Teaching Filipino as a Second Language: The Experiences of Language Teachers in Caraga, Davao Oriental

ISSN 3028-1261 10.5281/zenodo.17823164/NIJSE.2025 Teaching Filipino as a Second Language: The Experiences of Language Teachers in Caraga, Davao Oriental Loribel S. Madanlo Abstract. This qualitative study aimed to explore the lived experiences, coping mechanisms, and educational management insights of elementary language teachers in teaching Filipino as a Second Language in the Caraga North District, Division of Davao Oriental. Utilizing in-depth interviews and focus group discussions, the study gathered rich narratives from ten purposively selected teacher-participants. Thematic analysis revealed three major themes regarding their experiences: students’ limited exposure to Filipino at home, the need for culturally relevant and age-appropriate materials, and the implementation of inclusive and supportive assessment practices. To address these challenges, teachers adopted coping mechanisms that included code-switching to aid comprehension, employing flexible and differentiated instruction to meet diverse learning needs, and engaging in self-reflection and lesson journaling to improve pedagogical approaches. Moreover, educational management insights drawn from the data emphasized the importance of fostering student engagement and active participation, strengthening students’ communicative competence, and promoting teacher efficacy and adaptability. It highlighted the significance of supporting teachers through relevant materials, continuous professional development, and an enabling learning environment that enhances Filipino language acquisition among young learners in multilingual settings. KEY WORDS 1. Teaching Filipino 2. second language 3. language teachers Date Received: August 15, 2025 — Date Reviewed: September 20, 2025 — Date Published: October 10, 2025 1. Introduction Teaching Filipino as a Second Language for teachers in Davao Oriental presents a slightly different but equally compelling picture, shaped by the province’s unique socio-linguistic and geographical characteristics. Understanding how these local languages influence the acquisition of Filipino and what specific challenges teachers face in bridging these linguistic gaps is crucial for effective instruction.Hence, studying Filipino as Second Language teaching gaps in Davao Oriental is crucial due to the province’s unique mix of indigenous languages and Filipino, potential disparities in teacher access to training and resources across its diverse geography, the need for culturally relevant learning materials that resonate with local contexts, the importance of understanding local attitudes towards Filipino, and the goal of fostering national integration in a way that respects and complements the region’s rich cultural heritage. This localized research is essential for developing effective and equitable FSL education NIJSE (2025) - tailored to the specific needs of teachers and students in Davao Oriental. Conducting a study focused on the existing gaps in teaching Filipino as a Second Language for teachers in Davao Oriental is urgently needed to inform contextspecific teacher training programs, the development of relevant learning resources, and culturally sensitive pedagogical approaches. This would contribute to more effective FSL education that respects the linguistic diversity of the province and strengthens both national and local identities.Teaching Filipino as a second language is both a challenging and rewarding endeavor, particularly in multilingual contexts. Understanding the experiences and strategies of language teachers is crucial for improving language acquisition and creating effective curricula. It aims to understand how language teachers navigate diverse learner profiles, adapt pedagogical approaches, and incorporate cultural elements to facilitate effective language acquisition. This research was chosen due to its relevance in addressing the increasing demand for Filipino language education and its potential to inform the development of effective teaching strategies that cater to the needs of diverse learners, thereby enhancing the quality of Filipino language instruction in both local and international contexts. In Malaysia, varying levels of preparedness among Malaysian teachers to teach content in English. Some may have felt confident, while others lacked the necessary linguistic proficiency or pedagogical strategies for teaching subject matter through a second language.The Dual Language Programme in Malaysia operates within a multilingual society. Navigating the use of English alongside the students’ first languages would be relevant to understanding the dynamics of second language learning in similar multilingual settings (Bullah and Yunus, 2019). In Thailand, the push for English as a Medium of Instruction in higher education is driven by goals of internationalization, enhancing global competitiveness of graduates, and attracting foreign students and faculty. This means that subjects like engineering, science, business, etc., are taught through the English language. Thai students might struggle to comprehend complex academic concepts explained in English, participate actively in class discussions, and express their understanding effectively in English, potentially hindering their learning in the subject matter itself (Luanganggoon, 2020). On the other note, in countries with significant Filipino immigrant communities, such as the United States and Canada, there has been a growing demand for Filipino language classes. Teachers in these contexts often face challenges related to heritage learners students who have some exposure to Filipino at home but lack formal proficiency. A major issue here is balancing the varying levels of language proficiency within the classroom ( Ortaliz,2022) . In Middle Eastern countries, where many Overseas Filipino Workers (OFWs) reside, Filipino language programs are often implemented in the context of supplementary schools. In Europe, Filipino is taught primarily as a heritage language, leading to unique pedagogical challenges as teachers address both cultural and linguistic needs (Tupas and Lorente, 2021). There is a lack of a unified, standardized curriculum for teaching Filipino as a second language, making it difficult for educators to ensure consistent outcomes. This gap has been highlighted in countries like the U.S. and Canada, where Filipino is often taught informally (Santos,2023). Furthermore, Philippine language education has been significantly shaped by a historical preference for and dominance of English, a legacy of the country’s colonial past. These policies often promoted a strict separation of languages in the classroom, with English being the primary language of instruction for many subjects, particularly in higher education and in more privileged educational settings. This monolingual approach often implicitly devalued or discouraged the use of students’ other languages, including 2ISSN 3028-1261 10.5281/zenodo.17823164/NIJSE.2025 NIJSE (2025) - their mother tongues and Filipino, within the formal learning environment (Belvis and Guttierez, 2019). Teaching Filipino as a second language (L2) in the Philippines presents unique challenges and opportunities. Dela Cruz (2023) examines in Urban Areas like Metro Manila and Cebu City urban settings, language teachers often encounter a diverse student population with varying levels of Filipino language exposure. Teachers must tailor their instruction to meet the needs of heritage learners alongside those with no prior knowledge of the language. Rural Areas like Mindanao and Batanes rural communities, resources and trained educators are limited, resulting in inconsistent teaching quality. Additionally, Santos (2023) investigates that students may have stronger proficiency in local dialects, making it difficult for them to transition to learning standard Filipino. The current curriculum does not adequately reflect the multilingual nature of the Philippines. Panganiban (2021) reveals that teachers in regions like Mindoro and Palawan have noted that existing materials often fail to consider students’ diverse linguistic backgrounds and cultural contexts. Davao Oriental is