The Challenges and Strategies Faced by Native and Non-Native Teachers Teaching in an ESL Context: A Case Study

Bagas Fatech Fatahillah

Abstract


Abstract: Teaching English as a second language (ESL) in an international context presents different challenges and requires different strategies, especially for native and non-native teachers. This study explores the challenges faced by native and non-native English teachers in teaching ESL classes and the strategies they use to overcome these challenges. This qualitative case study involves a non-native English teacher from Indonesia and a native English teacher from Australia, both teaching a "Bridging Course" aimed at improving the academic standards of international students to help them achieve the necessary academic skills for university studies. The primary data instrument is semi-structured interviews, with document analysis as the secondary data instrument. Interviews were conducted separately using online media and analyzed using embedded analysis methods. Data analysis included transcription, familiarization, coding, theme formation, and interpretation. Member checking was used to ensure the data's validity. The study found that both native and non-native teachers are highly enthusiastic and motivated to gain new experiences. Both face similar challenges in managing classes with diverse students, including differences in background, culture, learning styles, and academic abilities. These challenges require them to develop materials and be flexible in their teaching processes. Native teachers focus more on group methods that balance abilities and communication among students, while non-native teachers use more flexible inclusive learning methods. This study is limited to discussing the challenges and strategies of teaching ESL. Future studies should expand the scope with quantitative methods and involve more participants for more valid and comprehensive data.

Keywords: Teaching, Challenges, Strategies


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