Development of Big Books Based on Local Cultural Contexts to Promote English Learning among Early Childhood Learners: A Study of Teacher Participation
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Abstract
This study aimed to (1) develop Big Books grounded in the local cultural context of Nakhon Ratchasima Province, (2) examine the nature and quality of teacher participation in designing and creating these learning materials, and (3) investigate preschool children's usage behaviors and engagement in learning English through the developed storybooks. The study employed a qualitative classroom-based case study approach integrated with developmental practice. Key informants included 12 early childhood teachers and 48 preschool children drawn from two classrooms, selected through purposive sampling. Research instruments consisted of structured child behavior observation forms, semi-structured teacher interview forms, field notes, and artifact analysis forms for the developed storybooks. Data were analyzed through content analysis, triangulation, and descriptive synthesis. The findings revealed that teachers were able to develop Big Books integrating local cultural content, including Phimai Historical Park, Chumphon Gate, Thai silk, and Pad Mee Korat, with simple English vocabulary and sentence patterns appropriate for preschool children. They repeatedly revisited the books, retold stories from pictures, practiced English vocabulary pronunciation, and made meaningful connections between the stories and their real-life experiences. These findings suggest that teacher-created Big Books grounded in local cultural contexts can serve as powerful and meaningful instructional materials that simultaneously promote English language learning and foster a sense of local pride among early childhood learners.
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