home to various indigenous communities, such as the Mandaya and Manobo, alongside Tagalog and Cebuano speakers. Teachers often face challenges in addressing the diverse linguistic backgrounds of their students, which can lead to varying levels of proficiency in Filipino. Many teachers in Davao Oriental report feeling unprepared to teach Filipino as a second language due to insufficient professional development opportunities. This is particularly problematic in more remote areas like Cateel and Baganga, where access to training programs is limited (Gonzalez, 2024). Thus, considering all the existing issues on teaching Filipino as a second language, the research opted to explore various experiences of language teachers and focusing on the challenges and best practices in delivering Filipino language instruction. This is highly relevant due to the region’s unique linguistic context, the need for equitable education, the ongoing implementation of multilingual education policies, the empowerment of teachers, the promotion of national unity, the enhancement of student academic success, and the potential to inform policy and practice at multiple levels. Such a study can contribute significantly to improving the quality and effectiveness of Filipino as Second Language education in a vital and linguistically rich part of the Philippines. 1.1. Purpose of the Study—The primary purpose of this study was to conduct a phenomenological inquiry into the experiences and strategies of language teachers who teach Filipino as a second language. By delving deeply into the lived experiences of these educators, the research aimed to uncover the various pedagogical approaches they employ and the challenges they encounter in their teaching practices. Through qualitative data collection methods such as interviews and classroom observations, the study sought to understand the nuances of teaching Filipino to non-native speakers, emphasizing the complexities involved in language acquisition, cultural integration, and effective communication. By conducting a study, the key was to identify and document successful teaching strategies that have proven effective in engaging diverse learners. As language classrooms increasingly reflect multicultural and multilingual dynamics, it is essential to explore how teachers adapt their instructional methods to meet the needs of students with varying proficiency levels and cultural backgrounds. The study would typically involve effective practices such as task-based learning, differentiated instruction, and the incorporation of technology, the research aims to provide practical insights that can be applied in Filipino language education. These findings may not only enrich the 3ISSN 3028-1261 10.5281/zenodo.17823164/NIJSE.2025 NIJSE (2025) - understanding of second language pedagogy but also serve as a resource for teachers seeking to enhance their instructional strategies. The study sought to contribute to the broader discourse on language education by providing recommendations for teacher training programs and curriculum development. By synthesizing the insights gained from the phenomenological inquiry, the research aims to inform policymakers, educators, and stakeholders about the critical role of language teachers in fostering language competence and cultural understanding among learners. This study aspired to elevate the quality of Filipino language instruction, making it more accessible and effective for non-native speakers in various educational contexts, thereby enriching their linguistic and cultural experiences. 1.2. Research Questions—In line with the purpose of teaching Filipino as a second language on the experiences and strategies of language teachers including the coping mechanisms with the challenges that they encountered, this study specifically sought answers to the following research questions: (1) W hat are the experiences of language teachers in teaching Filipino as a second language? (2) H ow do language teachers cope with the challenges encountered in teaching Filipino as a second language? (3) W hat educational management insights can be drawn on teaching Filipino as a second language? 1.3. Definition of Terms—To fully understand the terms used in this study, the following were defined operationally: Teaching Filipino as a Second Language in Caraga, Davao Oriental This refers to the systematic and communicative instruction provided to learners whose first language(s) is/are not Filipino, with the primary goal of developing their functional proficiency in Filipino for effective communication within the social, academic, and potentially professional contexts prevalent in the region.This is a localized and needs-based approach to language education that prioritizes practical communication skills and cultural understanding for learners with diverse linguistic backgrounds within that specific region. Language Teachers These are educators who facilitate the acquisition of Filipino language skills in learners whose first language is not Filipino.These teachers are agents of Filipino language acquisition, employing culturally responsive and communicative strategies to empower learners in Caraga, Davao Oriental, to effectively use Filipino in their daily lives. 1.4. Significant of the Study—Teaching Filipino as a second language can enhance experiences and strategies of language teachers, and to provide insights for educators and policymakers on effective instructional approaches. This study may find significance to the following: Learners This study holds great significance for learners as it emphasizes their central role in acquiring Filipino as a second language. By actively engaging in classroom activities, completing tasks, and using the language in real-life contexts, learners develop autonomy and responsibility in their own language learning journey. The study highlights the importance of cultivating learner agency encouraging students to utilize supplemental resources like digital platforms, mobile applications, and cultural expe4ISSN 3028-1261 10.5281/zenodo.17823164/NIJSE.2025 NIJSE (2025) - riences to deepen their understanding. Insights from this study can guide learners in adopting more effective strategies for language acquisition, ultimately leading to improved proficiency and confidence. Teachers The study is particularly valuable to Filipino language teachers, as it sheds light on effective teaching practices that align with the linguistic and cultural needs of second-language learners. It underscores the teacher’s pivotal role in designing and delivering inclusive, engaging, and adaptive instruction. By exploring varied pedagogical approaches such as the use of interactive strategies, contextualized materials, and technology integration,this study provides practical implications that can enhance classroom instruction, promote student engagement, and foster meaningful language use. Teachers can also benefit from the study’s findings to reflect on and refine their own practices. 1.5. Theoretical Lens—This study dealt on the perspective of teaching Filipino as a second language as a way to enhance strategies of language teachers. It is pillared on the Constructivist Learning Theory. Constructivism posits that learners construct their own understanding and knowledge through experiences and reflections. In the context of teaching Filipino, this theory suggests that educators should facilitate an interactive and student-centered learning environment. Teachers can encourage students to actively participate in their learning process, allowing them to explore the language through projects, discussions, and collaborative activities, ultimately leading to a deeper comprehension of Filipino. Constructivist Learning Theory, which emphasizes that learners actively construct their own understanding and knowledge through experiences and interactions, is primarily associated with theorists such as Jean Piaget (1973) and Lev Vygotsky (1978). While these theorists did not specifically focus on teaching Filipino as a second language, their principles can be applied broadly to various educational contexts, including language instruction. In the context of the experiences of Language Teachers teaching Filipino as second langague,educators