Bridging Languages and Cultures: Teachers' Experiences in Integrating Filipino Literature into English 7 Instruction in Public Secondary Schools in San Mateo, Isabela
The integration of local literature into English language instruction has increasingly gained attention as an effective pedagogical approach that promotes language proficiency while strengthening learners' cultural identity. In the Philippine educational landscape, the implementation of the MATATAG Curriculum emphasizes contextualized, inclusive, and culturally responsive teaching practices that connect learning with students' lived experiences. Within this context, Filipino literary texts serve as valuable instructional resources that enrich English language instruction by exposing learners to authentic cultural narratives while simultaneously developing communication skills, critical thinking, literary appreciation, and intercultural competence. Despite these curricular directions, English teachers continue to encounter challenges in integrating Filipino literature into English instruction, particularly in rural public secondary schools where contextual realities influence instructional decision-making. This qualitative phenomenological study explored the lived experiences of English 7 teachers in integrating Filipino literature into English instruction in public secondary schools in San Mateo, Isabela. Specifically, the study examined teachers' instructional practices, pedagogical experiences, perceived benefits, challenges encountered, adaptive strategies, and recommendations for strengthening culturally responsive language instruction. Twelve English teachers were purposively selected as participants based on their direct involvement in implementing the Grade 7 English curriculum. Data were gathered through semi-structured in-depth interviews and analyzed using Braun and Clarke's (2006) thematic analysis. The findings revealed that integrating Filipino literature enhanced learners' English language proficiency, cultural appreciation, critical thinking, classroom participation, and intercultural awareness. Teachers likewise demonstrated creativity by contextualizing literary texts, employing multilingual teaching strategies, and developing localized instructional materials despite limited instructional resources. However, they encountered challenges related to limited curriculum resources, varying learner language proficiency, time constraints, and insufficient professional development opportunities. The study concludes that integrating Filipino literature into English instruction provides meaningful opportunities for simultaneously developing linguistic competence and cultural literacy. Strengthening teacher preparation, instructional resource development, and institutional support is therefore essential for sustaining culturally responsive English language education in Philippine public secondary schools.