An Investigation into The Implementation of An English Language Preparation Program for Preschool Children in Kindergartens in Cao Lanh Ward, Dong Thap Province

Abstract

This study examines the implementation of an English Language Preparation  program for preschool children in kindergartens in Cao Lanh Ward, Vietnam. Using a descriptive survey design, data were collected from 32 preschool administrators, 70 teachers, and 143 parents through structured questionnaires. Quantitative data were analyzed using descriptive statistics, while qualitative responses were organized into broad thematic categories. The study explores stakeholders’ perceptions of program implementation, supporting conditions, and perceived challenges. The findings indicate that the program has been implemented for a considerable period in most kindergartens and is delivered with a consistent time allocation. Stakeholders generally expressed positive attitudes toward early English exposure, particularly regarding its role in fostering children's interest, enjoyment, and social interaction. Parents also reported high levels of children's enthusiasm and spontaneous use of English at home. Despite these positive perceptions, several persistent challenges were identified, including shortages of qualified teaching staff, inadequate facilities and instructional materials, and limited opportunities for teachers’ professional development, particularly in developmentally appropriate pedagogy and assessment practices. However, these findings should be interpreted with caution, as stakeholders’ perceptions do not provide direct evidence of instructional quality, program effectiveness, or children's English language development. The findings suggest that although the program has received broad stakeholder support, its long-term quality and sustainability depend on stronger institutional support, targeted professional development for teachers, and enhanced collaboration between schools and families.