Development of a Conceptual Framework for an Instructional Model Integrating the Code-switching and Total Physical Response Method to Enhance the English Ability of Kindergarteners

Abstract

The purpose of this research was to develop a conceptual framework of an instructional model integrating the code-switching and TPR method to enhance the English ability of kindergarteners. The framework was developed by reviewing relevant approaches, theories and empirical studies that include principles of teaching English for young learners, The Code-Switching, Total Physical Response Method (TPR), English ability of kindergarteners and empirical studies. The conceptual framework includes 4 principles: 1) developing listening comprehension skills, 2) using command and physical response, 3) using code switching naturally, and 4) always observing children’s understanding; The research includes; 4 steps of instruction: 1) recalling previous knowledge, 2) teacher demonstration, 3) practicing, and 4) wrapping up, and evaluating the English ability of kindergarteners for listening comprehension in words or sentences and transferring heard information. The developed conceptual framework will be used for developing an instructional model integrating the code-switching and total physical response method to enhance the English ability of kindergarteners.