Teachers Insights into Addressing Sociolinguistic Factors in English Teaching

Abstract

This study explored how sociolinguistic factors affect student engagement and participation in English language learning, emphasizing on teacher’s awareness, challenges, and instructional strategies. A narrative inquiry design was employed, which is a qualitative approach selecting an English teacher experienced in instructing students with varied language and cultural backgrounds. In data collection, semi-structured interviews were conducted, with the data analyzed thematically to explore persistent themes in the teacher’s responses to linguistic factors. Findings demonstrate that variations in socioeconomic status greatly influence students’ participation in learning, as those from privileged students have more access to resource and unprivileged one’s struggle with significant challenges. The presence of cultural diversity makes it harder to respond to each students’ needs and create an inclusive engagement in the classroom. In response to these difficulties, the teacher utilized strategies such as peer-based learning, guided group dialogue, and strategic lesson preparation. As the result of these efforts, the classroom became more interactive and conducive to support learning classroom atmosphere. The study draws attention to the necessity of teacher to be aware and adaptable when dealing with sociolinguistic variations, and the role of institutional assistance in ensuring inclusive and fair English language instruction.