Authors : Jérôme Shako Loseke

Volume/Issue : Volume 10 - 2025, Issue 5 - May

Google Scholar : https://tinyurl.com/y799bkba

DOI : https://doi.org/10.38124/ijisrt/25may525

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : This study explores the difficulties faced by English as Foreign Language (EFL) teachers in International Baccalaureate (IB) schools, with a focus on Kinshasa. Here, the growing demand for English proficiency meets challenges like limited resources and a diverse student population. While there are some research on language education, the specific issues that EFL teachers encounter in IB settings have not been thoroughly examined. Using qualitative methods such as interviews and classroom observations, this research seeks to answer two key questions: what are the main challenges do EFL teachers face in IB schools, and what strategies can effectively address these challenges? The findings indicate that teachers often deal with insufficient resources, large class sizes, and varied linguistic backgrounds, all of which impact their teaching effectiveness. To tackle these issues, the study suggests adopting culturally responsive teaching methods, providing ongoing professional development, and encouraging resource-sharing among schools. As a result, this research aims to improve English language teaching and foster intercultural understanding within IB frameworks, offering practical insights for educators and administrators to navigate the unparalleled challenges of EFL instruction in diverse settings.

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