Teaching out-of-field: exploring the non-specialist English language teachers’ knowledge base and practices

Abstract

Out-of-field teaching is a practice in which non-specialist teachers are assigned positions for which they do not have suitable qualifications or training. Given that the majority of research on English language teacher knowledge focuses on specialist English teachers who are well prepared through relevant language teacher education, there is limited understanding on the non-specialist English language teachers whose educational backgrounds are not in English language teaching. This study explores the knowledge base, teaching practices, and strategies for knowledge enhancement of non-specialist English language teachers. Data were collected from four Indonesian non-specialist English language teachers through semi-structured interviews, classroom observations, and relevant documents. Findings revealed that these teachers possess a limited knowledge base, hindering their ability to manage the complexities of English language instruction. Their teaching practices were influenced by the context within their settings. Moreover, their reliance on self-directed professional development proved insufficient to address these knowledge gaps. This study highlights the need for tailored professional development programs that equip non-specialist teachers with the necessary disciplinary knowledge and pedagogical skills for effective English language instruction. These findings have implications for educational policy, teacher preparation, and ongoing professional development in contexts where out-of-field teaching is common.