LINGUISTIC CHALLENGES OF NON-RESIDENT TEACHERS IN IP SCHOOLS

Education

This study aimed to explore the lived experiences of non-resident teachers facing local linguistic challenges in highly indigenized classrooms in selected Indigenous Peoples (IP) schools in Talaingod, Davao del Norte. Specifically, it examined their lived experiences in using the local language, the challenges they encountered in teaching indigenized classrooms, the coping mechanisms they developed to address linguistic barriers, and the insights they gained from these experiences. The study employed a qualitative phenomenological research design, utilizing in-depth interviews as the primary method of data collection. The participants consisted of seven purposively selected non-resident teachers from five remote IP schools who had at least three years of experience teaching Ata-Manobo learners in linguistically diverse settings. The gathered data were analyzed using thematic analysis to identify recurring patterns and significant themes from the participants’ narratives. The findings revealed that non-resident teachers experienced difficulties in understanding and speaking the local dialect, challenges in delivering instruction, communication barriers, and reduced learner participation due to language differences. These linguistic challenges affected classroom interaction, lesson delivery, teacher confidence, and learner engagement. Despite these difficulties, teachers employed various coping mechanisms such as using visual aids and real objects, contextualizing lessons, learning basic Ata-Manobo words and expressions, collaborating with peers and community members, and building positive relationships with learners and parents. Furthermore, the experiences enabled teachers to develop cultural sensitivity, patience, adaptability, respect for learners’ linguistic identities, and a deeper appreciation of culturally responsive teaching. The study highlights the realities faced by non-resident teachers in Indigenous classrooms and emphasizes the need for strengthened professional development, language-support initiatives, culturally responsive teaching practices, and institutional support systems to enhance educational delivery in linguistically diverse and geographically isolated communities.

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