TEACHING ENGLISH LANGUAGE TO INDIGENOUS PEOPLE (IP) LEARNERS: FROM THE EXPERIENCES OF TEACHERS

Education

This phenomenological study explored the lived experiences of English teachers teaching Indigenous People (IP) learners in selected public elementary and integrated schools in Compostela, Davao de Oro. Specifically, the study examined the experiences, challenges, coping mechanisms, and insights of teachers in teaching English while balancing language instruction with the preservation of learners’ linguistic and cultural identities. The study utilized a qualitative phenomenological research design to gain an in-depth understanding of the participants lived experiences. The participants were English teachers handling Indigenous People learners in selected schools within the study locale. Data were gathered through in-depth interviews using validated interview guide questions and were analyzed through thematic analysis. Ethical considerations and trustworthiness were strictly observed throughout the conduct of the study. The findings revealed that teachers described their experiences as both challenging and rewarding due to learners’ limited exposure to English and the need to continuously adjust instructional practices according to learners’ cultural and linguistic backgrounds. Teachers encountered challenges related to language barriers, low learner confidence, limited instructional materials, and difficulties in balancing English instruction with the preservation of learners’ cultural identity. To address these challenges, teachers employed culturally responsive teaching strategies such as storytelling, visual aids, contextualized examples, code-switching, collaborative learning, and Mother Tongue-Based Multilingual Education (MTB-MLE) approaches. Teachers also emphasized the importance of patience, adaptability, cultural sensitivity, and community collaboration in making English lessons more meaningful and understandable to Indigenous learners. Furthermore, the study revealed that teachers viewed themselves not only as language instructors but also as cultural mediators who bridge mainstream educational expectations with Indigenous ways of knowing. The study concluded that effective English instruction among Indigenous People learners requires culturally responsive, inclusive, and context-sensitive teaching practices that recognize and respect learners’ linguistic and cultural identities. The findings further highlighted the importance of stronger institutional support, adequate instructional resources, continuous professional development, and strengthened collaboration between schools and Indigenous communities to improve English language instruction for Indigenous learners.

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