Abstract
This study explores the cultural experiences of teachers in the Department of Education's (DepEd) Special Program in Foreign Language (SPFL), focusing on their lived experiences, the challenges they face, and the strategies they use to develop culturally responsive learning experiences for their students. The study uses a hermeneutic-phenomenological methodology to shed light on the experiences of six (6) participants currently teaching Chinese (Mandarin), German (Deutsch), and Japanese (Nihongo) at two public high schools in Quezon City, Philippines. From the data collected through interviews emerge seven (7) themes: educator experience and development; cultural exposure; external support; classroom diversity and socio-cultural barriers; resource limitations; student-centered instructional practices; and cultural integration. Results show that prior teaching experience, immersion programs, and innovative tactics enable teachers to provide culturally responsive lessons. However, limited resources and support pose significant challenges. Recommendations include encouraging students to explore their interests and engage in cultural activities, urging parents to support language learning and cultural appreciation, and promoting continuous professional development and collaboration among teachers. School administrators are advised to strengthen support systems and create conducive learning environments. And for future researchers to expand the study to other contexts, include student perspectives, assess long-term effects, and include quantitative methodologies to enhance the understanding of cultural experiences within the program.
