Richee Joy Nigat-Tulod (Author)
Abstract
This research delves into the Challenges faced by Non-Native English-Speaking Teachers (NNESTs) in Selected Foreign Classrooms in Macau of Non-Native English-Speaking Teachers (NNESTs) in multicultural classrooms in Macau, highlighting the linguistic, cultural, and pedagogical challenges they face. Employing a qualitative Transcendental phenomenological design, the study investigated the adaptive strategies NNESTs use to cope with these challenges, such as instructional adjustments, culturally responsive teaching, and institutional support systems. Data were collected through semi-structured interviews with NNESTs working in secondary schools, ensuring a representative diversity of experiences. Results indicated that NNESTs are confronted with ongoing challenges including language proficiency prejudices, cultural misconceptions, and institutional demands often at odds with student learning. Yet, participants showed resilience in incorporating scaffolding strategies, translanguaging practice, and peer support to construct inclusive learning contexts. Additionally, professional development opportunities and mentoring networks were found to be essential in facilitating NNESTs’ adjustment and professional development. This research emphasizes the necessity of stronger institutional policies to facilitate NNESTs in overcoming pedagogical issues while ensuring cultural inclusivity in English-medium instruction (EMI) classrooms.
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Keywords: Multicultural classrooms, Challenges, Cultural and linguistic barriers, Professional practice