Instructional Effectiveness and Pedagogical Challenges in Use of English as a Medium of Subject Instruction in Public Elementary Schools in the City of Ilagan, Isabela

Abstract

This qualitative phenomenological study explored the instructional effectiveness and pedagogical challenges experienced by elementary teachers in using English as a medium of subject instruction in public elementary schools in the City of Ilagan, Isabela. The study examined teachers’ classroom experiences, language-related instructional difficulties, learner responses, and adaptive pedagogical strategies in English-mediated instruction. Data were gathered through semi-structured in-depth interviews with twelve purposively selected elementary teachers. Thematic analysis following Braun and Clarke’s framework was utilized in analyzing the data. Findings revealed that teachers encountered challenges related to learners’ limited English proficiency, comprehension difficulties, classroom participation, and vocabulary limitations. Participants also described difficulties in sustaining learner engagement and simplifying complex concepts using English instruction. Despite these challenges, teachers demonstrated pedagogical adaptability through code-switching, contextualized instruction, collaborative learning activities, visual aids, and technology-assisted strategies. Teachers further emphasized the importance of learner-centered approaches, patience, and instructional flexibility in promoting comprehension and participation. The findings underscore the importance of contextualized and responsive pedagogical practices in improving the effectiveness of English-mediated instruction in elementary education. The study highlights the need for strengthened language support programs, instructional resources, and professional development initiatives that enhance teachers’ instructional competence in English-medium classrooms.