Teaching English to Learners of Different Cultural Minority Groups

Abstract

English teachers’ experiences handling mainstream classes and those with minority students differ as students’ learning and communication styles vary. This study explored the lived experiences and teaching practices of purposively selected non-English majors teaching English to Filipino learners from different cultural minority groups: Mamanwa, Manobo, Hinigaon, Kamayo, Surigaonon, Muslim, and Bisaya. The in-depth investigation through a phenomenological inquiry was done using the Collazzi steps. Analysis of the teachers’ narratives led to the indexed themes: teachers’ psychological baggage; teachers’ drive to be effective; teachers’ desire for change. The meaning ascribed to the unique experience of the teachers provides the basis to critically examine and address issues relative to English language teaching. Teachers benefit from the assistance provided to them as they hurdle the challenges and sustain their enthusiasm despite being non-English majors. Such reality motivated them to develop learning materials, innovate in teaching, adopt strategies, and design authentic assessments to prepare learners to be practical problem solvers. Hence, policies may be instituted to address the teachers’ content and pedagogical skills, as non-English majors, when assigned to diverse groups of learners. Periodic monitoring, educational fora, peer coaching, and mentoring may be considered to strengthen their content, technological, and pedagogical skills.