Teachers’ perceptions of integrating play-based pedagogy for English language acquisition in English classrooms for 6–8-year-old children in English-medium schools of Bangladesh

Abstract

This qualitative study explored teachers’ perceptions and classroom practices regarding the use of play-based pedagogy for English language learning among children aged six to eight in English-medium schools in Bangladesh. The study explored teachers’ understanding of play-based learning, their classroom practices, and the challenges affecting its implementation through six in-depth interviews and three classroom observations. The study focused on teachers with experience teaching children aged six to eight years who are learning English as a second language. The findings showed that teachers had positive views about play-based pedagogy and recognized its importance in improving young learners’ engagement, confidence, and English language development. Their understanding was mostly consistent with existing theories of play and second language acquisition. However, classroom observations showed a difference between teachers’ beliefs and their actual practices, as the use of play-based approaches depended on school environment, classroom conditions, and institutional expectations. The study concludes that the main challenges to implementing play-based English teaching stem from structural and contextual factors rather than teachers’ lack of interest or willingness. Finally, as recommendation the study suggested teacher training, reforming assessment systems, increasing parental awareness, and creating more flexible classroom conditions that may support better English language learning experiences for young children in Bangladesh.