CRITICAL CHALLENGES AND METHODOLOGICAL APPROACHES IN TEACHING ENGLISH TO YOUNG LEARNERS IN PRIMARY SCHOOLS
Abstract
Early English language instruction plays a crucial role in developing communication skills and fostering lifelong learning attitudes among young learners (YLs). However, teaching English at the primary school level presents unique methodological challenges such as maintaining learners’ motivation, addressing diverse learning needs, and employing age-appropriate materials and assessment strategies. This study investigates these critical issues through a mixed-method research design involving primary school English teachers. Findings reveal significant gaps in teacher preparation, resource availability, and assessment practices. The study proposes adaptive, learner-centered methodologies to enhance engagement and language acquisition efficacy in early English education. Implications for pedagogy and policy are discussed.