Exploring the Hurdles of Teacher Discourse in ESL Learning Environments

Abstract

This study delves into the intricate dynamics of ESL classrooms in primary schools in KPK and Baluchistan, uncovering a tapestry of challenges and opportunities. Through keen observation, it reveals a spectrum of language proficiency among students, encompassing advanced skills to basic comprehension struggles, impacting both verbal interactions and written tasks. The dominance of teacher talk within the classroom, albeit essential for information dissemination, inadvertently restricts students' language practice and self-expression. This participation imbalance, where some students actively engage while others remain passive, underscores the need for a more inclusive environment. The study draws connections to previous research, highlighting the relevance of multicultural education principles, differentiated instruction strategies, and culturally responsive teaching approaches. It also accentuates the significance of balanced discourse dynamics for fostering active participation. Overall, this study provides insights that inform ESL teaching practices, advocating for tailored instruction, cultural integration, equitable participation, and interactive classroom environments to enhance language development and inclusivity.