-oldsAbstract
Early English learning in Malaysian preschools is increasingly important as educators prepare children for a globalised world. While the CEFR has been adopted nationally, little is known about how private preschool lessons align with Pre-A1 expectations. This study explored teachers’ beliefs, classroom practices and CEFR alignment through interviews with ten teachers and twenty hours of observations in three private preschools. Findings show that teachers value oral exposure and playful activities such as songs, chants, repetition and worksheets, which support vocabulary recognition and basic listening. However, opportunities for spontaneous speech, simple communication and story comprehension remain limited, partly due to teachers’ unfamiliarity with CEFR. To address this gap, a practical seven-step process model is proposed to guide lesson planning, CEFR alignment and reflection. The study highlights the need for professional development and clear guidance, enabling teachers to implement CEFR principles effectively and create richer, more interactive English learning experiences for young learners.
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