TRIANGULATING ADAPTED CAMBRIDGE PRE-A1 STARTERS ASSESSMENT AND PRESCHOOL OBSERVATIONS: A MALAYSIAN CASE STUDY
DOI:
https://doi.org/10.55197/qjssh.v7i4.1275Keywords:
CEFR Pre-A1, preschool English, Cambridge starters, classroom observation, triangulation, early childhood language learningAbstract
As CEFR becomes part of early childhood education in Malaysia, understanding how preschool learners perform against Pre-A1 standards in real classroom settings are increasingly important. This case study looked at how 34 four-year-old and five-year-old children at a private preschool performed in an adapted Pre-A1 English assessment and compared it to classroom observations of language use in daily routines and play. They were tested on topics they had learned and the test covered listening, speaking, reading and writing. Results showed that listening was the strongest skill, with five-year-olds doing slightly better than four-year-olds. Speaking, reading and writing were more challenging and children often used Malay language or gestures when talking to peers. English was mainly used by teachers for everyday instructions and children rarely spoke English spontaneously. Writing was the hardest skill, reflecting limited vocabulary and early literacy development. Overall, the study highlights a gap between understanding and using English. While children can follow instructions, they often struggle to express themselves. The findings suggest the need for classroom activities that give children more opportunities to speak and write in English, with support suited to their age and abilities.
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