When English Meets Early Childhood Education: Challenges in Indonesian Kindergarten Classrooms

Abstract

This study investigates the challenges faced by kindergarten teachers in teaching English as a foreign language (EFL) in Indonesian early childhood education settings. Using a qualitative research design, data were collected through semi-structured interviews and classroom observations involving kindergarten teachers responsible for English instruction. The findings reveal four major challenges: limited professional training in teaching English to young learners, unclear curricular guidance for early English instruction, limited use of English in classroom interaction, and classroom management difficulties. Among these, insufficient teacher training emerged as the most dominant issue, influencing teachers’ pedagogical confidence, instructional strategies, and language use in the classroom. Teachers reported that pre-service and in-service training programs emphasized theoretical knowledge rather than practical approaches suitable for young learners. The absence of clear curricular direction and limited instructional time further contributed to inconsistent teaching practices. Additionally, teachers’ varying levels of English proficiency affected their ability to provide accurate language models, often resulting in heavy reliance on the first language. Classroom management difficulties were also intensified by children’s limited comprehension of English instructions. These findings highlight the need for clearer curricular frameworks, targeted professional development, and improved pedagogical support to enhance the quality of early childhood EFL instruction in Indonesia.