Science Teachers’ Use of English as a Second Language (ESL)-Derived Literacy Strategies

The Philippines has emerged as a premier global hub for English language instruction, propelled by its exceptional English proficiency and commanding presence in the English as a Second Language (ESL) industry. Despite this strength, the Philippines continues to face significant challenges in science literacy and functional illiteracy. This underscores the urgent need to explore how science teachers, especially those with an ESL background, leverage their expertise in language instruction to support science learning. This study employed a descriptive qualitative research design that aims to explore the science teachers’ use of ESL-derived literacy strategies in science instruction. Data from thirteen high school science teachers with ESL teaching backgrounds, were gathered through semi-structured interviews and analyzed using Braun and Clarke’s (2019) reflexive thematic analysis. The findings show that science teachers perceive students’ literacy skills as developing but constrained by language and comprehension barriers. In response, they employ ESL-derived literacy strategies such as pre-teaching vocabulary, visual and multimodal supports, and interactive language scaffolds to improve comprehension, make abstract concepts more concrete, boost confidence, and foster engagement, ultimately deepening conceptual understanding and retention in English-medium science lessons. However, these efforts are limited by time constraints, varying student proficiency, and strategy-content misalignment. These challenges highlight the need for accessible resources, extended instructional time, targeted professional development, and strategic implementation guidance. The study concludes that science teachers perceive that students’ literacy skills are hindered by linguistic challenges, prompting teachers to use ESL-derived strategies to enhance understanding; however, the effectiveness of these strategies is impeded by structural and contextual factors, highlighting the need for stronger systemic support. Future research may explore the effectiveness of literacy-infused science instruction in the Philippine context.

functional illiteracy, pre-teaching, multimodal support

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