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Description
The persistent overreliance of the native language (L1) in English as a Second Language (ESL) environments often hinders the development of spontaneous production in young learners. This paper suggests the effectiveness of strategic L2 (target language) immersion techniques within a cohort of learners aged 5–6 years with near-zero initial proficiency. Employing a three-month action research methodology, the study utilized participant observation and structured pedagogical interventions to monitor student progress. Data were gathered through longitudinal field notes and assessment of student verbal output during classroom activities. The findings reveal that sustained pedagogical consistency, coupled with visual scaffolding and total physical response strategies, significantly boosted students’ communicative confidence, willingness to communicate, receptive comprehension, and productive language output. While the study is limited by its localized sample and reliance on teacher-reported data, it offers a practical framework for early childhood educators seeking to establish strong target-language habits in low-proficiency classrooms.
Keywords: l2, target language, output, confidence, communication, strategies, early childhood, esl, classroom
