Beschreibung
The study addresses the question of how preschool teachers who work in regular state inclusive preschools can be qualified to teach English as a foreign language. Through the longitudinal case study, which followed the principles of participatory action research, substantial insights were gained which can be transferred to other pre-primary contexts.
Autorenportrait
Dr. Kirsten Birsak de Jersey lehrt am Institut für Anglistik an der PH-Freiburg und unterrichtet im Elementarbereich.
Inhalt
1. Introduction
2. Relevance of introducing English in preschool
3. Contextual factors affecting the introduction of English in the multilingual inclusive state preschool
4. Research on professional language teacher education and teacher competences
5. The preschool teacher education project: researching professional development through an approach of participatory action research
6. The research approach: participatory action research and multiple case study design
7. Presenting case study results
8. Conclusions and Perspectives
Bibliography
Appendix 1: Materials
Appendix 2: Interview Guidelines
Appendix 3: Questionnaire
