FROM TRADITIONAL PEDAGOGY TO STRATEGIC INTERVENTION: REFRAMING ENGLISH LANGUAGE LEARNING OUTCOMES IN MULTILINGUAL SCHOOL CONTEXTS

TEACHING ENGLISH PRACTICES FOR ELEMENTARY SCHOOL STUDENTS IN PACITAN

This study aims to describe English language teaching practices in elementary schools in Pacitan Regency, the challenges faced by teachers, and the methods applied in teaching and learning activities. This study employed a qualitative approach with a descriptive design. The research subjects consisted of four fifth-grade English teachers from four elementary schools selected using purposive sampling. Data were collected through observation, semi-structured interviews, and documentation, and were subsequently analyzed using Creswell’s interactive analysis model. The findings of this study indicate that English language teaching practices across the schools share similarities and differences in the selection of materials, media used, strategies, and implementation methods, all of which are tailored to the students’ characteristics and the school environment. Teachers still face challenges related to their own competencies, students’ English proficiency, classroom management, and limited educational facilities. To overcome these obstacles, teachers employ various strategies, particularly Communicative Language Teaching (CLT), Inquiry-Based Learning, and Total Physical Response (TPR), which are integrated with a variety of learning activities. This study confirms that success in teaching English is influenced by teachers’ ability to adapt teaching strategies to students’ needs and school conditions.

Vernacular-Mediated Instruction in English Classrooms: Teachers’ Approaches to Contextualized Teaching and Learning

Background and Aim: In multilingual educational settings, English language teachers often encounter challenges in ensuring students’ comprehension when instruction is delivered solely in English. Limited exposure to English outside the classroom may hinder learners’ understanding, participation, and confidence in language use. Consequently, teachers frequently utilize the vernacular as a pedagogical resource to facilitate learning and bridge communication gaps. Grounded in Translanguaging Theory, this study explored teachers’ experiences in using the vernacular as a contextualization strategy in English language instruction. Specifically, it examined teachers’ perceptions of vernacular use, the challenges they encountered, the coping strategies they employed, and the lessons they learned from integrating the vernacular into English classrooms. Materials and Methods: This study employed a qualitative case study design conducted in a private secondary school in Pagadian City, Philippines. Seven English teachers were purposively selected based on their experience in using the vernacular during instruction. Data were gathered through semi-structured interviews, classroom observations, and field notes. The collected data were analyzed using thematic analysis to identify recurring patterns, categories, and themes related to teachers’ experiences and instructional practices. Results: The findings revealed that teachers perceived the vernacular as a valuable instructional support that enhances students’ comprehension, promotes classroom participation, increases learner comfort, and facilitates the explanation of complex concepts. However, teachers also encountered challenges, including difficulties in translating technical terms, students’ dependence on teachers for language equivalents, and persistent comprehension difficulties among some learners. To address these concerns, teachers employed various coping strategies such as utilizing external resources, translating explanations, adjusting language use according to instructional needs, providing contextualized examples, and using alternative explanations to clarify concepts. Furthermore, teachers learned that the strategic and balanced integration of the vernacular improves communication and learner engagement while maintaining opportunities for English language development. Conclusion: The study concludes that the vernacular serves as an effective contextualization tool in English language teaching when used purposefully and in moderation. A balanced application of both the vernacular and English promotes meaningful learning, supports comprehension, and contributes to the gradual development of students’ English proficiency in multilingual classroom settings.

Pedagogy: Journal of English Language Teaching

From Professional Learning to Classroom Practice: Teaching Strategies of Non-Specialist English Teachers in a Vocational School Context

The increasing reliance on non-specialist English teachers in various educational settings has raised concerns regarding instructional quality and classroom effectiveness. Professional development (PD) has been widely recognized as a key mechanism for supporting teachers who teach outside their field of expertise. This study investigates how professional development shapes the teaching strategies of non-specialist English teachers at Sekolah Indonesia Kota Kinabalu (SIKK), an Indonesian overseas school in Malaysia. Employing a descriptive qualitative approach with a narrative inquiry design, data were collected through semi-structured interviews, classroom observations, and document analysis involving non-specialist English teachers. The data were analyzed using thematic analysis to identify patterns in teachers’ instructional practices and the influence of professional learning experiences on classroom implementation. The findings reveal that professional development, primarily through self-directed learning, peer collaboration, and participation in external workshops, contributed to the diversification and adaptation of teaching strategies. Teachers demonstrated the implementation of Project-Based Learning (PBL), differentiated instruction, Task-Based Language Teaching (TBLT), role-play activities, gamification techniques, and Simple Jigsaw strategies to address students’ vocational learning needs. Professional development also encouraged teachers to integrate more student-centered approaches, contextualized learning activities, and interactive classroom practices. These instructional transformations enabled teachers to move beyond traditional textbook-oriented instruction and create more engaging learning environments. The study concludes that sustained and collaborative professional development plays a significant role in enhancing the pedagogical capacity of non-specialist English teachers and supports the effective adaptation of teaching strategies in vocational English classrooms. The findings contribute to the growing body of literature on out-of-field teaching and highlight the importance of providing continuous professional learning opportunities for non-specialist educators.

Innovative Approaches to Language Teacher Education: The Metaverse

This study contributes to the professional development of English language teacher candidates by enabling them to experience micro-teaching lesson study cycles implemented within a metaverse environment. The collaborative teacher development model, which has been practiced in schools for some time, was integrated with micro-teaching practices and structurally adapted to suit the dynamics of a virtual metaverse setting. Employing a case study design as part of qualitative research methodology, the study involved five English language teacher education students enrolled at a public university in Türkiye. Data were collected through semi-structured interviews, observation notes, and group discussions, and were analysed qualitatively; the emerging themes and codes were interpreted by the researcher. The findings indicate that the pre-service teachers gained teaching experience within the metaverse environment and enhanced their awareness of online instruction by discovering creative ways of delivering lessons unique to the virtual space. In addition, participants articulated the strengths and weaknesses of transferring distance education into the metaverse and demonstrated a critical perspective toward its improvement. Furthermore, the results of the study offer a more comprehensive model for distance education as an alternative to current AI-driven approaches, pointing to a more feasible option in response to existing critiques of online education in the literature.

Reflection on Teaching English to Primary School Pupils as a Second Language in Tanzania: Teaching Methods for Developing English Communication

Effective teaching and learning involve appropriate use of methods to increase communication opportunities. Teaching and learning methods that promote meaningful communication are vital for developing English as a second language proficiency among pupils. This study investigated the methods used by primary school teachers in Tanzania to develop pupils' ability to communicate in English. The study was guided by Communicative Language Teaching (CLT), Task-Based Language Teaching (TBLT), and Vygotsky's Sociocultural Theory. It employed a mixed-methods design, using pragmatic and interpretivist research approaches. Questionnaires were used to collect data from 94 English subject teachers. Qualitative data were collected through observation of 94 lessons across 17 district councils in 11 regions from the Tanzania Mainland between 01 May and 15 June 2026. Likert scale questionnaire items and open-ended questions were used for data collection. Quantitative data were analysed using descriptive statistics, and qualitative data were analysed thematically. Findings revealed that teachers widely use group work, pair work, real-life contexts, songs, storytelling, functional language teaching, integrated language skills, and digital tools to develop English communication skills. School leaders support these methods through Teachers’ continuous professional development (MEWAKA) sessions, provision of materials and constructive feedback. The study concludes that primary school teachers in Tanzania use a variety of communicative strategies that can substantially develop pupils’ English communication ability when these methods are systematically supported. It recommends sustained teacher professional development and provision of better resources, including audio and audio-visual resources.