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<p>The rise of English learning apps is reshaping preschool English education, offering an alternative to costly classroom teaching. However, limited research has compared how classroom- and app-based teaching support preschool English education. This study addresses this gap by examining the social practice of teaching preschoolers English as reported by teachers and represented in promotional discourses about English learning apps. Adopting Van Leeuwen’s social semiotic framework (2008) of the relationship between discourse and social practice, we analysed semi-structured interviews with 10 preschool English teachers and the promotional discourses embedded within and surrounding two of the most popular English learning apps for young children in China. Our findings reveal that while classroom teaching emphasises professionalism and responsiveness to children’s needs, app-based teaching prioritises affordability, parental involvement and transparency. This trend in app-based teaching presents both challenges (potential de-professionalisation and reduced responsiveness of teaching) and opportunities (increased accessibility and educational equity). This study contributes to educational technology research by investigating the impact of digitalisation on early English language teaching from a social semiotic perspective. It also provides insights for educators and app developers on balancing the benefits of technology with the need for professional and responsive teaching, helping to enhance the potential of apps in supporting sustainable education quality and equity.</p>

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Balancing professionalism and accessibility: Comparing preschool English teaching by teachers and by apps

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年4月23日

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  • Rongle Tan,
  • Emilia Djonov,
  • Alice Chik

摘要

The rise of English learning apps is reshaping preschool English education, offering an alternative to costly classroom teaching. However, limited research has compared how classroom- and app-based teaching support preschool English education. This study addresses this gap by examining the social practice of teaching preschoolers English as reported by teachers and represented in promotional discourses about English learning apps. Adopting Van Leeuwen’s social semiotic framework (2008) of the relationship between discourse and social practice, we analysed semi-structured interviews with 10 preschool English teachers and the promotional discourses embedded within and surrounding two of the most popular English learning apps for young children in China. Our findings reveal that while classroom teaching emphasises professionalism and responsiveness to children’s needs, app-based teaching prioritises affordability, parental involvement and transparency. This trend in app-based teaching presents both challenges (potential de-professionalisation and reduced responsiveness of teaching) and opportunities (increased accessibility and educational equity). This study contributes to educational technology research by investigating the impact of digitalisation on early English language teaching from a social semiotic perspective. It also provides insights for educators and app developers on balancing the benefits of technology with the need for professional and responsive teaching, helping to enhance the potential of apps in supporting sustainable education quality and equity.