<![CDATA[This study examines how multimodal literacy supports early English language teaching (ELT) in an Indonesian preschool classroom. Using a qualitative case study design, the researchers observed one Preschool-A class in Banjarmasin, led by one of three classroom teachers while the other two supervised the children, and interviewed all three teachers and the principal about teacher training, technology use, and institutional policy. The lesson centered on an Interactive Flat Panel (IFP), delivering English vocabulary through touch games, animated videos, and movement-based songs. Data were analyzed using a hybrid inductive–deductive thematic analysis. Findings show that the IFP gave pre-literate children repeated exposure to English numbers, colors, and shapes without relying on reading skills, alongside active oral participation, repeated use of target vocabulary, teacher–student interaction, and practice opportunities across the multimodal activities. All three teachers reported receiving no formal training in digital literacy or ELT-specific technology use, learning instead through trial and error and informal support from their Teacher Working Group. These findings suggest that multimodal, technology-assisted ELT can engage pre-literate learners in vocabulary exposure and classroom interaction, while underscoring the need for sustained teacher training and stronger institutional support.]]>
Copyrights © 2026
