The lived experiences of English major teaching non-English subjects in public secondary school

Abstract

This study aims to understand how English teacher teaching non-English subject handle their challenges. We have seven (7) participants for in-depth interviews (IDI). This study used the qualitative phenomenological research approach to acquire significant insights into how teachers perceived their experiences of having any difficulties during discussion. Further, the study’s conclusions show that exercising academic strategies, fostering student - centered classroom, mastery of teaching were some of these challenges. The teachers responded by skillfully allocating their resources to lessen these difficulties. The strategies that were used involved improving in active discussions are: supportive learning environment, empowered teachers and personal and professional development. Furthermore, these experiences have provided valuable insights that highlight the English teacher teaching non-English subjects commitment to be an effective educator. It is clear that they are proactive in foreseeing difficulties and that they are steadfast in their will to overcome setbacks by resiliency and persistence. The comprehension of the intricacies involved on syllabus matching, resource availability, student motivation, and teacher competence. It also involves the provision of specialized training, and support systems such as mentoring programs, peer networks, and professional development. Therefore, to be successful in teaching non-English subjects, a collaborative atmosphere must be developed.