Literacy in the early years of schooling is crucial for a child's language, reading, writing, and overall literacy development. At international schools in Slovenia and the Netherlands, literacy instruction occurs in English, which is the foreign language for the majority of students. Simultaneous development of both the native and foreign language significantly enhances metalinguistic and cognitive abilities, which is advantageous for a child given appropriate learning circumstances. Students at international schools come from various countries worldwide, differing not only in language but also in culture, thinking, etc. One of the most important tasks of international schools is to create a community that accepts, assists, understands, and furthermore helps in selecting teaching methods and individualization suitable and effective for all students. Teaching and literacy instruction in a foreign language pose challenges for both teachers and students. Effective learning requires diverse methods, forms, approaches, teaching aids, and assessment techniques. The aim of the empirical part of the master's thesis was to explore how teachers at international schools in Slovenia and the Netherlands instruct students in the first educational period, how they assess their knowledge, and where students encounter the most difficulties or which areas require the most attention. Additionally, I was interested in how teachers maintain contact with students' native language and culture. I conducted the research through qualitative research via semi-structured interviews with teachers of the first triad at international schools in Slovenia and the Netherlands. I found that teachers at international schools in Slovenia and the Netherlands focus on developing phonological awareness as well as reading and writing skills. In Slovenia, literacy instruction begins in kindergarten or the first grade, while in the Netherlands, the focus is on pre-literacy skills. In the Netherlands, there is an emphasis on phonological awareness, while in Slovenia, the focus is on introducing sounds and letters through songs. Teachers use various teaching aids and adapt instruction to individual student needs. Both schools aim for quality education and literacy development. In conclusion, I summarized the main findings of the research and formulated guidelines and recommendations for literacy instruction in English as a foreign language. The research will help teachers to improve instruction in literacy development in the first three grades of primary schools and the understanding that multilingualism in childhood is an advantage.
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