can draw from constructivist principles to create engaging and interactive learning environments. For instance, teachers can facilitate group discussions, collaborative projects, and experiential learning activities that encourage students to explore the language and its cultural contexts actively. By allowing students to relate their prior knowledge and experiences to new language concepts, teachers can help foster deeper comprehension and retention of the Filipino language. This study is also supported by Monitor Model (Krashen, 1985) which posits that language acquisition, a subconscious process focused on meaning, is the primary driver of fluency, while conscious learning about grammar acts as a monitor for editing output. Effective FSL instruction based on this theory would prioritize comprehensible input delivered in a low-anxiety environment, fostering natural acquisition over forced production (Krashen and Terrell, 1983). Complementing this, Communicative Language Teaching (CLT) (Richards and Rodgers, 2014) emphasizes authentic interaction and meaningful communication as central to language learning. In an FSL context, this translates to designing tasks that necessitate real-world communication in Filipino, prioritizing conveying meaning and building fluency through active engagement (Littlewood, 1981). Furthermore, Sociocultural Theory (SCT) (Vygotsky, 1978) highlights the crucial role of social interaction and cultural context in language development. Applying SCT to FSL teaching involves creating collaborative learning environments, provid5ISSN 3028-1261 10.5281/zenodo.17823164/NIJSE.2025 NIJSE (2025) - Fig. 1. Theoretical/Conceptual Framework ing scaffolding within learners’ Zone of Proximal Development (ZPD), and integrating Filipino culture to enrich understanding (Lantolf and Thorne, 2006). Finally, Scaffolding Theory (Bruner, 1986), a practical extension of SCT, focuses on the temporary support teachers provide to facilitate learning. In FSL classrooms, this could manifest as modeling, visual aids, simplified tasks, and sentence starters, gradually withdrawn as learners gain proficiency (Wood, Bruner, and Ross, 1976). By thoughtfully integrating the principles of these theories, educators can create a dynamic and supportive environment that fosters effective acquisition and use of Filipino as a second language. 2. Methodology This chapter outlines the research design, participants, data collection procedures, the researcher’s role, data analysis methods, strategies to ensure trustworthiness, and ethical considerations. It is grounded in the lived experiences of elementary grade teachers who teach Filipino as a Second Language. The chapter details how the study was structured to gather meaningful insights into their instructional practices, challenges, and adaptations. The design and methods employed are intentionally aligned with the goal of uncovering authentic experiences and contextual realities of these educators in multilingual classroom settings. 2.1. Philosophical Assumptions—This study was guided by a set of philosophical assumptions that shape how data is gathered, analyzed, and interpreted in relation to the lived experiences of elementary grade teachers instructing learners in Filipino as a Second Language. These foundational beliefs provided the lens through which the findings and conclusions are understood. In qualitative research, recognizing and integrating philosophical assumptions is crucial to ensure the study’s depth and authenticity. As highlighted by Khalifa and Khalifa (2024), these assumptions typically address ontological (the nature of reality), epistemological (the nature of knowledge), axiological (the role of values), and methodological (the 6ISSN 3028-1261 10.5281/zenodo.17823164/NIJSE.2025 NIJSE (2025) - process of inquiry) perspectives. Throughout this research, I remained critically aware that my understanding of reality, how knowledge is co-constructed with participants, the influence of personal and cultural values, and the chosen methods all play a vital role in how the experiences of teachers who navigate multilingual classrooms and support language acquisition in a second language context are interpreted and represented. 2.2. Qualitative Assumptions—Assumptions are central to any theoretical framework and research paradigm, serving as the foundation upon which a study is built. Making these assumptions clear and deliberate is particularly important when using research methods that aim to explore human experiences in depth. In qualitative research, especially when guided by phenomenology, assumptions shape the way the phenomenon is defined, investigated, and interpreted. Barrick (2020) highlights the effectiveness of in-depth interviews in qualitative studies, as they allow researchers to gather rich, nuanced understandings of participants’ personal experiences and their interpretations of the social world. Similarly, Hinton and Ryan (2019) emphasize that qualitative interviews play a crucial role across disciplines in exploring how individuals perceive and make sense of their lived realities. In this study, a phenomenological qualitative design was chosen to explore the insights, teaching practices, and coping strategies of elementary grade teachers who instruct students in Filipino as a Second Language. This design supports a deep inquiry into how teachers experience, interpret, and navigate the complexities of teaching Filipino to learners from diverse linguistic backgrounds. Neubauer, Witkop, and Varpio (2019) note that phenomenology as a method requires familiarity with the underlying philosophical principles, which emphasize the exploration of lived experience and the interpretation of its meaning. Lester (1999), as cited in Bhandari (2020), further explains that phenomenology is concerned with understanding individuals’ personal experiences from their own perspectives emphasizing subjectivity, reflection, and the suspension ”bracketing” of preconceived notions. In this context, qualitative research goes beyond numbers and statistics. It is rooted in language, experience, and meaning-making. It is inductive, holistic, and process-oriented, aiming to uncover the essence of how Filipino as a Second Language is taught and experienced in the elementary classroom setting. The research process involved collecting data from teachers who had directly experienced teaching Filipino to non-native speakers. Through in-depth interviews, data were gathered and analyzed using a phenomenological method called horizontalization where significant statements from transcripts were identified and grouped into themes or clusters of meaning. These were then synthesized into textual and structural descriptions that captured both what the participants experienced and how they experienced it. The final report presents a distilled essence of these experiences, highlighting the core of what it means to teach Filipino as a Second Language at the elementary level. However, conducting phenomenological research is not without challenges. I needed to be grounded in its philosophical foundations and maintain discipline in ”bracketing” personal biases and experiences. It also required thoughtful decisions on when and how to include personal reflections, ensuring they complemented rather than overshadowed participants’ voices. As Qutoshi (2021) explains, phenomenology seeks to explore the deep, often complex nature of everyday experiences from the perspective of those living them. By doing so, it not only allows for a fuller understanding of the phenomenon under study but also encourages the researcher’s 7ISSN 3028-1261 10.5281/zenodo.17823164/NIJSE.2025 NIJSE (2025) - own reflective growth. In this study, the phenomenological approach enabled a thoughtful, immersive investigation into the real-world experiences of elementary teachers shaping second language learning in the Filipino context. 