Document Type
Paper presentation
School Name
Tondol National High School and University of Luzon Graduate School
School Code
ARCH00082
Abstract / Executive Summary
The onset of COVID-19 pandemic made massive changes in the education systems around the world. The global health emergency had exposed how the countries are equipped for learning continuity in precarious situations. The Philippines implemented modular learning, a distance learning with the use of self- learning modules. This challenged the Oral Communication in Context teachers of Anda, Pangasinan in teaching speaking among senior high school learners. The conduct of this hermeneutic phenomenological study on English language teaching is important as delivery of education is challenged by natural phenomena and man- made disasters. This paper aims to understand how teachers adapt to emergency or crisis and perform their duties and responsibilities such as establishing teaching- learning process despite the distance separating between them and their learners. This study employed qualitative methodologies, including semi- structured interview and Interpretative Phenomenological Analysis. The researcher analyzed the experiences of six (6) teachers in teaching oral communication during the pandemic and their views on readiness in fulfilling duties in emergency situations. The study highlights the teachers’ desire and determination in teaching English despite the difficulties they met such as zero experience in facilitating the learning setup, inadequacies on learning materials, and the threat of the virus to their health. Despite the adversities, they managed to cater lessons with the help of online platforms, and partnership with parents and stakeholders. Their experiences are used by the researcher to craft framework towards improving English teaching delivery in times of emergency and crisis.
Keywords:
Language teaching, oral communication, learning continuity, modular approach, remote learning
Hermeneutic Phenomenology of Language Teaching in the Context of Modular Approach in Disruptive Times
The onset of COVID-19 pandemic made massive changes in the education systems around the world. The global health emergency had exposed how the countries are equipped for learning continuity in precarious situations. The Philippines implemented modular learning, a distance learning with the use of self- learning modules. This challenged the Oral Communication in Context teachers of Anda, Pangasinan in teaching speaking among senior high school learners. The conduct of this hermeneutic phenomenological study on English language teaching is important as delivery of education is challenged by natural phenomena and man- made disasters. This paper aims to understand how teachers adapt to emergency or crisis and perform their duties and responsibilities such as establishing teaching- learning process despite the distance separating between them and their learners. This study employed qualitative methodologies, including semi- structured interview and Interpretative Phenomenological Analysis. The researcher analyzed the experiences of six (6) teachers in teaching oral communication during the pandemic and their views on readiness in fulfilling duties in emergency situations. The study highlights the teachers’ desire and determination in teaching English despite the difficulties they met such as zero experience in facilitating the learning setup, inadequacies on learning materials, and the threat of the virus to their health. Despite the adversities, they managed to cater lessons with the help of online platforms, and partnership with parents and stakeholders. Their experiences are used by the researcher to craft framework towards improving English teaching delivery in times of emergency and crisis.
