ABSTRACT
This qualitative study determined the experiences and challenges of teachers teaching English to ALS learners as bases for policy recommendation in the First Congressional District of the Division of Iloilo for schoolyear 2023-2024. The participants in the study were the fourteen (14) ALS teachers teaching English to ALS learners. An in-depth interview guide duly validated was used by expert jurors to gather data. Thematic analysis was used to gather data. The results revealed the following teachers’ experiences: Most learners were able to read, write, and spell words correctly; learners were helped to find good jobs, learners were able to communicate well in English, and learners passed the Accreditation and Equivalency(A&E) test. The challenges included poor vocabulary and reading comprehension, lack of instructional materials, frequent absences, lack of planning and time management skills, lack of training, and lack of clear-cut policies in ALS. Policy recommendations were proposed as a result of the study.
Keywords: Alternative Learning System (ALS), Experiences, Challenges, Policy Recommendation, Teachers, Learners
INTRODUCTION
Through the Alternative Learning System (ALS), a parallel educational system, out-of-school youth and adult (OSYA) learners in the Philippines have access to comparable pathways to finish their basic education as well as the chance to build both foundational and functional reading abilities.
Because it incorporates both informal and non-formal sources of knowledge and skills, ALS is a potent substitute for the current formal education system. Giving OSYA students the flexibility to study whenever, however, and however best suits their needs and preferences is the goal of this second-chance education program. It also seeks to help people reach their objectives of raising their level of living and contributing positively to society.
Most Alternative Learning System learners are school drop–outs, teenage mothers, out–of– school youths and adults who stopped schooling because of different reasons that challenge their educational status. Most of the ALS learners find it hard to speak and write in English especially when there is educational gap on them and they are not native speakers.
The Department of Education (DepEd) has created policy guidelines to guarantee that the ALS program is implemented consistently and that ALS learners acquire the required knowledge and 21st century skills. The Department's commitment to expanding and improving ALS is reaffirmed in the policy
Through the Curriculum and Teaching Strand and the new Matatag Curriculum, the DepEd provides Communication Skills under Learning Strand 1 (English) to ALS learners in order to bridge the gap and overcome the difficulties they face when learning the language.
Learning Strand 1's Communication Skills enable students to comprehend and interact in English. In order to support economic and community development and enable out-of-school youth and adults to participate as members of their families, communities, and countries, Learning Strand (LS)1, (English), Communication Skills, aims to improve their capacity to access, assess, and apply information from a range of media.
Purposive and critical listening, clear and appropriate speech, critical understanding in viewing and social media interpretation, to analyze and evaluate data from a variety of written sources as well as other media through reading and writing clearly and effectively are the five macro skills that are part of learning Strand 1.
The researcher, an ALS teacher for eight years, has observed that there are lots of experiences and challenges encountered by teachers teaching English to ALS Learners. Hence, the researcher is interested in the experiences and challenges encountered by teachers teaching English to Alternative Learning System (ALS) learners as bases for policy recommendation.
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