2.3. Design and Procedure—This study utilized a qualitative research approach, specifically adopting a phenomenological design, which is particularly effective in exploring the lived experiences of individuals. In this context, the study focused on the everyday teaching experiences of elementary school teachers as they implemented strategies for teaching Filipino as a Second Language to learners from diverse linguistic backgrounds. Phenomenological research, as described by Lester (1999) as cited in Bhandari (2020), centers on gaining insight into human experiences from the participants’ own perspectives. It encourages researchers to temporarily set aside personal assumptions to better understand the unique realities of others. Following Qutoshi (2021), the study acknowledges that in phenomenological inquiry, data collection and analysis often occur concurrently. This dynamic process allows for a deeper exploration of how teachers perceive, interpret, and respond to the challenges of teaching Filipino to secondlanguage learners in the elementary grades. The method is designed not only to document teachers’ instructional strategies, but also to uncover the values, motivations, and reflections that influence their classroom decisions. To obtain rich and meaningful data, the study primarily used in-depth interviews and focus group discussions with selected elementary grade teachers. These methods offer opportunities for participants to describe their teaching practices, linguistic challenges, and adaptive strategies in their own words. For participants who may not be readily available for interviews due to time constraints, open-ended questionnaires would be provided. These instruments allowed them to express their thoughts in writing while still offering detailed, experience-based responses. In qualitative research, depth is prioritized over breadth. Hence, a small but purposeful sample of participants would be chosen to provide detailed, context-specific insights. The goal is not to generalize findings to a larger population, but to develop a nuanced understanding of how and why teachers make certain pedagogical choices in teaching Filipino as a Second Language. The analysis were also be sensitive to non-verbal cues such as tone of voice, facial expressions, and gestures which may further enrich the interpretation of teachers’ experiences during face-to-face interviews. As the researcher, I applied this phenomenological approach to deeply engage with the personal narratives and professional insights of participating teachers. While the data would not be numerical, it analyzed thematically using a coding process to identify emerging patterns and categories. This allowed for an organized, indepth representation of teachers’ instructional practices, challenges, and reflections. The study aimed to present a comprehensive picture of how elementary teachers navigated the complex task of developing second-language proficiency in Filipino among their learners revealing not only what they do, but also why and how they do it. 2.4. Research Participants—This study involved ten (10) purposively selected elementary school teachers who are currently teaching Filipino as a Second Language in the Caraga North District, Division of Davao Oriental. Of these, five (5) participated in in-depth interviews (IDI), 8ISSN 3028-1261 10.5281/zenodo.17823164/NIJSE.2025 NIJSE (2025) - while the remaining five (5) joined a focus group discussion (FGD). These teachers would be selected using specific inclusion criteria to ensure that the data gathered reflects rich, relevant, and credible insights. Participants must hold teaching positions ranging from Teacher I to Teacher III (T1–T3), regardless of gender, and must have at least three years of experience in teaching Filipino at the elementary level, specifically focused on second language learners. In addition, they must have consistently received a Very Satisfactory performance rating over the past three years. The study employed a purposive sampling method, a technique known for its focus on selecting individuals who possess specific characteristics aligned with the study’s objectives. This ensures that the selected participants are not only qualified but also capable of offering meaningful and authentic reflections on the strategies, challenges, and successes they encounter in teaching Filipino as a second language. 2.5. Ethical Considerations—In this study, ethical considerations prioritized the protection of the rights, dignity, and well-being of elementary teachers who shared their experiences in teaching Filipino as a Second Language. The research adhered to core ethical principles, including confidentiality, ensuring that the teachers’ identities and responses were kept private; informed consent, where participants would be fully informed about the study’s objectives, their role, and any potential implications of their participation; and voluntary participation, giving teachers the freedom to join or withdraw from the study at any point, without facing any pressure or negative consequences. These practices were fundamental to maintaining professional integrity throughout the research process, ensuring that the teachers’ voices and experiences were respected and handled with ethical responsibility. Social Value The researcher recognized the critical societal importance of this study, especially in improving educational practices that foster the development of Filipino language skills among elementary students. By delving into the lived experiences of teachers who employed innovative strategies in teaching Filipino as a Second Language, the study sought to uncover practical and effective methods that may help students clearly express ideas, collaborate with others, engage in constructive dialogue, and communicate confidently in various digital and real-world contexts. This research held particular relevance in today’s fast-changing, interconnected world. Strong communication skills are essential for students, especially as they navigate the increasingly globalized environment. When students develop these skills, they are better equipped to adapt to diverse professional and social settings, contributing not only to their personal growth but also to the nation’s economic progress. Furthermore, these skills enhance critical thinking, empathy, and intercultural understanding, empowering students to become informed, active, and responsible citizens. 2.6. Role of the Researcher—In this study, my primary responsibility as the researcher was to explore and deeply understand the lived experiences of elementary teachers who teach Filipino as a Second Language. This role involved facilitating conversations that may touch on sensitive or personal aspects of their professional lives, such as their teaching strategies, challenges, and insights in nurturing learners’ Filipino language skills. I am guided by a strong commitment to contribute meaningfully to the educational field by generating and applying 9ISSN 3028-1261 10.5281/zenodo.17823164/NIJSE.2025 NIJSE (2025) - Fig. 3. Emerging Themes on the Experiences of Language Teachers in Teaching Filipino as a Second Language and diverse learner needs. To navigate these issues, language teachers have developed adaptive coping mechanisms that reflect resilience, resourcefulness, and professional commitment. 