Challenges Faced by Kindergarten Teachers in Teaching Language and Literacy in English as A Foreign Language Classroom

Anggina Mayla Yasi Br Karo; Anni Holila Pulungan; Fauziah Khairani Lubis

doi:10.24036/jbs.v14i3.139228

Challenges Faced by Kindergarten Teachers in Teaching Language and Literacy in English as A Foreign Language Classroom

Anggina Mayla Yasi Br Karo, Anni Holila Pulungan, Fauziah Khairani Lubis

Abstract

This study aims to investigate the challenges faced by kindergarten teachers in teaching language and literacy in an English as a Foreign Language (EFL) classroom at Suci Murni Preschool, Medan. This study employed a qualitative descriptive design and collected data using video recordings, field notes from six classroom observations, and semi-structured interviews with three kindergarten teachers. The findings suggest that kindergarten teachers faced six principal challenges: meeting learners’ diverse needs and personal well-being (27%), managing learners’ classroom behavior (23%), communicating with learners (18%), creating an optimal environment (13%), handling parents’ attitudes (12%), and managing learners’ separation anxiety (7%). Furthermore, teachers addressed these challenges through five contextualized strategies: engaging in collaboration with colleagues, employing stress management techniques, embracing growth through play-based activities and Total Physical Response (TPR), creating a supportive environment with multi-sensory realia and positive praise, and building strong school-home partnerships. Teachers believed these strategies were appropriate because they allowed them to act as mediators of knowledge, apply developmentally appropriate practices, reduce language anxiety, and empower independent learning.

Keywords

Challenges, Kindergarten Teachers, Language and Literacy, EFL Classroom, Coping Strategies

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DOI: https://doi.org/10.24036/jbs.v14i3.139228