The Influence Of English Education In Kindergartens On Pupils’ Learning English

Nowadays, there is a lot of controversy about whether to continue Englisheducation in kindergarten. I’d like to discuss the issues whether and what and whyEnglish education in kindergarten affects low grade students to learn English, so thatcan reveal it and provide suggestions to the connections of English education betweenkindergarten and primary school.Through the use of interview methods, this article draws conclusions with threetypes of samples about teachers, parents and students. Interviews with teachers are toanalyze the reasons affecting low grade students’ English learning and to understandtheir attitude towards English education in kindergarten; Interviews with parents aremainly in order to understand their attitude and purposes for pre-school English learning;while interviews with students are to gather the multi-view materials by analyzingdifferent reasons affecting the students’ English learning.This study choose six English teachers for interview, all of them are teachinggrade1-2in primary school;20parents and20students from the classes of the first andsecond grade are selected, the parents should be the interviewed students’ parents, andthe students should be these who learned English in kindergarten.By collecting, reorganizing and analyzing interviews materials, we find that75%of teachers disagreeing kindergarten children to learn English, although70%of theparents agreeing for that. However, half of the students are willing to learn English inkindergarten and the rest are not.The study also finds that all of the respondents admit there are advantages anddisadvantages of English education in kindergarten. The teachers believe that there arebeneficial influences including leading roles, the ability to accept; while adverseinfluences are inaccurate tone of voice, weariness, lack of confidence and sustainablecapacity of learning. The parents and students talk about some beneficial effects,including personality, accomplishments, adaptability, but many parents also makemention of the pronunciation, sustainable capacity of learning and interests areadversely affected, which are exactly the factors the children surveyed insist the badaspects of English education in kindergarten. Although the three parties admit that thereare some positive influences, we find all of adverse impacts are fatal problems affecting students’ future English learning.The study shows that50%of the students are willing to learn English inkindergarten, but there are many reasons for the impacts, and teachers, games and prizesare the most important. These reasons are from the impacts of external stimulation,which don’t last too long and have not yet transformed into children’s own motivationfor learning. Meanwhile, through the analysis of the parents interviewed found thatwhether the children in kindergarten to participate in English learning depends on theirparents. Therefore parents’ guidance is critical to the children’s English learning.Based on the above analysis, the following recommendations are: firstly, I suggestthat kindergartens do not offer English courses; secondly, English education inkindergarten should be more concerned about the habits education, instead of Englisheducation; thirdly, parents should hold a rational view on the current English educationin kindergarten, neither seeking quick success and instant benefits nor making the riceshoots grow by pulling them up.The conclusions of this study, not only enriching the feasibility study of Englisheducation in kindergarten and revealing effects of it, but also has some practicalsignificance, by providing references and suggestions for improvement andpolicies-making of the current English education in kindergarten.