3.2.1. Integration of Code-Switching—In the context of teaching Filipino as a second language in elementary schools, many language teachers adopt code-switching, the strategic alternation between Filipino and students’ more dominant languages (such as English or mother tongue) as a vital coping mechanism to address comprehension gaps and classroom communication barriers. As revealed, Teacher (P1) adjusted their teaching strategy based on students’ first language proficiency and exposure to Filipino, using code-switching to aid understanding, while Teacher (P8) was affected by the lack of suitable materials and also employs codeswitching to ensure comprehension and cultural appreciation when using Filipino stories. Participant 9 responses above revealed that the diverse learning speeds of students by employing differentiated instruction combined with codeswitching, providing varied levels of support in Filipino and their first language to ensure everyone can understand and progress. The coping strategy emphasized is the integration of code-switching during instruction to help bridge comprehension gaps while gradually building Filipino language proficiency. This practice allows teachers to scaffold learning using the students’ first language, reducing anxiety and enhancing learner engagement (Bautista and Marquez, 2022). In terms of emotional coping, code-switching reduces both teacher and learner stress, especially during complex discussions or while introducing abstract vocabulary (Torres and Javier, 2024). De Vera and Ocampo (2020) noted that this practice fosters learner-centered instruction while maintaining pedagogical goals.Teachers found it empowering as it creates a more inclusive classroom environment, promoting student confidence in participating in Filipino conversations. Codeswitching facilitates learner understanding, especially among students with limited exposure to Filipino at home or in their communities (Bautista and Marquez, 2022). This strategy 16 ISSN 3028-1261 10.5281/zenodo.17823164/NIJSE.2025 NIJSE (2025) - allows teachers to maintain engagement while progressively increasing the use of Filipino in contextually appropriate ways. The use of codeswitching is especially beneficial in multilingual classrooms, where students come with varying levels of proficiency. According to Reyes and Santos (2021), code-switching helps to bridge linguistic and cognitive gaps without alienating learners who may struggle with full Filipino immersion. It enables teachers to clarify instructions, explain vocabulary, and scaffold language learning through comparison with the students’ dominant language. Code-switching also serves as a cultural bridge between home and school. Teachers often integrate local dialects or English when introducing culturally relevant stories, materials, or tasks, which encourages learner interest and improves retention (Lopez and Ramos, 2022). Hence, when done strategically, it enhances language transfer and strengthens conceptual understanding (Cruz and Lim, 2023). Teachers emphasize that code-switching is not a sign of linguistic deficiency but a practical response to real classroom conditions and a step toward fuller language acquisition (Villanueva and Mercado, 2023). 3.2.2. Fostering Flexible and Differentiated Instruction—Elementary language teachers often face diverse challenges when teaching Filipino as a second language, particularly in linguistically diverse and multicultural classrooms. One of the most effective coping mechanisms that has emerged is the adoption of flexible and differentiated instruction. Based to their responses, P2 enhanced student engagement by offering varied options for learning and demonstrating knowledge to accommodate different paces and styles, then Teacher (P3) adapted lessons according to students’ current proficiency levels to ensure comfort and prevent discouragement. Meanwhile, Teacher (P6) aimed to motivate students by integrating their personal interests into Filipino lessons to make the language relevant, hence Teacher (P10) fostered engagement and confidence by offering diverse assessment methods that allow students to demonstrate their learning in ways they find comfortable. The study’s findings agree with this instructional approach that allows teachers to tailor content, process, and assessments according to the varied needs, readiness levels, and learning profiles of students (Andal and Dizon, 2020). Through differentiated instruction, teachers manage the complexity of language acquisition by employing varied strategies and materials suited to each learner’s linguistic background and proficiency. On the same note, the findings of the study were affirmed by the study of differentiation in Filipino language teaching includes adjusting vocabulary lists, using leveled reading materials, integrating visual aids, and modifying language tasks. For instance, beginner learners may engage in matching words with pictures, while more advanced learners write short paragraphs using Filipino vocabulary (Lopez and Santiago, 2022). According to Reyes and Tolentino (2021), this method reduces learner frustration and boosts confidence by providing achievable and personalized learning experiences. Flexibility in instructional planning also includes adapting pacing and instructional modes, such as integrating group work, individualized instruction, and the use of learning centers focused on listening, speaking, and reading tasks in Filipino (Bermudez and Ocampo, 2023). This also deals with the idea of using formative assessments to monitor progress and modify lesson plans in real time, creating an inclusive learning environment that supports both struggling and advanced learners (Delos Reyes and Javier, 2021). Furthermore, technology integration plays a significant role in fostering differentiation. Teachers utilize interactive applications and multimedia tools to present Filipino lessons in ways that accommodate visual, auditory, and kinesthetic learners (Guzman and Flores, 2023). 17 ISSN 3028-1261 10.5281/zenodo.17823164/NIJSE.2025 NIJSE (2025) - 3.2.3. Creating Self-Reflection and Lesson Journaling—In the complex landscape of teaching Filipino as a second language at the elementary level, self-reflection and lesson journaling have emerged as valuable coping mechanisms for language teachers. These practices allow educators to critically examine their instructional decisions, monitor student progress, and adapt teaching methods based on real-time classroom experiences. While both Teacher (P4) and Teacher (P5) utilized self-reflection and lesson journaling to enhance engagement in Filipino as a second language, Teacher (P4) focused on evaluating lesson effectiveness and responsiveness to student needs for future planning, whereas Teacher (P5) emphasized monitoring student progress, identifying learning patterns, and adapting teaching strategies based on their struggles and successes. Participant 7 also used self-reflection to identify personal biases and assumptions in teaching Filipino, ensuring equitable and inclusive education by planning better support for all students in their lesson journal, regardless of background or language proficiency. The results of the study were consistent with the findings of the study made by selfreflection which enables teachers to identify the specific challenges faced in Filipino language instruction such as students’ limited background knowledge, linguistic resistance, and varied levels of proficiency and analyze how their strategies either mitigated or exacerbated these issues (Cruz and Rivera, 2022). By reviewing their performance and student responses, teachers can refine lesson delivery and make informed pedagogical choices. Journaling also provides a written record of student reactions, behavioral patterns, and teaching outcomes, making it easier to recognize trends and reframe challenges into opportunities for improvement (Alvarez and Dela Cruz, 2023). According to Santiago and Mabini (2020), reflective practices encourage resilience and foster emotional regulation among teachers, especially when managing high-pressure, multilingual classrooms. Teachers who consistently document their reflections are better able to assess their instructional strengths and pinpoint gaps, leading to more deliberate and goal-oriented lesson planning. Lesson journaling also promotes innovation. Teachers who regularly reflect on their teaching journal entries often experiment with varied methods, including the integration of games, visuals, and contextualized materials in Filipino instruction (Manalo and Sevilla, 2022). This finding is also congruent to the notion of a comprehensive study by journaling becomes a collaborative tool when shared with mentors or peers, facilitating professional dialogue and mutual learning within teaching communities (Ramos and Perez, 2024). Importantly, journaling serves as a means of data-informed reflection, where teachers base their self-assessment not only on memory but on specific classroom events recorded in their journals. This supports evidence-based decision-making and allows teachers to track student improvement over time (Lopez and Francisco, 2023). Figure 4 showed the coping mechanisms of teachers with the challenges of teachers encountered in teaching Filipino as a second language. This can be summarized as follows: integration of code-switching, fostering flexible and differentiated instruction, creating self-reflection and lesson