Pedagogical Practices in Teaching Filipino and Learners’ Language Skills Development: A Qualitative Subject-Based Study

Authors

  • Donabel Aluyao Northeastern College Author
  • Dr. Matronillo Martin Northeastern College, Santiago City, Philippines Author

DOI:

https://doi.org/10.64358/fqd7gn71

Keywords:

Filipino language education, pedagogical practices, language skills development, qualitative study, mother-tongue-based instruction

Abstract

The development of learners’ language skills remains a central concern in mother-tongue and national language instruction, particularly in multilingual educational contexts. This qualitative subject-based study examines pedagogical practices employed in the teaching of Filipino and how these practices influence learners’ language skills development. Using classroom observations, in-depth interviews, and document analysis, the study explores instructional strategies, teacher beliefs, and classroom interactions that shape learners’ listening, speaking, reading, and writing competencies. Findings reveal that culturally responsive pedagogy, contextualized language activities, translanguaging practices, and interactive learning tasks significantly enhance learners’ communicative competence and engagement. The study contributes to language education scholarship by providing empirical insights into effective Filipino language pedagogy and offers implications for curriculum development, teacher education, and language policy in multilingual settings.

References

References

Alexander, R. J. (2020). A dialogic teaching companion. Language and Education, 34(1), 1–18. https://doi.org/10.1080/09500782.2019.1705777

Borlongan, A. M. (2021). Language pedagogy and multilingual practices in Philippine classrooms. Asian Englishes, 23(2), 148–164. https://doi.org/10.1080/13488678.2020.1751892

Cummins, J. (2017). Teaching for transfer in multilingual school contexts. Educational Research and Evaluation, 23(3–4), 135–152. https://doi.org/10.1080/13803611.2017.1455283

De Leon, K. B. (2020). Integrated language instruction and writing development among Filipino learners. Journal of Language Teaching and Research, 11(5), 756–764. https://doi.org/10.17507/jltr.1105.10

Dumanig, F. P., & David, M. K. (2019). Mother tongue-based multilingual education in the Philippines: Policy, pedagogy, and challenges. Language, Culture and Curriculum, 32(3), 221–236. https://doi.org/10.1080/07908318.2018.1540015

García, O., & Wei, L. (2014). Translanguaging and education: Principles and implications. Applied Linguistics Review, 5(2), 199–216. https://doi.org/10.1515/applirev-2014-0010

Gay, G. (2018). Culturally responsive teaching in language education. Journal of Teacher Education, 69(1), 8–23. https://doi.org/10.1177/0022487117727560

Grabe, W., & Zhang, C. (2016). Reading–writing integration in language instruction. Language Teaching, 49(3), 337–355. https://doi.org/10.1017/S0261444816000050

Krashen, S. D. (1985). The input hypothesis: Issues and implications. Applied Linguistics, 6(1), 1–10. https://doi.org/10.1093/applin/6.1.1

Ladson-Billings, G. (2021). Culturally relevant pedagogy: Asking a different question. American Educational Research Journal, 58(5), 1063–1083. https://doi.org/10.3102/00028312211032247

Martin, I. P. (2019). Philippine multilingual education and translanguaging practices. International Journal of Multilingualism, 16(4), 456–472. https://doi.org/10.1080/14790718.2018.1550671

Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching revisited. Language Teaching, 47(2), 159–172. https://doi.org/10.1017/S0261444814000039

Borg, S. (2019). Language teacher cognition: Perspectives and debates. Language Teaching, 52(3), 358–375. https://doi.org/10.1017/S0261444819000020

Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27–40. https://doi.org/10.3316/QRJ0902027

Braun, V., & Clarke, V. (2021). One size fits all? What counts as quality practice in (reflexive) thematic analysis? Qualitative Research in Psychology, 18(3), 328–352. https://doi.org/10.1080/14780887.2020.1769238

Bustos-Orosa, M. A. (2025). Mother tongue-based multilingual education in the Philippines: Policy shifts, tensions, and classroom realities. Moussons, 45, 1–22. https://doi.org/10.4000/moussons.12664

Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). Sage Publications.

De Los Reyes, R. (2019). Translanguaging practices in Philippine multilingual classrooms. Journal of Multilingual Education Research, 9(1), 45–62.

Department of Education. (2016). Mother tongue-based multilingual education curriculum guide. Republic of the Philippines. https://www.deped.gov.ph

García, O., & Wei, L. (2014). Translanguaging: Language, bilingualism and education. Palgrave Macmillan. https://doi.org/10.1057/9781137385765

Grabe, W., & Zhang, C. (2016). Reading–writing integration in language instruction. Language Teaching, 49(3), 337–355. https://doi.org/10.1017/S0261444816000050

Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112. https://doi.org/10.3102/003465430298487

Igarashi, Y., Cabauatan, R., & Tupas, R. (2024). Multilingual education and assessment alignment in the Philippines. Language, Culture and Curriculum, 37(2), 184–200. https://doi.org/10.1080/07908318.2023.2281921

Johnson, K. E. (2017). The sociocultural turn in second language teacher education. TESOL Quarterly, 51(1), 135–153. https://doi.org/10.1002/tesq.330

Koyuncu, E., Unal, S., & Yildirim, R. (2024). Teacher scaffolding strategies and learner participation in language classrooms. Educational Studies, 50(2), 215–232. https://doi.org/10.1080/00313831.2023.2183430

Downloads

Published

2026-03-31

Issue

Vol. 2 No. 1 (2026): International Journal of Education, Literacies and Curriculum Studies

Section

Articles