• ARATRIKA NATH
• Dr. RACHNA MISHRA

For in-service teachers in the general education context, the rising proportion of English Language Learners (ELLs) in early childhood classrooms has presented difficulties. A curriculum that concentrates on second language teaching and learning is typically absent from traditional teacher preparation programmes. This essay examines the difficulties teachers have when attempting to instruct ELLs using research-based best practises. Additionally, a rigorous analysis of the literature has produced fundamental answers for practitioners. These solutions cover pedagogy in the classroom, teacher preparation, and programmatic (classroom) elements. The writers have come to the conclusion that more research is required to establish particular tactics and procedures for instructing non-native language learners in today's classrooms based on the current body of knowledge.

in-service teachers, English language learners (ELLs), problems, early childhood.

"English Language Learners: Issues and Responses from General Practitioners of Early Childhood Research", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.9, Issue 10, page no.b496-b503, October-2022, Available :http://www.jetir.org/papers/JETIR2210170.pdf

"English Language Learners: Issues and Responses from General Practitioners of Early Childhood Research", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.9, Issue 10, page no. ppb496-b503, October-2022, Available at : http://www.jetir.org/papers/JETIR2210170.pdf