Conducted by PIT
, Started on 2025 -
Completed on 2026
Completed
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This study explores the lived experiences of public school mathematics teachers in multilingual settings in the Philippines,
focusing on the use of both mother-tongue-based instruction and English in Grades 1–3. Using a phenomenological
approach, the study identifies key challenges such as language barriers, inadequate resources, and student comprehension
issues. In response, teachers employ differentiated instruction, code-switching, culturally relevant pedagogy, and collaborative
practices. These strategies reflect the adaptive resilience of teachers exposed to the complex realities of multilingual
education. Findings offer valuable insights for policy development, teacher training, and curriculum design in linguistically
diverse educational systems.