<![CDATA[This study aims to investigate the challenges faced by kindergarten teachers in teaching language and literacy in an English as a Foreign Language (EFL) classroom at Suci Murni Preschool, Medan. This study employed a qualitative descriptive design and collected data using video recordings, field notes from six classroom observations, and semi-structured interviews with three kindergarten teachers. The findings suggest that kindergarten teachers faced six principal challenges: meeting learners’ diverse needs and personal well-being (27%), managing learners’ classroom behavior (23%), communicating with learners (18%), creating an optimal environment (13%), handling parents’ attitudes (12%), and managing learners’ separation anxiety (7%). Furthermore, teachers addressed these challenges through five contextualized strategies: engaging in collaboration with colleagues, employing stress management techniques, embracing growth through play-based activities and Total Physical Response (TPR), creating a supportive environment with multi-sensory realia and positive praise, and building strong school-home partnerships. Teachers believed these strategies were appropriate because they allowed them to act as mediators of knowledge, apply developmentally appropriate practices, reduce language anxiety, and empower independent learning.]]>
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