EXPLORING T’BOLI LANGUAGE INTEGRATION IN CULTURALLY RESPONSIVE EDUCATI ON AMONG NON-T’BOLI TEACHERS

Abstract

This research utilized Interpretative Phenomenological Analysis (IPA) to examine the lived pedagogical experiences of Non-T’boli teachers in integrating the T’boli language into culturally responsive education and their interpretations of these experiences. The study involved nine Non-T’boli Senior High School teachers from three public secondary schools implementing the Indigenous Peoples Education (IPEd) Program in South Cotabato, Philippines. Through in-depth interviews, each participant shared narratives about their teaching practices, challenges, coping strategies, and insights into integrating the T’boli language in culturally diverse classrooms. Following Jonathan A. Smith’s IPA framework, six superordinate themes emerged, reflecting how teachers utilized T’boli expressions and cultural concepts to facilitate learning, navigated linguistic limitations and instructional challenges, fostered reciprocal learning with students, collaborated with T’boli-speaking colleagues and community members, and developed culturally responsive teaching practices. Overall, the findings highlight the potential of strategic language integration and community engagement to support meaningful learning, student participation, cultural awareness, and respect for Indigenous identity. These findings may encourage schools to strengthen culturally responsive education through localized instructional materials, collaboration with Indigenous knowledge holders, and targeted professional development, although such implications remain exploratory given the qualitative nature of the study.

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