Unheard Voices Of The Far: Indigenous Teachers’ Journey In Teaching English

Abstract

This phenomenological study explored the lived experiences of Indigenous Peoples teachers in teaching English at Lumigo Integrated School, Glan 1 District, Division of Sarangani. Anchored on Sociocultural Theory, Constructivism, Indigenous Knowledge Systems, and Krashen’s Language Acquisition Theory, the study examined how indigenous teachers experienced, strategized, and coped with the demands of English instruction in a culturally and linguistically diverse learning environment. Five indigenous teachers were purposively selected as participants. Data were gathered through semi-structured interviews and analyzed using Moustakas’ transcendental phenomenological approach. Findings revealed that indigenous teachers faced challenges related to irregular learner attendance, limited instructional resources, budget constraints, insufficient training, and learners’ limited exposure to English. Despite these barriers, they employed bilingual instruction, code-switching, culturally relevant pedagogy, integration of indigenous traditions, experiential learning, and community-based support mechanisms. The study concluded that indigenous teachers serve not only as language instructors but also as cultural stewards, mediators, and advocates who balance English proficiency with cultural preservation. The findings call for culturally responsive teacher training, adequate resource provision, strengthened IPEd implementation, and institutional support for indigenous educators.