New Zealand Early Childhood Teachers Beliefs and Practices in

Supporting English Acquisition for Asian Immigrant English

Language Learners (ELLs)
Mazlina Che Mustafa1 and Assoc. Prof Judith Duncan2
1

School of Educational Studies and Leadership, University of Canterbury,

New Zealand
mazlina.chemustafa@pg.canterbury.ac.nz
2
School of Educational Studies and Leadership, University of Canterbury,
New Zealand
judith.duncan@canterbuy.ac.nz
ABSTRACT
There has been an increasing enrolment of Asian immigrant English
language learners (ELLs) in New Zealand early childhood centres (ECE)
due to large rises in immigration families from non-English speaking
countries and an increase in children born to bilingual parents in New
Zealand. This phenomenological case study explored the beliefs and
practices of early childhood teachers in supporting English acquisition for
Asian immigrant English language learners (ELLs). The focus of the study
was on analysing early childhood teachers beliefs on how they can
support English acquisition among Asian immigrant ELLs and discovering
how these beliefs influence their practice in early childhood education
setting. The theoretical framework of this research drew on a range of
perspectives, including (i) sociocultural position initially framed by Lev
Vygostky (1978), (ii) the notion of cultural participation and transformation
as argued by Barbara Rogoff and (iii) important concepts of second
language acquisition discussed by Baker (2006) and Krashen (1988).
Research

methods

involved

were

semi-structured

interviews

and

observations. Two qualified early childhood teachers from an early

childhood centre participated in this study by sharing their beliefs during
the interviews with regard to supporting English acquisition for Asian
immigrant ELLs at their centre and being observed while they interacted
with case study Asian immigrant ELLs. The findings which were analysed
using thematic analysis presented four themes, namely beliefs, practices,

relationship and identity. These themes impacted the learning experiences

for the Asian immigrant ELLs and other children attending the ECE as well
as the teachers. This study will provide a basis from which to consider how
early childhood teachers in New Zealand could support English acquisition
among Asian ELLs, while valuing and supporting childrens cultural
background.