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It examines teachers’ challenges stemming from students’ language barriers and explores teachers’ experiential insights when supporting language development. Fourteen elementary teachers participated through focus group discussion and in-depth interviews using qualitative interview methods for analysis. Findings show challenges linked to language acquisition difficulties and emotional or behavioral hindrances, alongside adaptive teaching approaches, positive classroom climate, and cultural adaptation.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/defeating-language-barrier-exploring-elementary-teachers-strategies-to-improve-communication-skills-volume-10-issue-2-2025/390862/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/defeating-language-barrier-exploring-elementary-teachers-strategies-to-improve-communication-skills-volume-10-issue-2-2025/390862.png","ImageObject",300,407,{"name":92,"@type":93},"AfterMidnight","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-09-25",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What research approach and participants were used in the study?","Question",{"text":112,"@type":113},"The study used a qualitative phenomenological design with a descriptive qualitative method approach. 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Estrada1, Ashley Lyka E. Quirante1, Joeseph Phillip L. Reyes1, Jilliene Samantha C. Napil2i  \n1Student,  \nCollege of Teacher Education, University of Mindanao, Davao City, Philippines  \n2Faculty, MAED-SPED, College of Teacher Education, University of Mindanao, Davao City, Philippines  \nAbstract:  \nThis phenomenological study aimed to determine the strategies used by teachers to improve the communication skills of children and how they can help students who are English language learners successfully speak English. This study aimed to identify the challenges faced by elementary teachers with the language barriers of the students, the strategies to improve communication skills, and the insights they have on their experiences when improving their learners' communication. The study utilized a qualitative design using a descriptive Qualitative method approach, with fourteen elementary teachers selected through focus group discussion and in-depth interviews. The researchers used a qualitative interview method as a data analysis tool. The results revealed that the challenges of elementary teachers when teaching their non-English speaking students are associated with themes: Language Acquisition Difficulties and Emotional Behavioral Hindrances in Learning. Moreover, the study revealed the strategies they used when attempting to improve their learners with themes: Comprehensive and Adaptive Teaching Approaches for Language Learning, Positive Classroom Climate, and Cultural Adaptation. Furthermore, the elementary teachers'insights showed the themes: Personalized Guidance and Support in Education, Intrinsic Rewards of Teaching, and Continuous Growth and Excellence in Teaching Practice. The analyzed findings of this study unveil the various challenges and experiences that  \ni Correspondence: email [j.estrada.525755@umindanao.edu.ph](j.estrada.525755@umindanao.edu.ph), [a.quirante.523329@umindanao.edu.ph](a.quirante.523329@umindanao.edu.ph), [j.reyes.523954@umindanao.edu.ph](j.reyes.523954@umindanao.edu.ph), [jnapil@umindanao.edu.ph](jnapil@umindanao.edu.ph)  \nelementary teachers face. Thus, this study contributes significant knowledge to improve and examine how to approach non-English students in the future.  \nSustainable Development Goal No. 4: Quality Education  \nKeywords: education, communication skills, teaching approach, elementary teachers, Davao City  \n1. Introduction  \nCommunication is crucial to learning, but a significant educational challenge today is that children need help communicating in unfamiliar languages. In the 2018 Program for International Student Assessment, the Philippines had the lowest scores among 79 participating countries and economies (San Juan, 2019). Most Filipinos can speak English, but their reading comprehension skills are weaker, indicating that not all Filipinos are proficient. This increased focus on technology, instead of traditional reading, can contribute to language difficulties in communication. Stuttering due to the fear of ridicule or degradation by others is one of the outcomes ofthis challenging environment. Personal experiences of bullying related to pronunciation are daily, adding to the challenges students face in building their communication skills. Moreover, foreigners often need help communicating in rural areas due to a lack of English education, reflecting real-life scenarios where language barriers hinder effective interaction.  \nToday, students struggle to communicate due to pressure and loss of confidence. Many young people who are proficient in English mock those who make mistakes, and teachers sometimes embarrass students while correcting them. This fear and shame silence students and hinder effective communication (Adamson, 2022). Also, students are feeble in communication because they do not ","cbCaillraAYrwjIR","https://ap.wps.com/l/cbCaillraAYrwjIR","pdf",625350,38,"English","# Introduction\n## Communication barriers and English language learning challenges\n## Learning and reading comprehension impacts\n## Classroom listening and engagement","[{\"question\":\"What research approach and participants were used in the study?\",\"answer\":\"The study used a qualitative phenomenological design with a descriptive qualitative method approach. Fourteen elementary teachers were selected through focus group discussion and in-depth interviews.\"},{\"question\":\"What challenges do elementary teachers face when teaching non-English speaking students?\",\"answer\":\"The study reports challenges associated with language acquisition difficulties and emotional or behavioral hindrances in learning.\"},{\"question\":\"What strategies did teachers use to improve learners’ communication skills?\",\"answer\":\"Teachers’ strategies were organized into comprehensive and adaptive language learning approaches, creating a positive classroom climate, and cultural adaptation.\"}]","DEFEATING LANGUAGE BARRIER - EXPLORING ELEMENTARY TEACHERS’ STRATEGIES TO IMPROVE COMMUNICATION SKILLS - Volume 10 - Issue 2 - 2025 | PDF",1790341383,96]