CHALLENGES AND STRATEGIES IN TEACHING ENGLISH AS A SECONDARY LANGUAGE

Abstract

This study investigates the challenges and strategies involved in teaching English as a secondary language, focusing on both teacher and student perspectives within diverse educational contexts. Using a qualitative research design, data were collected through semi-structured interviews and classroom observations in selected secondary schools. The findings reveal that key challenges include limited teacher training, outdated teaching methods, large class sizes, lack of resources, student anxiety, and socio-cultural barriers. Despite these issues, many teachers employ innovative, low-cost strategies and adapt communicative methods to suit their contexts. The study also highlights the unequal access to technology and the varying impact of community attitudes toward English learning. Learner motivation was found to be closely linked to classroom support and future aspirations. The analysis suggests that context-sensitive, learner-centered approaches, continuous teacher development, and inclusive policies are essential for effective ESL instruction. The study contributes valuable insights for educators, policymakers, and curriculum developers aiming to enhance English language teaching and learning in secondary schools, particularly in under-resourced and multilingual settings.