Stakeholder Engagement and Technological Support in Advancing English Language Competence of Early Childhood Teachers

Abstract

Improving early childhood English competency is crucial, as it impacts their role as language models and facilitators of children's language development. Technological support offers an approach to enhancing teachers' English proficiency and pedagogical practices. This research aims to analyze the effect of stakeholders on strengthening early childhood teachers’ English proficiency through technological support. This study uses a quantitative survey research design that can be a quantitative descriptive design with a cross-sectional approach. The sample in this study was early childhood students and stakeholders, who were determined using the purposive sampling technique. The data collection techniques used are questionnaires, interviews, and documentation. Data is then analysed descriptively. The involvement of stakeholders, especially school principals, supervisors, and education policy makers, plays an important role in improving the English language skills of pre-school teachers through programs: English curriculum integration, selection process through English interviews, Internship in bilingual schools, English extracurricular activities and optimal use of technology in the learning process. Technology tools play a crucial role in developing basic English language skills like listening, reading, speaking, and writing for early childhood teacher.