BILINGUAL STORYBOOKS FOR YOUNG LEARNERS: INSIGHTS FROM ENGLISH TEACHERS
Abstract
This study investigates teachers’ perceptions of bilingual storybooks for young learners in English as a Foreign Language (EFL) contexts. The study aims to explore teachers’ views regarding the use of bilingual storybooks in supporting English language learning, increasing students’ engagement, and promoting local cultural awareness. This study employed a qualitative descriptive research design involving 26 teachers who have knowledge of or experience with teaching English to young learners. Data were collected through questionnaires and semi-structured interviews and analyzed using qualitative data analysis techniques consisting of data reduction, data display, and conclusion drawing. The findings revealed that teachers generally perceived bilingual storybooks positively as supportive instructional media for young learners. The participants believed that bilingual storybooks helped students understand English vocabulary and expressions more easily through contextualized stories and visual illustrations. In addition, storytelling activities were perceived to increase students’ motivation, participation, and classroom engagement. The findings also showed that integrating local cultural elements into bilingual storybooks helped students develop cultural awareness and appreciation of local traditions. However, several teachers identified challenges related to classroom implementation, including students’ dependence on first-language translations, differences in language proficiency, and limited classroom time. The study concludes that bilingual storybooks have strong potential to support meaningful and culturally responsive English language learning for young learners when supported by appropriate instructional strategies and classroom activities.
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