Meneroka Amalan Pelaksanaan Pengajaran Guru Dalam Pengajaran Bahasa Inggeris Di Prasekolah Sarawak, Malaysia.

The issue of English language teaching among preschool teachers, without adequately considering the alternative approaches they have already implemented, necessitates exploratory research into their instructional practices. This qualitative study, employing a single case study design and purposive sampling of twelve preschool teachers, seeks to investigate the implementation practices and underlying rationales for English language teaching in Sarawak preschools. Data were collected through in-depth interviews, classroom observations, and document analysis at multiple preschool locations across the southern, central, and northern regions of Sarawak. Subsequent analysis using NVIVO 12 software revealed two primary themes that align with the study's objectives: (1) the implementation of English language teaching methods and (2) the use of English language learning strategies. To ensure the rigor and accuracy of the findings, the study used strategies for validity and reliability, including peer review, participant validation, audit trails, and triangulation. The implications of this research offer critical insights for relevant agencies in recognizing and understanding the realities of English language teaching practices and the beliefs held by preschool teachers in Sarawak. [ABSTRACT FROM AUTHOR]