Thesis:

The Role of Early Childhood Teachers in the Oral Language and Emergent Literacy Development of Preschool Children

This study examined the role of early childhood teachers in supporting the oral English language development and emergent literacy of preschool-aged children in Iranian early childhood education settings. Guided by a hermeneutic phenomenological framework, the research explored two aims of the study: (1) To examine how Early Childhood Teachers (ECTs) are prepared to support preschoolers in developing oral language and emergent literacy, and to understand how ECTs perceive their roles in this process. (2) To analyze the shared reading practices of ECTs in relation to promoting oral language and emergent literacy among preschoolers. Data were collected through semi-structured interviews with nine female early career teachers, each with between one and two years of professional experience, working in publicly funded preschool programs. Thematic analysis, following Braun and Clarke’s six-phase model (2006), revealed five interconnected themes: (1) supporting oral language through intentional conversational scaffolding, integration into play, and modeling; (2) promoting emergent literacy via environmental print, phonological awareness, interactive storybook reading, and emergent writing; (3) the influence of pre-service education and ongoing professional development; (4) contextual challenges, including limited resources, linguistic and cultural diversity, and time constraints; and (5) the central role of teacher–child relationships in fostering motivation, engagement, and individualized support. The findings indicated that effective oral language and emergent literacy instruction is not achieved through isolated techniques, but rather through a responsive pedagogy combining evidence-based strategies, strong interpersonal relationships, and adaptive decision-making in response to contextual realities. The study underscores the importance of sustained professional learning, culturally responsive practice, and institutional support in enhancing language and literacy outcomes in multilingual, resource-limited preschool environments.

Keywords: Key words: Early Childhood Education, Emergent Literacy, Multilingual Education, Oral Language Devel