DEFEATING LANGUAGE BARRIER: EXPLORING ELEMENTARY TEACHERS’ STRATEGIES TO IMPROVE COMMUNICATION SKILLS

Authors

  • Janah R. Estrada Student, College of Teacher Education, University of Mindanao, Davao City, Philippines
  • Ashley Lyka E. Quirante Student, College of Teacher Education, University of Mindanao, Davao City, Philippines
  • Joeseph Phillip L. Reyes Student, College of Teacher Education, University of Mindanao, Davao City, Philippines
  • Jilliene Samantha C. Napil Faculty, MAED-SPED, College of Teacher Education, University of Mindanao, Davao City, Philippines

DOI:

https://doi.org/10.46827/ejel.v10i2.6132

Keywords:

education, communication skills, teaching approach, elementary teachers, Davao City

Abstract

This phenomenological study aimed to determine the strategies used by teachers to improve the communication skills of children and how they can help students who are English language learners successfully speak English. This study aimed to identify the challenges faced by elementary teachers with the language barriers of the students, the strategies to improve communication skills, and the insights they have on their experiences when improving their learners' communication. The study utilized a qualitative design using a descriptive Qualitative method approach, with fourteen elementary teachers selected through focus group discussion and in-depth interviews. The researchers used a qualitative interview method as a data analysis tool. The results revealed that the challenges of elementary teachers when teaching their non-English speaking students are associated with themes: Language Acquisition Difficulties and Emotional Behavioral Hindrances in Learning. Moreover, the study revealed the strategies they used when attempting to improve their learners with themes: Comprehensive and Adaptive Teaching Approaches for Language Learning, Positive Classroom Climate, and Cultural Adaptation. Furthermore, the elementary teachers' insights showed the themes: Personalized Guidance and Support in Education, Intrinsic Rewards of Teaching, and Continuous Growth and Excellence in Teaching Practice. The analyzed findings of this study unveil the various challenges and experiences that elementary teachers face. Thus, this study contributes significant knowledge to improve and examine how to approach non-English students in the future. 


Sustainable Development Goal No. 4: Quality Education

 

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Author Biographies

  • Janah R. Estrada, Student, College of Teacher Education, University of Mindanao, Davao City, Philippines

    Janah R. Estrada, a 4th-year student from the University of Mindanao College of Teacher Education, taking the course of Bachelor of Elementary Education. Research interests include Elementary English Pedagogies and Language Teaching Innovations.

  • Ashley Lyka E. Quirante, Student, College of Teacher Education, University of Mindanao, Davao City, Philippines

    Ashley Lyka E. Quirante, a 4th-year student from the University of Mindanao College of Teacher Education, taking the course of Bachelor of Elementary Education. Research interests include Language Learning Beliefs, Teaching pedagogies, and Elementary learners’ learning processes.

  • Joeseph Phillip L. Reyes, Student, College of Teacher Education, University of Mindanao, Davao City, Philippines

    Joeseph Phillip L. Reyes, a 4th-year student from the University of Mindanao College of Teacher Education, taking the course of Bachelor of Elementary Education. Research interests include early learning literacies and English language learning for early learners.

  • Jilliene Samantha C. Napil, Faculty, MAED-SPED, College of Teacher Education, University of Mindanao, Davao City, Philippines

    Jilliene Samantha C. Napil, an Associate Professor 1 at the University of Mindanao, has been serving there since 2019. She is currently taking up Doctor of Development in Education major in Special Education at Cebu Technological University, holds a Master of Arts in Education with a specialization in Special Education from Holy Cross of Davao College and completed her Bachelor of Elementary Education, Major in Special Education, at the University of Mindanao, where she graduated Cum Laude. Her research focuses on evidence-based behavioral interventions in inclusive education settings, with particular emphasis on positive behavioral interventions and supports (PBIS). Her work explores innovative approaches to social skills development among children with developmental challenges and examines the critical intersection of assistive technology, behavioral regulation, and academic engagement. She is also deeply interested in studying the dynamics of teacher-parent collaboration and its impact on student outcomes. Her work contributes significantly to the field of special education, particularly in understanding and implementing effective behavioral support systems in diverse classroom environments.

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Published

2025-07-15

Issue

Vol. 10 No. 2 (2025)

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