01686caa a2200217   4500008004100000022001700041100001900058245007500077260000900152270011200161270011100273300001200384490002200396520079700418653006201215700002001277773005201297856008701349942001501436999001701451210629s9999    xx            000 0 und d  a2320-9038     aAnjana , A. V. 0aEnglish Language Proficiency of Preschool teachers in Kerala: A survey  c2017  aProfessor, Department of Speech Language Sciences, All India Institute of Speech and Hearing, Mysore, India  aResearch Scholar, Department of Speech Language Sciences, All India Institute of Speech and Hearing, India  a696-701  vVolume 5  Issue 3  aIn a multilingual country like India, where educational system follows a Three Language Formula (TLF), the literacy success of children rely on the proficiency of teachers in their second language. The current study aims to assess the English language proficiency of preschool teachers of Kerala state. Results revealed that among the four domains, all the participant scored poorly for speaking and listening as compared to reading and writing. Majority of researchers scored 3 or less than 3 for all domains. Given that teacher’s proficiency in English language has a significant effect on children’s literacy development, policy makers, researchers and administrators can plan for training programs for professional development of teachers to ensure the quality preschool instruction.   aEnglish Language proficiency, Kerala, Preschool Teachers.  aPrema K. S. Rao  aGuru Journal of Behavioral and Social Sciences   uhttp://gjbss.org/wp-content/uploads/2016/12/Gjbss-paper-1-Vol-5-Issue-3-anjana.pdf  cFJASyFJAS  c17783d17783