DEFEATING LANGUAGE BARRIER: EXPLORING ELEMENTARY TEACHERS’ STRATEGIES TO IMPROVE COMMUNICATION SKILLS
Abstract
This phenomenological study aimed to determine the strategies used by teachers to improve the communication skills of children and how they can help students who are English language learners successfully speak English. This study aimed to identify the challenges faced by elementary teachers with the language barriers of the students, the strategies to improve communication skills, and the insights they have on their experiences when improving their learners' communication. The study utilized a qualitative design using a descriptive Qualitative method approach, with fourteen elementary teachers selected through focus group discussion and in-depth interviews. The researchers used a qualitative interview method as a data analysis tool. The results revealed that the challenges of elementary teachers when teaching their non-English speaking students are associated with themes: Language Acquisition Difficulties and Emotional Behavioral Hindrances in Learning. Moreover, the study revealed the strategies they used when attempting to improve their learners with themes: Comprehensive and Adaptive Teaching Approaches for Language Learning, Positive Classroom Climate, and Cultural Adaptation. Furthermore, the elementary teachers' insights showed the themes: Personalized Guidance and Support in Education, Intrinsic Rewards of Teaching, and Continuous Growth and Excellence in Teaching Practice. The analyzed findings of this study unveil the various challenges and experiences that elementary teachers face. Thus, this study contributes significant knowledge to improve and examine how to approach non-English students in the future.
Sustainable Development Goal No. 4: Quality Education
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DOI: http://dx.doi.org/10.46827/ejel.v10i2.6132
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