This qualitative study explores the perceived influence of literacy skills on speaking skills for young (aged 6-7) English learners in Taiwan. Reading and writing skills are often neglected for the sake of improving learners' oral production. Previous research has shown a significant connection between oral production and literacy skills. The written modality is an asset in the EFL environment where there is a lack of native oral input and integrating written language with oral for young ESL learners could lead to gains in oral proficiency. Interviews with teachers, school managers, parents and a curriculum writer indicate the inequality of time allocation towards literacy skills and it was confirmed by classroom observations. Findings revealed that teachers are not aware of the parents' needs towards their childrens' literacy skills. Teachers hope to spend more time on literacy in the classroom but are hindered by a full curriculum and perceived demands from management and parents. Directions for future research and pedagocial implications are discussed.
Read
