Challenges and Solutions for Pre-Service Bilingual Teachers in English Teaching Competency in the Greater Bay Area, China

Abstract

The current study investigates the primary obstacles and approaches to effectively addressing English-teaching competencies among pre-service bilingual educators in the Guangdong-Hong Kong-Macao Greater Bay Area (GBA), China. The study employed a quantitative survey approach to collect data from 40 students majoring in Early Childhood Education at a vocational institution in Guangdong, China. The study utilised a custom-designed questionnaire to examine the significant problems and potential solutions encountered by pre-service teachers in developing multilingual teaching skills. Data analysis identified three primary challenges: inadequate English language competency among pre-service teachers, an absence of effective bilingual pedagogical techniques and practices, and variability in children’s language proficiency and learning capabilities. The findings also indicate that the educational system, future training, and educational policies must be enhanced to facilitate effective English instruction by bilingual instructors. The findings emphasise training in real-world teaching skills, providing additional internships and hands-on experience opportunities, and offering more comprehensive training in teaching strategies and methods. The results of this study provide a critical foundation for improving educational policies to address the developmental needs of pre-service bilingual teachers. Consequently, the quality of bilingual education and educators’ professional skills in the GBA have significantly improved. The findings provide implications for improving policies and training to better support pre-service bilingual teachers in the GBA.