A Narrative Literature Review of Emerging Strategies in Teaching the Filipino Language in Elementary

Abstract

Teaching the Filipino language in elementary grades presents multifaceted challenges, including English dominance, limited instructional resources, and complexities arising from the Mother Tongue-Based Multilingual Education (MTB-MLE) policy. Hence, this study sought to determine the emerging strategies being utilized to enhance Filipino language instruction in the elementary grades. Using a narrative literature review design drawing from peer-reviewed articles across Google Scholar, ERIC, ResearchGate, and Consensus, this study identified three principal clusters of emerging pedagogical strategies: integrative and multisensory approaches encompassing songs, movement, and storytelling; interactive and learner-centered pedagogies including task-based learning, role-playing, and gamification; and the strategic integration of technology and contextualized learning materials such as AI-assisted tools and culturally grounded digital resources. Collectively, these strategies demonstrated measurable gains in foundational literacy, oral fluency, motivation, and overall Filipino language proficiency among elementary learners. The study contributes to the growing body of literature on Filipino language education by synthesizing evidence-based instructional practices and providing a consolidated framework for enhancing Filipino language teaching and learning in elementary classrooms. Furthermore, this review serves as a reference for future research and instructional innovation by identifying pedagogical trends that may inform the development of nationally relevant and technology-enhanced Filipino language programs in the elementary grades.