English Language Teaching in the Contexts of Alternative Learning System (ALS) in South Cotabato Division: A Phenomenological Inquiry

Abstract

This research investigates the difficulties encountered by Alternative Learning System (ALS) teachers in providing English language instruction, as well as the strategies they use to address these challenges. Recognizing the significant importance of English language teaching, this study sought to examine the personal experiences of ALS teachers, who play a crucial role in the transmission of knowledge. This transcendental phenomenological study aimed at identifying, describing, and construing the lived experiences of English language teachers teaching English language to Alternative Learning System students in the Division of South Cotabato. Five Alternative Learning System teachers served as participants in the study. Semi-structured interviews were conducted to gather enriching data from the participants. The content experts served as validators of the interview questions. A trial interview was held to ensure the credibility and validity of the results. Arduous Thematic Analysis of the gathered data revealed 6 emerging themes: Challenges in ALS, Resource, Time and Financial Constraints, Dedication to Teaching, Culturally Responsive Teaching, Teacher Training and Professional Growth, and Future Visions. ALS educators exhibit exceptional resilience, commitment, and dedication to delivering quality education to a variety of learners. Nonetheless, systemic obstacles concerning resources, financial support, and acknowledgment persist, limiting the effectiveness of the ALS program. The research suggests that policymakers, educational organizations, and community partners collaborate to tackle these challenges and provide ALS educators with the essential support, resources, and recognition needed to foster a more equitable and effective educational environment for all students.