Social Studies Teachers’ Experiences in Teaching Through the Filipino Language

Language plays a crucial role in shaping teaching and learning experiences, particularly in multilingual classroom contexts. This study investigates the lived experiences of junior high school Social Studies teachers who teach through the Filipino language, drawing on Moustakas’ lifeworld existentials as its analytical lens. Data were gathered from seven social studies teachers through a semi-structured interview guide. Six emerging themes were identified, namely: experiencing embodied ease and strain in teaching social studies through Filipino, experiencing emotional connection, confidence, and challenge in Filipino-medium teaching, experiencing a dynamic and adaptive classroom atmosphere when teaching social studies in Filipino, experiencing ongoing growth and adaptation in Filipino-medium teaching over time, strengthening relational connections through Filipino-medium teaching and navigating instructional and linguistic tensions in teaching social studies through Filipino. Teaching Social Studies through Filipino promotes teacher confidence, adaptive and engaging classrooms, professional growth, strong relational connections, and the ongoing management of linguistic and instructional challenges to ensure effective learning. School administrators and curriculum developers may support Social Studies teachers by providing ongoing professional development, mentoring, and accessible Filipino-language resources to enhance instructional strategies, classroom adaptability, and the balance between language clarity and academic rigor

Filipino-medium instruction, instructional adaptation

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