Representation of teachers' lived experiences of challenges in bilingual multi-grade classrooms

Subject Areas : Research in Curriculum Planning

Yahya  Maroofi ¹ (Department of Educational Science ,,Faculty of Humanities and Social Science , University Of Kurdistan. Sanandaj. Kurdistan. Iran)
Pakzad  Amiri ² (Master's degree from Bu Ali Sina University)

Received: 2023-07-29 Accepted : 2024-04-16 Published : 2024-07-01

Keywords: &quot, Bilingual multi-grade Classrooms&quot, , &#039, Challenges in Teaching&quot, , , &quot, Lived Experiences &quot, , , &quot, primary school&quot, ,

Abstract :

The main objective of this research was to explore teachers' firsthand experiences regarding the challenges of instructing in bilingual multi-grade classrooms. Employing a qualitative approach and descriptive phenomenological strategy, the study involved primary school teachers from Dinour district, Kermanshah province, selected through purposeful sampling based on specific criteria. Fourteen teachers meeting the requirement of teaching in bilingual multi-grade classes were chosen through data saturation. Research data was collected via semi-structured interviews and analyzed using the six-step Colaizzi method, resulting in the classification of findings into two general themes, nine categories, and 42 codes. The study highlighted those teachers not only encountered challenges typical of multi-grade classrooms but also grappled with the complexities of students' bilingualism, intensifying the difficulty of their teaching role. Primary challenges faced by teachers in multi-grade classrooms encompassed aspects related to students, teachers, curriculum, organizational and administrative factors, along with familial challenges. Bilingualism-related hurdles included difficulties in comprehending academic concepts, excessive reliance on rote memorization, misinterpretation and misrepresentation of ideas, limited articulation of students' thoughts, and identity conflicts. Consequently, the research proposed potential solutions for policymakers to make informed decisions and offer support to teachers, ultimately enhancing the overall educational experience.