Enhancing English Language Teaching for Islamic Early Childhood Education: A Multimodal Approach to Optimize Student Well-being

Abstract

In today's early childhood education, integrating multimodal strategies is crucial to meet diverse learning needs, utilize technology, nurture holistic development, and adapt to changing educational landscapes. This study focuses on integrating these strategies into English language teaching for Islamic PAUD students, emphasizing student well-being aligned with the Merdeka Curriculum. Collaborating with 22 Islamic early childhood education teachers in Salatiga, Central Java, this study employs a qualitative methodology involving interviews, observations, and documentation to comprehensively enhance understanding, engagement, and emotional well-being among students within the context of English language learning. The findings highlight significant improvements in student engagement, comprehension, and overall well-being due to the innovative integration of multimodal strategies in English language teaching. Teachers blend narrative techniques infused with Islamic values with multimodal methods such as gamification and multimedia. Integrating physical activities reinforces Islamic teachings on movement and health, while incorporating English prayers aids language acquisition and instills Islamic values. Reflecting on Islamic principles strengthens students' understanding of well-being, with educators embodying Islamic values in daily interactions. This holistic approach fosters meaningful learning experiences, deepening students' connection to Islamic values and enhancing their overall well-being in English learning. Suggestions for future research include investigating the long-term effects of multimodal approaches on student well-being and assessing specific strategies across diverse educational settings, as well as exploring parental involvement in reinforcing Islamic values within early childhood English language education.