Vernacular-Mediated Instruction in English Classrooms: Teachers’ Approaches to Contextualized Teaching and Learning

Abstract

Background and Aim: In multilingual educational settings, English language teachers often encounter challenges in ensuring students’ comprehension when instruction is delivered solely in English. Limited exposure to English outside the classroom may hinder learners’ understanding, participation, and confidence in language use. Consequently, teachers frequently utilize the vernacular as a pedagogical resource to facilitate learning and bridge communication gaps. Grounded in Translanguaging Theory, this study explored teachers’ experiences in using the vernacular as a contextualization strategy in English language instruction. Specifically, it examined teachers’ perceptions of vernacular use, the challenges they encountered, the coping strategies they employed, and the lessons they learned from integrating the vernacular into English classrooms. Materials and Methods: This study employed a qualitative case study design conducted in a private secondary school in Pagadian City, Philippines. Seven English teachers were purposively selected based on their experience in using the vernacular during instruction. Data were gathered through semi-structured interviews, classroom observations, and field notes. The collected data were analyzed using thematic analysis to identify recurring patterns, categories, and themes related to teachers’ experiences and instructional practices. Results: The findings revealed that teachers perceived the vernacular as a valuable instructional support that enhances students’ comprehension, promotes classroom participation, increases learner comfort, and facilitates the explanation of complex concepts. However, teachers also encountered challenges, including difficulties in translating technical terms, students’ dependence on teachers for language equivalents, and persistent comprehension difficulties among some learners. To address these concerns, teachers employed various coping strategies such as utilizing external resources, translating explanations, adjusting language use according to instructional needs, providing contextualized examples, and using alternative explanations to clarify concepts. Furthermore, teachers learned that the strategic and balanced integration of the vernacular improves communication and learner engagement while maintaining opportunities for English language development. Conclusion: The study concludes that the vernacular serves as an effective contextualization tool in English language teaching when used purposefully and in moderation. A balanced application of both the vernacular and English promotes meaningful learning, supports comprehension, and contributes to the gradual development of students’ English proficiency in multilingual classroom settings.