Voices of the Language Teachers in Teaching Indigenous Students in the IPEd-Implementing Schools

Teaching the English language to indigenous students can be both rewarding and challenging. This study examines the experiences of English teachers in Indigenous Peoples Education (IPEd) schools in Kalamansig, Philippines. It investigates the difficulties they encounter while teaching English to Indigenous learners in multicultural and multilingual settings. By emphasizing teachers' perspectives, the study provides insights for enhancing ESL instruction, curriculum development, and teacher training in Indigenous environments. Employing a qualitative, transcendental methodology, the research explored how teachers describe their teaching experiences, frame their challenges, and envision their professional futures. In-depth, semi-structured interviews were conducted with six purposefully chosen public school educators from Datu Bak Bak Apang and Datu Etang Integrated Schools. The thematic analysis of the information resulted in fourteen (14) emerging themes derived from 165 identified meanings, 50 initial themes, and 21 clustered themes. Six themes captured teachers' lived experiences: From Necessity to Calling, Professional Resilience and Flexibility, Instructional Downshifting and Adaptability, Silent Classroom Struggle, Reciprocal Language Learning, and Finding Purpose and Fulfillment. Five themes depicted contextual difficulties: Multicultural Classroom Challenges and Adaptations, Adapting and Thriving in Teaching, Adaptive Teaching for Cultural Learning Styles, Curriculum Modification for Meaningful Learning, and Navigating Language Barriers. Three themes sought future perspectives: Commitment, Uncertainty, and Aspirations, Becoming Part of the Community, and Gradual Progress and Future Hope. The results indicate that English teachers in indigenous classrooms act as cultural mediators and language facilitators while dealing with resource limitations and systemic challenges. Despite these obstacles, they show exceptional commitment to their professional advancement and community involvement. Their experiences highlight the need for improved institutional support, focused professional development, and comprehensive policy measures to ensure culturally relevant education is accessible to marginalized indigenous students.