AN EXPLORATION OF TEACHERS’ PERCEPTIONS OF SYNTHETIC PHONICS AND WHOLE LANGUAGE APPROACHES IN EAL EARLY LITERACY CLASSROOMS

Abstract

Purpose - Although the discussion about the best method of teaching reading has been ongoing over the decades, little has been understood about the relative perceptions of synthetic phonics with the whole language approach in the early development of literacy levels among English as an Additional Language (EAL) students. The current paper aims at explaining the way in which teachers conceptualise, interpret, and operationalise these strategies to facilitate the development of literacy among young learners. The study also offers information on the good practices in multilingual learning settings by demonstrating the importance of instructional decisions in determining literacy outcomes. 

Methodology - The proposed study has a qualitative design that will use semi-structured interviews to explore the perceptions of teachers about synthetic phonics and whole language instruction in EAL early literacy classes. A total of six teachers were purposely selected in one international school in Selangor were involved, three in the Early Years and three in the Key Stage 1. The thematic analyses used to determine common trends and lessons in teaching.

Findings - The study established a difference in perceptions among teachers in the use of synthetic phonics and whole language as tools of facilitating the early literacy development of EAL learners. Educators came to realise that synthetic phonics provides a solid base in abacus and spelling, which is especially beneficial to younger students who have little experience with the English language. At the same time, they appreciated whole language due to its ability to encourage understanding, word development and reading interest. However, there were issues in trying to balance the two methodologies within curricular considerations since educators would often focus on phonics due to its guided and measurable results. Another theme of the analysis was related to the customization of whole language practices to the needs of different learners and the consistency across the classroom, which serves as the reason why integrated models of instruction are essential. 

Significance - A major contribution of the study to the research body is that it enlightens teachers on their perceptions of synthetic phonics and whole language in early literacy classes. The research will help to make pedagogical decisions more informed by defining the strengths, limitations, and challenges of both methods and will help to develop instructional methods that cater more effectively to the diverse literacy requirements of multilingual learners. 

Keywords- Synthetic phonics; whole language; EAL learners; early literacy; teachers’ perceptions; reading instruction.