Contextualizing Instruction: Addressing Gaps Through Localized, Adaptive Teaching

Abstract

Contextualization is one of the foundations of the Basic Education Curriculum, which is currently being promoted and implemented by the Department of Education. While this curriculum is already being used, there are still teachers who inquire about shared materials such as textbooks, modules, and other related contextualized resources. This study explores the instructional challenges faced by teachers within the framework of Mother Tongue-Based Multilingual Education (MTB-MLE). Qualitative data were gathered, and thematic analysis was employed to identify and interpret significant themes emerging from experiences of teachers. The study adopted the six-phase framework of Braun and Clarke. The participants were six (6) teachers who took part in the interviews conducted. A semi-structured questions were used as a guide for the researcher in conducting the interviews. From the interviews conducted, four (4) themes emerged like Lack of Resources, Different or Diverse References, Creating Methods/Approaches, Unfamiliar Words These results, allowed the researcher to have a better understanding of the issues regarding contextualization. A teaching model was created to serve as a guide for teachers in creating additional teaching materials.