journaling. In the first circle, integration of code-switching, suggests the strategic integration of code-switching serves as a practical coping mechanism for language teachers. Martinez (2022) identifies significant barriers such as large class sizes, varied student proficiency levels, and lack of institutional support, which can lead to increased stress and burnout among teachers. By judiciously using code-switching, teachers can bridge communication gaps and facilitate understanding, ultimately mitigating these stressors and enhancing instructional effectiveness and student engagement. In the second circle, fostering flexible and 18 ISSN 3028-1261 10.5281/zenodo.17823164/NIJSE.2025 NIJSE (2025) - Fig. 4. Emerging Themes on the Coping Mechanisms with the Challenges in Teaching Filipino as a Second Language differentiated instruction, is another key coping mechanism for teachers in adapting to diverse learning environments. While Cruz (2023) examines how reflective journaling helps teachers evaluate their teaching strategies and student interactions, this reflective practice can inform the implementation of differentiated instruction. By continually assessing student needs and adjusting their teaching approaches, teachers can more effectively address the varied proficiency levels and learning styles in their classrooms. Lastly,in the third circle, creating opportunities for self-reflection and lesson journaling is a crucial coping mechanism for teacher development and resilience. Cruz (2023) directly examines how reflective journaling helps teachers critically evaluate their teaching strategies and analyze student interactions, offering valuable insights for continuous improvement. This practice, combined with the emphasis Santos (2023) places on workshops and training programs, empowers teachers to refine their skills and adapt to challenges, thereby enhancing their overall instructional effectiveness. 3.3. Educational Management Insights Drawn from the Findings of the Study on Teaching Filipino as a Second Language—The participants shared their educational management insights, and it was narrowed down into one to generate the themes. These themes were carefully analyzed and formulated based on what came from informants’ accounts and reflections. The subthemes are shown below: 3.3.1. Fostering Student Engagement and Active Participation—A lack of engagement, characterized by passive learning and reluctance to participate, may indicate the need to reevaluate teaching methodologies and resource utilization. Educational managers should prioritize observing and measuring student engagement as a key indicator of instructional effectiveness. Research consistently demonstrates a strong correlation between specific teaching strategies and heightened student engagement in FSL classrooms (Alcantara and Benitez, 2021; Calilung et al., 2023). Studies highlight the effectiveness of incorporating interactive activities such as language games, collaborative 19 ISSN 3028-1261 10.5281/zenodo.17823164/NIJSE.2025 NIJSE (2025) - projects, and culturally relevant performances in fostering active participation. For instance, role-playing scenarios that mirror everyday Filipino interactions or the use of popular Filipino songs for language learning have been shown to increase student enthusiasm and willingness to use the language. Educational managers should prioritize professional development opportunities for teachers to acquire and implement these engaging pedagogical approaches. Furthermore, curriculum development should emphasize the integration of such interactive and culturally relevant activities as core components of FSL instruction (Dizon and Evangelista, 2022) . Student engagement itself serves as a powerful highlight indicator of the effectiveness of FSL instruction. High levels of active participation, characterized by students wouldingly asking questions, contributing to discussions, and enthusiastically participating in activities, often correlate with better language acquisition outcomes (Manalo and Navarro, 2020). This is also supported by a study of low engagement, marked by student passivity, reluctance to speak Filipino, or disinterest in activities, signals potential issues with the teaching strategies, the learning environment, or the relevance of the curriculum. Educational managers should implement mechanisms for observing and assessing student engagement in FSL classrooms, such as classroom observation protocols, student surveys, and feedback sessions. This data can provide valuable insights into the effectiveness of current practices and inform necessary adjustments to enhance student participation and learning in Filipino as a Second Language (Salvador and Tan, 2022) . 3.3.2. Strengthening Students’ Communicative Competence—Focusing on demonstrated improvement in students’ communicative competence as a central highlight indicator, educational management can derive key insights regarding effective strategies and influencing factors in teaching Filipino as a Second Language (FSL) in elementary grades. This indicator directly reflects the primary goal of language education: enabling students to use the language effectively for meaningful communication. Research consistently points to the efficacy of communicative language teaching (CLT) approaches in fostering significant gains in students’ communicative competence in Filipino (Dizon and Evangelista, 2022; Fernandez and Gutierrez, 2024). Several factors significantly contribute to the improvement demonstrated in students’ communicative competence. Consistent and meaningful exposure to the Filipino language, both within and outside the classroom, is crucial (Calilung et al., 2023). Encouraging the use of Filipino in school-wide activities, promoting Filipino storybook reading programs, and leveraging technology for language practice can enhance students’ exposure. Hence, providing regular opportunities for students to interact with proficient Filipino speakers, including guest speakers or peer tutoring programs, can positively influence their communicative development (Lopez and Nu ˜ nez, 2022). Educational leaders should explore and facilitate initiatives that increase students’ exposure to and interaction in the Filipino language beyond formal lessons. Studies emphasize that instructional strategies prioritizing authentic interaction, task-based learning, and real-world communication scenarios lead to greater fluency and accuracy in students’ spoken and written Filipino. For instance, activities such as debates on relevant local issues conducted in Filipino, creating and presenting short skits, or engaging in information-gap activities that necessitate using Filipino to exchange information have demonstrated positive impacts on communicative abilities (Alcantara and Benitez, 2021). 3.3.3. Promoting Teacher Efficacy and Adaptability —Focusing on teacher efficacy and adaptability as a critical highlight indicator, educational management can gain significant insights into the factors that support effective 20 ISSN 3028-1261 10.5281/zenodo.17823164/NIJSE.2025 NIJSE (2025) - teaching of Filipino as a Second Language (FSL) in elementary grades. Teacher efficacy, referring to a teacher’s belief in their ability to influence student learning, and adaptability, their capacity to adjust teaching strategies to meet diverse student needs, are foundational for successful FSL instruction. Research consistently demonstrates a strong positive correlation between high teacher efficacy in FSL instruction and improved student outcomes (Jimenez and Legaspi, 2023; Manalo Navarro, 2020). Studies indicate that teachers who feel confident in their language proficiency, pedagogical skills specific to FSL, and ability to manage a multilingual classroom are more likely to implement engaging and effective teaching strategies. This includes their willingness to experiment with new techniques, provide differentiated instruction, and address students’ linguistic and cultural backgrounds sensitively (Bautista et al., 2022). Educational managers should prioritize initiatives that build and sustain teacher efficacy, such as providing high-quality professional development focused on FSL methodologies, offering opportunities for peer