Fariza Puteh BehakNoor Saazai Mat SaadRamiaida DarmiSuzanah Selamat2024-05-302024-05-302021eISBN: 9789674408855https://drive.google.com/file/d/1EP06vRgMNMfHQIA4CB2hAZrr4AIhvfnn/viewhttps://oarep.usim.edu.my/handle/123456789/18123Prosiding Seminar Kebangsaan Majlis Dekan Pendidikan Universiti Awam Malaysia (MEDC 2020): “Ke Arah Menginsankan Pendidikan di Malaysia / Penyunting Hishomudin Ahmad, Noor Saazai Mat Saad, Rahimah Saimin, Kirembwe Rashid Abdul Hamed, Noorhayati Hashim, Sarifah Nurhanum Syed Sahuri, Zarina Ashikin Zakaria, Nur Shahadah Mohd Surbani 11-12 November 2020 (Seminar Dalam Talian) Anjuran : Fakulti Pengajian Bahasa Utama, USIM & Majlis Dekan Pendidikan Universiti Awam MalaysiaIntroduction- Many studies on indigenous education focus on gauging the indigenous students’ literacy and understanding the sociocultural barriers in learning; however less studies have been done on reconnoitering the teachers’ experiences in teaching indigenous school children, especially in teaching the English language. Purpose – The current paper will address the theme of holistic education by exploring the challenges faced by English language teachers at an indigenous national school. It will also talk about the exertions made by the teachers in their quest of enhancing the teaching and learning process. Methodology – This study used the case study approach that was conducted at an indigenous school in Malaysia. The school is a national school that has 100% indigenous students. Data were collected through semi-structured interviews with nine primary school English language teachers. Data were analysed using a thematic analysis, where data were transcribed verbatim, coded and characterized into substantial themes. Findings – The findings show that the English language teachers were faced with two main challenges which were navigating the learning issues of indigenous children and expertise issues of the teachers. However, despite the challenges, the teachers were constantly thinking of ways for the betterment of the indigenous students’ holistic achievement such as trying to understand the students’ cultural norms as well as nurturing the inclination of students in learning. Significance – It is hoped that this study could contribute to the professional development efforts and supportive agendas for English language teachers teaching indigenous school children.en-USindigenous education ; English language teachers’ experiencesArticle595608