A Case Study of Second Language Barriers towards Children’s Language Development in Private Kindergarten, Shah Alam

Abstract

Language barriers in early childhood education can significantly affect children's communication, academic performance, and emotional well-being, particularly in multilingual contexts. This study investigates private kindergarten teachers’ perceptions of second language challenges in children’s language development. A total of 52 teachers from private kindergartens in Section 13, Shah Alam, participated in a structured questionnaire survey. The findings reveal that 55.8 percent of respondents recognize the negative impact of second language difficulties on children’s academic and social development. Furthermore, 69.3 percent emphasize the importance of integrating cultural and linguistic factors into teaching practices. A combined 70.5 percent of participants consider grammar instruction essential for enhancing language accuracy, while 53.9 percent acknowledge the emotional and academic challenges posed by language barriers. These results highlight the critical need for early language exposure, culturally responsive teaching, and targeted professional development. The study offers practical implications for teacher education and supports the development of inclusive, multilingual curriculum frameworks within the ASEAN educational context.