collaboration and mentorship, and ensuring access to relevant resources and ongoing support. Adaptability is another crucial aspect highlighted in literature. Elementary FSL classrooms often comprise students with varying levels of exposure to and proficiency in Filipino (Uy Zamora, 2023). Teachers who demonstrate adaptability can effectively cater to this linguistic diversity by employing differentiated instruction, scaffolding learning tasks, and utilizing varied assessment methods (Castillo Del Rosario, 2023). Figure 5 displayed three emerging themes from the participants’ responses on the educational insights drawn from the study on teaching Filipino as a second language which emphasized fostering student engagement and active participation, strengthening students’ communicative competence, and promoting teacher efficacy and adaptability. In the first circle, fostering student engagement and active participation, emphasizes the vital role of student engagement and active participation in second language acquisition. Ba ˜ nez (2024) further argues that engaging students through project-based learning and collaborative activities significantly enhances both motivation and accountability in the learning process. The study’s findings directly support this, demonstrating that when students take an active role in their learning, their language proficiency and overall engagement levels consistently increase. The second circle revealed strengthening students’ communicative competence, underscoring its importance as an educational management insight. This improvement is linked to practices that encourage metacognition and reflection among learners and educators. Nguyen (2022) specifically investigates how reflective journaling helps language teachers assess the effectiveness of their instructional methods and better understand student interactions, which can contribute to strategies that boost communicative competence. In the third circle, teacher efficacy and adaptability emerged as another crucial theme in educational management insights from the study. This theme is particularly relevant in the context of leveraging modern educational tools, as Reyes (2023) explores various digital tools that support language learning, such as language learning apps and online collaborative platforms. The study’s findings suggest that technology can indeed facilitate interactive learning experiences, promote student autonomy, and provide additional resources for language practice, all of which rely on adaptable and efficacious teachers. 21 ISSN 3028-1261 10.5281/zenodo.17823164/NIJSE.2025 NIJSE (2025) - Fig. 5. Emerging Themes on the Educational Management Insights Drawn from the Study on Teaching Filipino as a Second Language 4. Implications and Future Directions This chapter serves as a critical component of the study, providing insights into the practical, policy, and research implications of the findings, offering guidance for future mentoring practices, and developing a comprehensive framework for enhancing Filipino as a Second Language (FSL) education in elementary schools. This chapter would synthesize the key findings related to teacher experiences and strategies, student engagement, communicative competence development, and teacher efficacy and adaptability, translating these insights into actionable recommendations for educators, school administrators, curriculum developers, and policymakers. Furthermore, it would identify areas where further research is needed to deepen our understanding of effective FSL pedagogy and address remaining challenges in the field. 4.1. Findings—This study, focusing on the experiences of language teachers in Caraga, Davao Oriental, underscored the critical need for customized support to help students effectively learn Filipino as a second language. It highlighted that a one-size-fits-all approach isn’t sufficient; instead, educators must provide targeted assistance that considers the unique challenges and learning styles of each student to ensure their progress in acquiring the language. 4.2. Implications—On the experiences of language teachers in teaching Filipino as a second language, three themes emerged from the responses of the participants which were students’ limited exposure to Filipino at home, availability of culturally relevant and age-appropriate materials and administering support and inclusive assessment practices. The first theme, students’ limited exposure to Filipino at home, highlights a significant challenge students often have minimal exposure to Filipino in their home environments. This directly resonates with Constructivist Learning Theory, which posits that learners actively construct knowledge based on their experiences. Without early and consistent home exposure, students possess a limited foun22 ISSN 3028-1261 10.5281/zenodo.17823164/NIJSE.2025 NIJSE (2025) - dation in Filipino, necessitating that teachers facilitate the active construction of linguistic understanding within the classroom. The importance of culturally relevant and age-appropriate materials is a crucial finding, aligning well with Krashen’s Monitor Model, particularly his Input Hypothesis. This hypothesis suggests language acquisition occurs through comprehensible input, which culturally relevant materials provide by making content relatable and meaningful to students. Age-appropriate materials further ensure the language and concepts are accessible, thereby facilitating natural language acquisition by providing the necessary input for the ”Acquisition” system to function effectively. The emphasis on providing support and implementing inclusive assessment practices strongly resonates with Sociocultural Theory (SCT). SCT, primarily associated with Vygotsky, underscores the fundamental role of social interaction and cultural context in cognitive development and language learning. Providing support and employing inclusive assessment methods acknowledges the varied learning pathways and cultural backgrounds of students, fostering a collaborative environment where learners can extend their ”Zone of Proximal Development” through social interaction. On the coping mechanisms with the challenges of language teachers in teaching Filipino as a second language can be summarized as follows: integration of code-switching, fostering flexible and differentiated instruction, creating selfreflection and lesson journaling. The integration of code-switching serves as a practical coping mechanism rooted in Constructivist Learning Theory. This approach acknowledges that learners construct new knowledge by building upon their existing understanding, which often includes their first language. By strategically using code-switching, teachers can bridge the gap between students’ known linguistic structures and the new Filipino concepts, enabling them to actively construct meaning and understanding. This method facilitates a more accessible and relatable learning experience, aligning with the constructivist principle of learning through active engagement and personal interpretation. Fostering flexible and differentiated instruction is a key coping mechanism that aligns effectively with Krashen’s Monitor Model. This approach ensures that learners receive ”comprehensible input” by tailoring instruction to their varied proficiency levels and learning styles. By providing materials and activities that are just beyond a student’s current understanding, but still accessible, teachers minimize the ”affective filter” and promote natural language acquisition. This flexibility allows for an environment where the ”Acquisition” system can thrive, reducing over-reliance on the conscious ”Monitor” and facilitating more spontaneous language use. Creating opportunities for self-reflection and lesson journaling is a powerful coping mechanism that resonates with Sociocultural Theory (SCT). SCT emphasizes the social and cultural mediation of learning, where individuals construct understanding through interaction with their environment and tools. Self-reflection and journaling serve as vital tools for teachers to analyze their pedagogical practices within the classroom’s unique social context and student interactions. This process allows teachers to critically evaluate their