Exploring English Language Teachers’ Challenges and Coping Strategies in Teaching Slow Learners in Inclusive Education Programmes

Fathiah Syahirah Khalid

doi:10.31436/ijes.v5i2.195

Fathiah Syahirah Khalid

Open Access

https://doi.org/10.31436/ijes.v5i2.195

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Abstract

It has been reported that English as second language (ESL) teachers are not well-trained to teach slow learners in inclusive education. The aim of this study is to explore the challenges that Malaysian English language teachers faced when teaching slow learners in the inclusive educational program as well as to determine their coping strategies. The present study employed a qualitative research method with case study design through face-to-face interviews with three English language teachers from three secondary schools in Malaysia. Five major themes were found through thematic analysis: external factors and internal factors represented the challenges that Malaysian teachers faced when teaching slow learners in the inclusive education, while teaching resources, remedial activities and teachers’ skills represented the coping strategies used by the English language teachers.

Highlights

Several studies on students with special educational needs (SEN) (e.g., Abdollah, Ahmad & Akhir, 2010; 2012; Alias, Alias, Ibrahim & Jalaluddin, 2013) highlighted the importance of focusing on the teaching and learning process with these students
Eleven categories emerged from the raw data of challenges faced by English teachers when teaching slow learners in Inclusive Educational Programme (IEP), and these were further categorized into two general themes, i.e. internal and external factors
This study has revealed some interesting findings on English language teachers’ challenges in teaching slow learners in inclusive classrooms

Summary

Introduction

Several studies on students with special educational needs (SEN) (e.g., Abdollah, Ahmad & Akhir, 2010; 2012; Alias, Alias, Ibrahim & Jalaluddin, 2013) highlighted the importance of focusing on the teaching and learning process with these students. Slow learners as defined by Malik, Rehman and Hanif (2012) are students who attain intelligence scores lower than the average test scores. These students have learning abilities different from those of normal students and cannot meet average academic standards. Slow learners are students who have lower intelligence scores than normal students and whose learning abilities are different from those of normal students. This definition of slow learners is used throughout this study

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Conclusion