Authors : Emely A. Abrigo; Dr. Remigilda D. Gallardo

Volume/Issue : Volume 10 - 2025, Issue 2 - February

Google Scholar : https://tinyurl.com/5y48etcy

Scribd : https://tinyurl.com/6s3kxb2m

DOI : https://doi.org/10.5281/zenodo.14987809

Abstract : The study delved into the challenges, coping mechanisms, and insights that teachers experienced with language barriers in a kindergarten classroom. The findings of the study revealed that language barriers often led to decreased attention spans as learners struggled to follow instructions and classroom activities, also comprehension issues arose when children could not grasp the language used for instruction, hindering their overall learning experience. Moreover, teachers faced significant challenges in designing lesson plans that accommodate to diverse language proficiencies while meeting educational standards. In order to cope, the results suggested that teachers work together, share resources, and strategies to support language learners effectively. Also, instructional adjustments have been made to adapt teaching methods and materials to meet the needs of language learners, ensuring they can access the curriculum. Furthermore, establishing an inclusive and supportive classroom atmosphere that encourages language development and student engagement is also a way. The findings of the study suggest that collaboration, a positive mindset, and inclusive instruction are the most important insights that educators have gained. Moreover, addressing language barriers requires a comprehensive approach that combines collaborative efforts, adaptive instructional strategies, and a nurturing learning environment. By implementing these strategies, educators can better support kindergarten learners, facilitating their language acquisition and overall educational success.

Keywords : Language Barrier, Kindergarten Learners, Collaboration, Instructional Adjustment, Inclusive Instruction

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