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International Journal of Instructions and Language Studies
Published by Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar
ISSN : -     EISSN : 30319137     DOI : https://doi.org/10.25078/ijils.v2i1.3691
Core Subject : Education,
Languange, Linguistic, Communication & Media Other
Instruction and learning Educational Management Curriculum development Teacher education Educational technology Language Learning and Linguistics
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 52 Documents
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ENGLISH EDUCATION GRADUATES CONFRONT ENGINEERING CHALLENGES IN POSTMODERN ENGLISH FOR SPECIFIC PURPOSES ERA Muryani, Rera Nadian
International Journal of Instructions and Language Studies Vol. 4 No. 1 (2026): International Journal of Instructions and Language Studies
Publisher : UHN IGB Sugriwa Denpasar

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Abstract

In the postmodern era marked by interdisciplinarity and rapid technological advancement, English for Specific Purposes (ESP) instruction in engineering contexts demands both linguistic competence and disciplinary awareness. English Education graduates appointed as ESP instructors in engineering faculties often face tensions arising from the gap between their pedagogical training and specialized technical knowledge. This qualitative study employs a narrative inquiry approach to explore the lived experiences, professional identity negotiation, and adaptive strategies of an English Education graduate teaching engineering-focused ESP at a private university in Pasuruan, East Java, Indonesia. Data were collected through semi-structured interviews and reflective documentation and analyzed using thematic analysis. The findings reveal three major themes: (1) an epistemic gap between linguistic expertise and engineering content knowledge, particularly in understanding technical terminology and genre conventions; (2) ongoing negotiation of professional identity and epistemic authority within interdisciplinary classrooms where students may possess stronger technical backgrounds; and (3) adaptive strategies and continuous professional development, including self-directed learning, use of authentic engineering materials, collaboration with engineering colleagues, and implementation of genre-based and task-oriented pedagogy. The study indicates that these challenges stem not from individual inadequacy but from structural separation between language education and technical disciplines in higher education. It further highlights a shift in teacher authority from content mastery to communicative mediation, positioning ESP instructors as facilitators who bridge language and disciplinary discourse. The findings suggest the need for greater interdisciplinary integration in teacher education programs to better prepare graduates for specialized academic contexts.
TEACHER ADAPTABILITY: A SCOPING REVIEW OF CONCEPTUALISATIONS AND MEASUREMENT INSTRUMENTS Ruby, Arcivid Chorynia
International Journal of Instructions and Language Studies Vol. 4 No. 1 (2026): International Journal of Instructions and Language Studies
Publisher : UHN IGB Sugriwa Denpasar

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Abstract

Teacher adaptability has become increasingly salient as school systems navigate curriculum reform, digitalisation and post-pandemic recovery. In this review, it is defined as the capacity to adjust cognition, affect, and behaviour in response to changes. This scoping review maps how teacher adaptability is conceptualised and which measurement instruments have been used in school-related literature, along with the technical characteristics and psychometric evidence reported for those instruments. Guided by PRISMA-ScR, systematic searches of PubMed, Scopus, Web of Science, and ERIC were conducted on 5 January 2026 and supplemented by citation tracking of included and foundational sources. From 300 records, 50 duplicates were removed, 250 titles and abstracts were screened, 50 full-text sources were assessed for eligibility, and 25 sources were included in the final evidence map. Across the reviewed sources, teacher adaptability was conceptualised most consistently as a triadic capacity for cognitive, affective, and behavioural adjustment to change. Measurement was dominated by brief self-report instruments derived from the same conceptual tradition, with psychometric reporting focused on internal consistency and model-based validity evidence. Secondary descriptive patterns indicated that these instruments were used most often in school-based job demands–resources research, crisis-era and online teaching research, and beginning-teacher or teacher-educator contexts. As an international evidence map, this review clarifies construct boundaries, dominant measurement patterns, and priority directions for future validation across contexts.

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