Giving Exposure to Very Young Learners (5-6) by Using English for Instruction

This study investigates the role of maximizing English exposure in preschool and kindergarten settings in the Republic of Uzbekistan, where very young learners (VYLs) aged 5-6 begin acquiring English as a foreign language. Research suggests that continuous exposure to English through immersive instruction, structured routines, and multimodal strategies significantly enhances early language acquisition. This study examines effective instructional strategies, the impact of English exposure on comprehension and engagement, and common teacher mistakes that may hinder language learning. Findings indicate that using English as the primary language of instruction fosters better listening comprehension, encourages participation, and supports natural language acquisition. However, challenges arise when teachers overuse the first language (L1) or provide insufficient scaffolding in English. The study identifies common instructional mistakes and offers evidence-based recommendations for balancing English exposure with effective learner support.