APPLYING STEPHEN KRASHEN’S THEORY IN EARLY YEARS AE (ACCELERATED ENGLISH) CLASSROOMS: A CASE STUDY WITHIN A BRITISH CURRICULUM CONTEXT.

Abstract

Abstract: This study explores the practical application of Stephen Krashen’s influential theory of second language acquisition within early years Accelerated English classrooms operating under the British curriculum. Through in-depth classroom observations, teacher interviews, and analysis of student engagement over an academic year, the research examines how key components of Krashen’s hypotheses—especially comprehensible input and the reduction of affective barriers—shape teaching strategies and learning outcomes. Findings reveal that integrating input-rich, interactive, and low-stress activities significantly enhances both linguistic development and emotional confidence among young learners. The study highlights the compatibility between Krashen’s theory and the child-centered ethos of the British curriculum, emphasizing the importance of supportive classroom environments, purposeful scaffolding, and collaboration among educators and families. Concluding, the research affirms that a thoughtfully applied Krashen-based approach not only accelerates English acquisition in young children but fosters lasting curiosity, resilience, and a positive attitude toward language learning.