| 英文摘要 |
The present study aimed to investigate how a public preschool teacher developmental approach can still be maintained once English is added to early childhood education, and achieve professional growth in action. The research participants are 30 children in public preschool aged 4-5 and aged 5-6, as well as their parents and class teacher. Researchers integrate English into daily routine activities and diverse teaching activities, so that children have the opportunity to be exposed to English and develop interest in foreign languages. Researchers participate in workshops to increase their abilities, then return to the preschool to teach. Professors observe and discuss the teachers lectures, and improve on the researcher’s teaching professional ability. Then, they adjust the teaching action research model through teaching observation, interviews, reflection notes, and collection of documents. The results of the two-year research found that English teaching activities can be integrated into daily routines, transfer time, media in the study area and theme time, using English language songs, rhythms, picture books, board game teaching aids, and games. Finally, based on the results found in this research, some concrete recommendations are provided to teachers and future researchers for preschool children.
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