An Evaluation of English for Young Learners Level 1 and 2 Based on Early Language Acquisition Principles
Keywords:
Textbook Evaluation, Early Language Acquisition, Early English Learning, Comprehensible Input, English for Young LearnersAbstract
This study evaluates the English for Young Learners (EYL) Level 1 and Level 2 textbooks through the lens of early childhood language acquisition principles. Employing a qualitative approach, the analysis was conducted via in-depth document review of two widely used elementary-level textbooks. The evaluation focused on their alignment with key principles, including comprehensible input, scaffolding, affective engagement, meaningful language use, and sensitivity to children’s cognitive development. Findings indicate that, while the textbooks feature relevant thematic structures and visually appealing, child-friendly illustrations, the instructional design remains predominantly structural in orientation. This limits opportunities for meaningful interaction, multisensory exploration, and the contextualization of learning experiences. Moreover, the range of activities does not sufficiently cater to diverse learning styles. The study recommends substantial content revision and the integration of richer pedagogical strategies, such as project-based tasks, cooperative play, and expressive activities to better reflect the characteristics of early language acquisition and to foster a more natural, engaging, and effective learning process
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