NARRATING TEACHING ENGLISH FOR YOUNG LEARNERS (TEYL) FROM TEACHERS’ PERSPECTIVES: A NARRATIVE RESEARCH

Abstract

This study employs narrative inquiry to explore the challenges and strategies experienced by three teachers of English for young learners (EYL) in a rural primary school in Central Java, Indonesia. Through in-depth interviews, participants shared their personal and professional stories, highlighting common challenges, such as managing large class sizes, limited resources, and varying levels of student engagement, as well as the strategies they developed to address these issues. The narratives were analyzed using thematic analysis, allowing the researchers to identify recurring themes and patterns across the teachers’ experiences. This methodological approach ensures a rigorous examination of the data while preserving the rich, detailed nature of the participants' stories. By presenting these findings through a narrative lens, the study provides a deep, contextualized understanding of the lived experiences of EYL teachers, offering valuable insights for educators, policymakers, and researchers committed to enhancing English language education for young learners.