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Beyond the Textbook: Contemporary Challenges in Teaching English as a Second Language

Author(s) G. Yadagiri
Country India
Abstract The teaching of English as a second language (ESL) has moved well beyond the confines of the printed textbook, shaped instead by rapidly diversifying classrooms, shifting learner expectations, and the disruptive presence of digital and artificial intelligence (AI) tools. This paper synthesizes contemporary research to examine five interconnected challenges facing ESL practitioners: teacher preparedness and professional well-being, the management of mixed-ability and multilingual classrooms, the affective and motivational dimensions of language acquisition, the integration of AI-driven technologies, and the persistent tension between assessment practices and authentic communicative competence. Drawing on recent empirical and theoretical literature, the paper argues that these challenges are not isolated but mutually reinforcing, requiring an integrated pedagogical response rather than piecemeal solutions. It further considers how translanguaging pedagogies and learner-centered motivational strategies can help teachers move beyond monolingual, test-driven models of instruction. The paper concludes that sustainable progress in ESL education depends on institutional investment in teacher training, thoughtful adoption of technology, and assessment reform that rewards communicative competence over rote performance.
Keywords English as a second language, ESL pedagogy, teacher professional development, multilingual classrooms, learner motivation, artificial intelligence in language learning, translanguaging, language assessment washback.
Published In Volume 6, Issue 6, June 2025
Published On 2025-06-07
DOI https://doi.org/10.70528/IJLRP.v6.i6.2341
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