Emerging Challenges in The English Language Pedagogy of Japanese Preschool Teachers in Abira Chou Toward an Intervention Program

Abstract

This study explores the emerging challenges faced by Japanese preschool teachers of Abira Chou in English language pedagogy, a critical area given the increasing emphasis on early childhood English education in Japan. Despite policy reforms and the integration of English into early education curricula, preschool teachers encounter a range of difficulties, including limited English proficiency, inadequate training in early childhood English pedagogy and language anxiety, to name a few. Using qualitative research methods, the study aims to identify and analyze these challenges through semi-structured interviews with preschool teachers in Abira chou, Hokkaido Japan. By understanding the gaps and barriers in their current practices, the research seeks to develop a targeted program that supports teachers in overcoming these obstacles. The proposed program will focus on improving teachers’ English proficiency, providing practical training in language teaching methodologies, and fostering an environment that promotes confidence and cultural acceptance. This study aspires to contribute to the effective implementation of English language education at the preschool level, ultimately enhancing early language acquisition and fostering global competencies in young learners.