Challenges of Alternative Learning System (ALS) Teachers in Improving Learners’ Reading Literacy Skills
Abstract:
This qualitative study explores the challenges encountered by teachers in the Alternative Learning System (ALS) in enhancing learners’ reading literacy, along with the strategies they employ to address these difficulties. The ALS serves out-of-school youth and adult learners, many of whom face socio-economic hardships, limited educational backgrounds, and diverse learning needs. Through interviews with ALS teachers, the study identified five core challenges: cultural and language barriers, emotional and social difficulties, learner diversity, limited foundational reading skills, and resource and schedule constraints. Despite these complexities, teachers adopted three primary coping strategies: differentiation and grouping, remediation and reinforcement, and tailored instructional methods. The findings highlight the necessity of culturally responsive materials, individualized instruction, and emotional support to effectively address the reading literacy gap. This study calls for strengthened institutional backing, resource provision, and professional development tailored to the ALS context to empower learners in achieving reading success.
Keywords: Alternative Learning System, differentiated instruction, reading literacy, teacher strategies
Indexing
