Teachers With Limited English Proficiency in Teaching Reading: Fellow Teachers’ Perception

Abstract

English Language proficiency refers to one's ability to use English for various communicative purposes. This study aimed to investigate the teacher's method, strategy, lesson plan, teaching resources, and teaching aids on teaching reading with limited English proficiency. This study used the qualitative survey research design with 4 fellow teachers as participants of this study. The instruments of this study were questionnaires and participants' self-reflection used to collect data. The results indicate that teachers with limited English proficiency found some difficulties in teaching reading. The finding provided important insight to teach reading with appropriate support and strategies so that they can still effectively teach reading skills to their students. This study may have implications for language teaching and learning process, particularly in teacher professional development.