Abstract
The world over, bilingual education is acknowledged as a successful pedagogical strategy for language acquisition. Examining the lived experiences of Filipino instructors working in a bilingual and English program in Thailand was the aim of this phenomenological study. Semi-structured interviews were used in the study to gather data. Thirty-two Filipino teachers who taught English and other courses at government schools in the North Eastern Subregion (ESAN) participated in the study. The participants who had similar experiences teaching in bilingual and English program in ESAN's primary and secondary schools were chosen using the purposive sample technique. For the aim of the research, the interviews were transcribed, recorded, and arranged into different themes. The findings were grouped into five primary themes: (1) positive experience, (2) negative experience, (3) sources of employment information in Thailand, (4) solutions and (5) motivations. The findings showed that individuals working in the Bilingual and English Program held a variety of opinions, most of which had to do with the absence of systematic standards for evaluating students' performance, large class sizes, pay concerns, behavioral and attitude issues with Thai students, language barriers, issues with instructional materials, and issues with teaching pedagogies.
