Challenges Faced by Content Teachers in Using Teacher Talk to Promote Language and Content Development and the Strategies they Employ

This study investigates the challenges faced by content teachers in using teacher talk to simultaneously promote language and content development in bilingual classrooms, along with the strategies they employ to address these difficulties. Conducted at Addalaichenai Madhya Maha Vidyalayam in the Ampara District of Sri Lanka, the study engaged ten content teachers from various disciplines, including Science, Mathematics, ICT, Geography, and Commerce. Using a structured questionnaire, data were collected on teachers’ perceptions of the difficulties encountered in managing content delivery and supporting students’ language learning. Findings revealed significant challenges such as balancing dual instructional demands, limited classroom time, lack of professional training, and managing subject-specific vocabulary. Teachers reported employing strategies such as simplifying language, scaffolding, visual aids, rephrasing, and peer support to overcome these issues. The study highlights the critical role of teacher talk in bilingual education and emphasizes the need for targeted training and policy support for content teachers.