Theme-Based Instruction (TBI) program for kindergarten students

Abstract

According to education statistics released by the Korean Educational Development Institute in 2012, over 40% of Korean children attend private or public kindergartens. Students could develop their basic living habits, and physical and psychological maturity through various activities and studies provided by these institutions. In particular, because learning English is considered the most important activity, schools are focusing more than ever before on providing effective English education from an early age. According to Sohn et al., and Kim (2008), approximately 80% of kindergartens implement English education with part-time English or homeroom teachers through programs separate from the mainstream kindergarten curriculum. A research study, however, shows that students could gain a high level of achievement when they follow more cohesive and better organized programs (Kim, 2008; Wolfinger&Stockard, 2003). Therefore, this portfolio will incorporate thematic integrated material to enable students to learn English more effectively. Furthermore, I will suggest a theme-based instructional (TBI) approach with five development tasks for kindergarten students such as language, social studies, art, and exercises with picture books to engage students’ interest. My target learners are 6 year olds who are attending public and private kindergartens. Students tend to be exposed to English for a very limited time since Korea is an English as a Foreign Language (EFL) environment. Moreover, the Edu-Care System which offers full-time instruction in Korean kindergartens would only give learners minimal exposure to the language. Although the Korean government does not allow the formal teaching of English at an early age, most children learn English as an extra-curricular subject in kindergarten (Kim, 2008). My school, for example, provides English instruction for half an hour, three times every weekend. Given that students can sing along with their peers in English using gestures and have a command of content-related words and everyday expressions, nearly all of them are at the Entering level according to WIDA (2012).