Hiligaynon as Medium of Instruction: Perspectives, Challenges, Initiatives, and Recommendations of Primary Grade Teachers

Abstract

This study explored the perspectives, challenges, initiatives, and recommendations of primary grade teachers on using Hiligaynon as a medium of instruction. The researchers adopted a qualitative- descriptive design using the narrative inquiry approach with three purposively chosen primary grade teachers as study participants. The researchers gathered the data by conducting personal and semi-structured interviews. The interview transcripts were used to analyze the data in response to the questions raised in the study. Hiligaynon is viewed as weak, difficult, and irrelevant. The primary grade teachers made a rigorous attempt to adopt Hiligaynon as a medium of instruction; however, the lack of training and inadequacy of resources written in Hiligaynon were the leading challenges faced by the primary grade teachers. Hence, in view of the challenges faced, the primary grade teachers initiated the following: finding appropriate methods and resources, bridging the learners' first language to the second language, and adapting. On this ground, the primary grade teachers suggested that Hiligaynon may only be utilized in MTB-MLE subjects rather than in all subject areas. The Department of Education officials and school heads may jointly plan for further training and seminars to realize these aspirations.