An Efl Teacher’s Challenges in Teaching English for Elementary School Students in an Inclusive Education Context

Abstract

Inclusive education seeks to provide equitable learning opportunities for all pupils, including those with special needs, and has become an increasingly important focus in educational policy and practice worldwide. In Indonesia, however, the development of inclusive education, particularly within the context of teaching English as a Foreign Language (EFL), remains underexplored and underdeveloped compared to other countries. This study addresses this gap by investigating the challenges faced by an EFL elementary school teacher in an inclusive classroom setting in Indonesia, where balancing the needs of pupils with special needs and regular pupils presents significant difficulties. Guided by the principles of differentiated instruction and inclusive pedagogy, the research aims to answer the following questions: What specific challenges do EFL teachers encounter in inclusive classroom? How do they adapt their teaching strategies to meet the diverse needs of their pupils? Data were collected through semi-structured interviews and analyzed using Braun and Clarke’s thematic analysis (2006). The study reveals the teachers must frequently modify the national curriculum to cater to the varying abilities of pupils, and highlights the crucial role of shadow teachers in supporting pupils with special needs. The findings underscore the importance of creative and adaptive teaching strategies in inclusive education and contribute to the limited body of literature on inclusive EFL education in Indonesia, offering practical insight for educators in similar contexts.