Abstract

This study explored the lived experiences and practices of teachers in the implementation of Mother Tongue as a medium of instruction. A qualitative method specifically a phenomenological approach was utilized in the study with eight (8) teachers who answered the open-ended questions designed to elicit relevant information needed for this study. The qualitative data, analyzed using Braun and Clarke analysis, arrived at four themes: (1) Language Dynamics in Teaching Sinugbuanong Binisaya, (2) Adaptive Strategies in Education Method, (3) Cultural Integration in Mother Tongue-Based Education, and (4) Parental Involvement and Consistency. The findings revealed that participants shared various challenges and strategies in implementing the mother tongue as their medium of instruction inside the classroom. The researchers also identified the importance of assessing and evaluating the practices of the teachers to the implementation of mother tongue in the classroom can help the students, teachers, as well as parents achieve an effective and holistic teaching and learning process.