A CASE STUDY OF RAHIM YAR KHAN`S KINDERGARTENS ON RELATIONSHIP BETWEEN SCREEN TIME AND ENGLISH LANGUAGE DEVELOPMENT

Abstract

The case study is qualitative in nature and aims at examining the connection between screen time and English language development among children enrolled in kindergarten, 4-6 years of age in Rahim Yar Khan, Pakistan. Within the framework of the growing digital media exposure during early childhood, the research problem focuses on how the length, the content type, and mediation of screen time affect the major language areas, such as vocabulary learning, pronunciation, comprehension, and early literacy. The study is based on the Sociocultural Theory, Cognitive Load Theory, and Multimedia Learning Theory to discuss the interaction between digital input and social scaffolding and cognitive processing in the early language learning. The data have been gathered in the form of observations, semi-structured interviews of parents and caregivers, and informal discussions with children in several kindergartens. Thematic analysis exposed that screen time is not necessarily harmful or beneficial, but the effects that it has depend on their mediated and structured nature. The results shown show that educational and age relevant online technology with restricted and predictable practices and guided by the active mediation of parents can improve receptive and expressive vocabulary in the English language, accurate pronunciation, and the confidence in using language. Conversely, too much, passive, and unsupervised viewing of the screen especially entertainment-oriented materials were linked to disjointed language, restricted attention, and poor understanding. The paper identifies imitation and paralinguistic learning as transitional processes during which children learn English using a screen as the first exposure. Nonetheless, significant language growth was most evident when the use of digital exposure was accompanied by communication and adult involvement and practice of real-world language. The research arrives at the conclusion that purposeful and guided screen use can enhance early development of English language in multilingual, however, caution is necessary: caregivers need to be aware, control content, and integrate both digital and traditional literacy activities.