ACTIVE CLASSROOMS AND AGEING TEACHERS IN ESL EDUCATION IN INDIA AND MALAYSIA

Abstract

This study explores the intersection between kinesthetic learning preferences and the professional challenges encountered by aging female educators in ESL classrooms in India and Malaysia. Drawing on both regional and international literature, it examines how physically active, movement-based pedagogies, widely recognized for enhancing student engagement, participation, and language retention may simultaneously impose significant physical and psychological demands on older teachers, particularly women over the age of forty. While kinesthetic strategies such as role-play, station-based activities, and interactive group tasks are pedagogically effective, they often require sustained physical mobility, vocal projection, and high classroom energy levels. Using a qualitative research design, the study employs focus groups, semi-structured interviews, and classroom observations to capture the lived experiences of these educators. The findings reveal recurring concerns including joint and muscle pain, chronic fatigue, cognitive overload from multitasking, and emotional exhaustion linked to performance expectations. Many participants expressed pressure to conform to contemporary “active classroom” norms despite experiencing age-related physical constraints. These challenges not only affect teachers’ well-being but may also influence instructional delivery and classroom dynamics. The study therefore underscores the importance of developing age-responsive pedagogical frameworks and institutional support systems to ensure sustainable and inclusive ESL teaching environments.