Teachers’ Perceptions and Challenges: A Case Study at An English Course for Young Learners

Abstract

Teaching English to young learners comes with a significant challenge. Many teachers, particularly in non-formal education settings such as English courses, may not possess necessary qualifications. As a result, they may encounter difficulties in teaching. 

This research is aimed to investigate the perceptions of teachers and challenges they face when teaching English to young learners. The study involved two English teachers at CEC English course in Bandung. The research design employed a mixed-method approach with a qualitative emphasis, through interviews and observations. The data were analyzed using descriptive qualitative methods. The findings revealed that the teachers held highly positive perceptions about teaching English to young learners. However, the interview results highlighted the main problems faced by the teachers, including difficulties in teaching pronunciation and managing a classroom. It was also revealed that both teachers have a lack of knowledge in English for young learners pedagogy. 

 In the future, it is highly recommended that teachers acquire a comprehensive set of competencies essential for thre Teaching English for Young Learners program. These competencies should encompass a deep understanding of language development in young learners, effective classroom management strategies, proficiency in using age-appropriate teaching materials and techniques, and the ability to assess and cater to individual learning needs. By equipping teachers with these competencies, we can effectively address the multifaceted challenges they face in the classroom and significantly enhance the quality of English language teaching for young learners.

Keywords: english for young learners, teachers’ perceptions, pedagogy, english course