Motivational Factors Influencing Language of Instruction of Non-IPEd Teachers

Abstract

According to Philippine historical records, Indigenous Peoples (IPs) have long experienced prejudice and limited educational possibilities. Education for the IPEd students not only affected the indigenous peoples themselves but also gave certain factors to the non-IPEd teachers that are teaching these IPEd students, specifically on the use of the language of instruction. This study applied qualitative methods in exploring the motivational factors influencing the language of instruction of non-IPEd teachers, centralizing their classroom experiences. An online survey and face-to-face interviews were supervised by 10 non-IPEd teachers who are teaching IPEd learners in a sectarian institution. Responses were recorded and audio-taped for interpretation and analysis. The study focused on identifying the factors that affect the motivation of the language of instruction of non-IPEd teachers in educating IPEd learners as well as the perceived effect of the identified factors in educating IPEd learners is addressed in the study. Thus, the study showed its significance with regard to the identified findings that specified mainly the challenges experienced by non-IPEd teachers such as lack of pedagogical training and language barriers to deliver quality language instruction to IPEd learners. Thus, strategies proposed were identified as peer facilitation and language translation to enhance comprehension and foster a more inclusive environment.