Fostering behavioral engagement in pre-primary English immersion classes: implications for teaching

Abstract

Engagement is a key factor in the language acquisition process, particularly among young children. Although the construct has been defined in various ways, one of the most widely recognized theoretical frameworks is the three-dimensional model proposed by Fredricks et al. (2004), which distinguishes among behavioural, emotional, and cognitive engagement. Behavioural engagement refers to observable behaviours, such as adherence to classroom rules and the effort children invest in completing tasks. This study examines how teachers support behavioural engagement in a Japanese preschool English immersion context. The participants were teachers and children aged 3, 4, and 5. Data were collected through classroom observations and subsequently analysed using reflexive thematic analysis. The analysis identified three major interactional strategies employed by teachers: (1) introducing authentic, meaningful activities, (2) engaging in active listening and recognising children’s developmental needs, and (3) providing opportunities for autonomous choice. The findings indicate that teachers’ interactional strategies appear to shape children’s behavioural engagement, suggesting that prioritising children’s well-being and autonomy over immediate language output may foster more effective learning in an immersion environment.