Lived Experiences of Elementary Grade Teachers Teaching Filipino in the Special Program in Journalism (SPJ) of Iligan City Central School
Abstract:
This qualitative study examines elementary teachers’ lived experiences of Filipino instruction within the Special Program in Journalism (SPJ), along with the challenges faced in its implementation. Based on in-depth interviews with SPJ Filipino teachers, the findings suggest that targeted strategies, bilingual scaffolding, structured vocabulary development, and interactive tasks such as role-playing, foster greater linguistic awareness, enhance comprehension and expression, and cultivate more confident participation among learners who are more proficient in English. Teachers noted increased learner engagement and an improved ability to provide differentiated, targeted support. However, barriers such as limited Filipino vocabulary and background knowledge, persistent reliance on English, time-intensive lesson design for journalism genres, misalignment of assessments, and constrained access to leveled texts and media resources were also identified. These challenges point to systemic disparities that impede the consistent application of journalism-oriented Filipino instruction. The study underscores the need for targeted teacher training, curriculum support with genre-specific materials, and policy-driven resource allocation to institutionalize balanced and context-relevant Filipino language practices in basic education.
Keywords: elementary grade teachers, lived experiences, special program in journalism, teaching Filipino
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