Voices from the Classroom: Students’ Experiences of Teaching and Learning Filipino Language and Literature at Sulu State College

Abstract

Abstract

The teaching and learning of Filipino Language and Literature in a multilingual and multicultural higher education institution raise significant issues concerning language, identity, culture, student engagement, and pedagogy. This qualitative study aims to explore students’ experiences in learning Filipino Language and Literature at Sulu State College, particularly their perspectives on pedagogical strategies, linguistic and cultural challenges, coping and adaptation strategies, and recommendations for more inclusive and contextualized instruction. The study will employ an interpretative phenomenological approach to understand and interpret the experiences as described by the students themselves. Participants will be selected through purposive sampling from students who have taken courses related to Filipino Language and Literature. Data will be collected through semi-structured individual interviews and, when necessary, focus group discussions. The data will be analyzed using reflexive thematic analysis to identify emerging themes and patterns of meaning across participants’ experiences. The study is expected to provide an empirical basis for developing culturally responsive, multilingual, and learner-centered Filipino pedagogy that is sensitive to the sociolinguistic realities of students in Sulu. The findings may also inform curriculum enhancement, instructional strategies, and the development of teaching and learning materials for Filipino Language and Literature in multilingual higher education contexts.

Keywords: Filipino language, literature, student experiences, multilingualism, culturally responsive pedagogy, qualitative research, Sulu