Abstract
This multiple-case study investigated the English language learning journey of persons deprived of liberty (PDL), focusing on their perceived opportunities, challenges, and coping strategies. The participants in this study were three PDL from Digos City District Jail Female Dormitory, studying English through the Alternative Learning Systems (ALS). Participants were selected using the maximum variation sampling. The English language learning experiences of the chosen participants were examined through in-depth interviews. The data for each case were triangulated through an in-depth interview with their English teachers and the ALS Coordinator, a document analysis of their outputs and modules, and the jail library logbook. Using a thematic analysis, the study identified six themes that describe the language-learning journey of the PDL: acquisition of basic English language skills, perceived difficulty in English learning, oral communication challenges, learning disruptions, reading without comprehension, and grammatical challenges. Furthermore, PDLs cope with the English language learning challenges they encounter by using learning resources, relying on translation, seeking support from others, employing learning strategies, and maintaining a positive mindset. Through cross-case analysis, it was revealed that all three cases shared similarities in their English language learning journey, especially in valuing education as a preparation for life after incarceration. Differences in their coping strategies and experiences were also revealed in the study. Based on the findings, the study recommends providing adequate learning resources and strengthening partnerships with HEIs in providing literacy education to PDL learners.
