exploring language barriers and their solutions during international teaching practicum in southern thailand: pre-service teachers' perspective

Romadhoni, Fianqa (2024) exploring language barriers and their solutions during international teaching practicum in southern thailand: pre-service teachers' perspective. Undergraduate thesis, UIN KH Achmad Siddiq Jember.

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Abstract

The increasing globalization of education has led to a growing trend of
international teaching practicum programs, particularly for pre-service English
teachers seeking to develop their global competences. while this programs over fable
cross, cultural experiences, the linguistic landscape of teaching English in nonEnglish speaking countries, presents unique challenges, especially when navigating
multiple languages in the classroom. Despite extensive research on international
teaching practicum, limited attention has been given to how Indonesian pre-service
English teachers navigate language barrier in multicultural setting, particularly in
Southern Thailand, where they must manage their language communication.
This study addresses two research questions: “How do language barriers
affect the teaching practicum experiences of pre-service teachers in international
contexts?” and “What strategies do they use to navigate and overcome these barriers?” The research aims to explore the how language barrier affect on teaching
practicum and to find the effective strategies of pre-service teachers to adapt and
succeed in theirs teaching prcticum.
A qualitative case study method was used, involving semi-structured
interviews through audio recording by used informed consent form to keep the
confidentiality of the participant's identity and data collected and document review
through pre-service English teachers’ lesson plans during their teaching practice with
five Indonesian pre-service English teachers. The research was conducted in UIN
KHAS Jember. The participants were taken from pre-service English teachers who
have implemented teaching International teaching practicum in Southern Thailand on
May-July 2024. Thematic analysis was conducted to identify the ways language
barriers influence their teaching experiences and the solutions they adopted to
manage these challenges.
The findings indicate that language barriers significantly affect teaching
experiences by reducing communication effectiveness, complicating classroom
management, and lowering confidence. Participants used translation tools, nonverbal communication, and mentorship support to overcome these barriers.
Additionally, they adapted their teaching methods by simplifying materials and
employing game and english song. Despite limited teaching media and curriculum
mismatches, participants demonstrated professional growth, enhancing their
problem-solving abilities, adaptability, and cultural awareness. The study highlights
the need for better pre-service preparation, including language training and crosscultural orientation, to support teachers in international contexts.

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