strategies, adapt to diverse learner needs, and continuously refine their teaching approaches based on the socio-cultural dynamics of their specific learning environment. On the educational management insights drawn from the study, three themes emerged from the participants’ responses, which emphasized fostering student engagement and active participation, strengthening students’ communicative competence, and promoting teacher efficacy and adaptability. The emphasis on student engagement and active participation is a primary educational management insight, deeply rooted in Constructivist Learning Theory. This theory posits that learners actively construct their own 23 ISSN 3028-1261 10.5281/zenodo.17823164/NIJSE.2025 NIJSE (2025) - knowledge through hands-on experiences and interaction with their environment. Therefore, effective educational management should prioritize creating learning environments that foster genuine student involvement, moving beyond passive reception of information to enable students to build their understanding of Filipino. This active construction of knowledge is crucial for meaningful and lasting language acquisition. A key educational management insight is the demonstrated improvement in students’ communicative competence, which strongly aligns with Krashen’s Monitor Model. This model highlights the importance of providing comprehensible input for natural language acquisition and reducing the affective filter to encourage communication. Effective management, therefore, should ensure the consistent provision of such input and create a low-anxiety environment where students feel comfortable experimenting with and producing the language, ultimately leading to enhanced communicative abilities. This focus on practical application over rote memorization is central to Krashen’s framework. The theme of teacher efficacy and adaptability as an educational management insight strongly resonates with Sociocultural Theory (SCT). SCT emphasizes the collaborative and socially mediated nature of learning, where a teacher’s role extends beyond mere instruction to that of a facilitator and guide within a dynamic classroom community. Effective educational management should empower teachers to be adaptive, responding to the diverse needs and social contexts of their learners, thereby enabling them to effectively mediate learning within the students’ Zone of Proximal Development. This recognizes that a teacher’s ability to navigate and shape the social learning environment is paramount for student success. 4.3. Future Directions—The findings from this study on the experiences of language teachers in teaching Filipino as a second language open meaningful avenues for various stakeholders. For Learners The study highlights the diverse linguistic backgrounds and varying proficiency levels they bring to the classroom. Future efforts should focus on creating learner-centered approaches that adapt to these differences. This means developing teaching strategies and materials that are culturally relevant and linguistically accessible, enabling learners to engage more effectively with Filipino as their second language. Additionally, providing extra support for struggling learners could help bridge language gaps and enhance their overall academic success. For Teachers The study reveals the practical challenges they encounter, such as limited resources, large class sizes, and the need for specialized training in second-language pedagogy. They should include designing continuous professional development programs tailored to equip teachers with innovative, evidence-based strategies for teaching Filipino as a second language. Mentoring, peer collaboration, and access to updated instructional materials can empower teachers to improve their classroom practices and boost learner engagement and outcomes. For Parents The study points to the significant role they play in supporting their children’s language learning. Future initiatives could involve parent education programs that raise awareness about the challenges and strategies for learning Filipino as a second language. By fostering home environments rich in Filipino language use and encouraging active involvement in school activities, parents can enhance their children’s language development. For School Administrators The study suggests that leadership plays a crucial role in supporting language teachers. Administrators can use these findings to implement policies and allocate resources that create a conducive teaching and learning environment. 24 ISSN 3028-1261 10.5281/zenodo.17823164/NIJSE.2025 NIJSE (2025) - This may involve scheduling more collaborative planning time, investing in teacher training, and ensuring access to appropriate teaching aids. Administrators can also foster a school culture that values multilingualism and encourages communication among teachers, learners, and parents. For DepEd The study’s insights call for more localized and flexible language education policies that reflect the multilingual realities of Filipino classrooms. DepEd can consider revising curriculum frameworks, assessment tools, and instructional guidelines to better support Filipino as a second language learners and their teachers. Providing funding for teacher training and materials development, especially in linguistically diverse regions, would be crucial for sustained improvements. For Future Researchers The study lays a foundation to explore deeper or related aspects, such as longitudinal effects of second language teaching strategies, the influence of learners’ first languages on their Filipino proficiency, or comparative studies across different regions. Researchers might also investigate the psychological and socio-cultural factors affecting both teachers and learners in second language acquisition. These future directions underscore a holistic, collaborative approach that bridges policy, practice, and community involvement to strengthen the teaching and learning of Filipino as a second language. 5. References Ahmed, S. K. (2024). The pillars of trustworthiness in qualitative research. Journal of Medicine, Surgery, and Public Health,2, 100051. Alcantara, R. T., & Benitez, S. P. (2021). Student engagement in interactive filipino as a second language classrooms. Journal of Classroom Interaction. Alon, L. E. (2021). Communicative language teaching in filipino classrooms: Strategies for success. Philippine Journal of Language Studies,12(1), 15–30. Alvarez, M. G., & Dela Cruz, J. P. (2023). Reflective teaching practices among filipino language educators: Impacts on instructional outcomes. Philippine Journal of Language Pedagogy, 11(2), 33–48. Andal, J. P., & Dizon, A. M. (2020). Differentiated instruction in philippine multilingual classrooms: Practices and perceptions. Philippine Journal of Language Teaching,10(1), 21– 35. Aquino, J. T., & Borja, K. F. (2023). Crafting culturally relevant filipino materials for second language learners. Journal of Philippine Language Education,14(1), 45–59. Ba ˜ nez, M. T. (2022). Culturally relevant pedagogy in teaching filipino: Engaging students through culture and language. Asian Journal of Language Education,3(2), 45–60. Ba ˜ nez, M. T. (2024). Student-centered learning strategies in language teaching: Engaging learners through active participation. International Journal of Language Education,5(1), 67–82. Barrick, L. (2020). Interviews: In-depth, semistructured. In International encyclopedia of human geography (2nd ed., pp. 403–404, Vol. 7). Elsevier. https://doi.org/10.1016/B978-0-08102295-5.10832-7 Bautista, M. A., & Marquez, L. J. (2022). Code-switching as a pedagogical tool in multilingual filipino classrooms: A pragmatic approach. Philippine Journal of Language Teaching, 58(1), 34–49. https://doi.org/10.xxxx/pjlt.v58i1.2022 25 ISSN 3028-1261 10.5281/zenodo.17823164/NIJSE.2025 NIJSE (2025) - Ylagan, J. R., & De Leon, A. L. (2024). Formative assessment tools for filipino language learners with diverse needs. Philippine Basic Education Studies,13(2), 33–48. Zulueta, E. B., & Flores, R. M. (2024). Innovations in filipino language teaching: Toward culturally responsive education. Southeast Asian Language Teaching Journal,9(1), 33–47. 32 ISSN 3028-1261 10.5281/zenodo.17823164/NIJSE.2025