CHALLENGES AND SOLUTIONS IN DIVERSE ESL CLASSROOMS FOR ENGLISH LANGUAGE TEACHERS

Abstract

This study aims to explore ESL Teachers’ perspectives about the challenges and solutions in diverse English as Second Language (ESL) classroom setting. The main purpose is to investigate challenges and offer recommendations in addressing these challenges. It fills the gap of the existing body of research on the diversity of ESL classrooms. This qualitative study collected data from 25 ESL teachers of Public Sector Colleges regarding their individual opinions and personal experiences concerning diverse elements of diversity through the semi-structured interviews. The significant focal points of the study are ESL teachers’ face multiple challenges that range from language competency to various demographic differences, L1 influences and interference, multiple educational environments and many instructional disparities. Findings suggest the need for investigating challenges and recommending solutions. The study contributes to a deeper understanding of ESL teaching in diverse classroom settings for addressing the multiple challenges and consequently enabling English teachers to tackle diverse ESL classrooms. The study also sets the stage for future researches in similar areas in other domains.