Non-English Teachers' Challenges in Teaching English for Young Learners at Barunawati Kindergarten Padang

Abstract

This research explores non-English teachers' challenges in teaching English for young learners at Barunawati Kindergarten, Padang. This study focuses on teachers who do not have formal training in English language instruction but are responsible for teaching English as a local content subject. This research employs a descriptive qualitative approach by utilizing classroom observations and semi-structured interviews to gather data from one non-English teacher. The study's findings revealed several challenges faced by teachers at Barunawati Kindergarten, including classroom behavior management, student engagement and motivation, student work assessment, organizing teacher work, and meeting the diverse needs of students. Moreover, organizing teacher work and meeting the diverse needs of students were identified as the main challenges. In conclusion, the study highlights the importance of professional development programs that equip non-English teachers with practical strategies for teaching English, particularly in organizing lessons and addressing students' varying needs. These findings provide valuable insights for improving English language instruction in early childhood education settings where teachers may not have a background in English