Learning an additional language, either as a second or a foreign language, is complicated and requires extensive support. Learning English in Thailand is especially tough, as there is a lack of support in the wider social context as well as in schools and classrooms. This research study centres on the young children's achievement in learning English as a second or a foreign language. The theoretical framework of this study is based on claims about young learners' positive characteristics that facilitate language learning. It draws on Vygotsky and Bruner's concepts about children's learning, which are the reflections on Piaget's theory of development, especially in terms of sociocultural theory, as well as some relevant concepts on second language acquisition, task-based language teaching (TBLT), and interactions in learning. This study investigates the implementation of this EFL program instruction with English as the only medium of instruction delivered to these early-years learners in a late kindergarten level who are limited in capacity to communicate with other people even in their own first language. The focus is on language learning policy and language use. In the area of language learning policy, it explores how the formulated policy turns into the curricular focuses to promote English language acquisition. In the area of language use, it investigates the . classroom activities and how the teacher and the learners play roles in promoting or impeding the language learning in this classroom practice. This research study is conducted in interpretive/naturalistic paradigm to collect qualitative data authentically emerging during the instructional process in the 'natural setting' (Richards 2003: 10), through three major kinds of instruments: document reviews; observations; and interviews.
|Date of Award||2011|
|Supervisor||Richard Kiely (Supervisor)|