Exploration of early years teachers’ English literacy pedagogies in a private school in Karachi

Date of Award

2025

Degree Type

Dissertation

Degree Name

Master of Philosophy in Education (MPhil Ed.)

First Advisor

Dr Nasima Syed Shakeel Ahmed Jan

Department

Institute for Educational Development, Karachi

Abstract

This exploratory qualitative study explores the English literacy pedagogies applied in a specific not-for-profit school in Karachi. There is an increase in the importance of early childhood education and literacy development which can be seen as there is much research done in this field to provide the children with a better environment to learn. 
The main goal of this research is to gain a deep understanding of the teaching methods used by the early years teachers by looking at the perceptions, experiences, and meanings which attached to English literacy education. Using an exploratory research design, this study conducted semi-structured interviews (n=9) with participants selected through purposive sampling. These included two teachers from each Early Childhood Education level (1, 2, and 3), all with at least three years of experience in the same school, as well as the 3 academic coordinators from all 3 Pre-primary levels. To provide a broader perspective on literacy practices, the study also incorporated classroom observations and an analysis of lesson plans, curriculum documents, and children’s handbooks. 
The findings show a strong focus on systematic and structured approaches that support the step-by-step development of learning, speaking, reading and writing skills across different early years levels (pre-primary 1, pre-primary 2, pre-primary 3). Along with the strong emphasis on phonological awareness teachers also use various strategies such as songs, rhymes and storytelling to build foundational skills. They also show commitment to adjusting their methods through ongoing assessment, self-reflection and professional growth. The study also points out the challenges faced by teachers which include students’ differing levels of English language exposure at home and varying learning speeds. The teachers tackle these challenges with innovative methods such as visual aids, bilingual instruction in English and Urdu, peer learning, and active parental involvement, stressing on the need for continuous teacher training and support. 
This study contributes to literature by providing new ideas for quantitative testing in early childhood literacy education in Karachi and similar multilingual and challenging educational settings. It also sets a foundation for future comparative and long-term research while examining teachers' views on the long-term effects of their work.

First Page

1

Last Page

88

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