Abstract

The study examines the readiness, challenges, and strategies of Social Studies teachers in teaching English-medium instructions to Filipino-medium teaching in Araling Panlipunan. While Social Studies in higher education is primarily taught in English, national policies mandate that it will be taught in Filipino for basic education students. This study is anchored on Cummins’ Theory of Linguistic Interdependence, Krashen’s Second Language Acquisition Theory, and R.A 10533. The study employed a convergent parallel mixed-method design. Quantitative data were collected from 113 respondents while qualitative data were collected via focus group discussions (FGDs). Results show high readiness in language fluency (M=3.59) and lesson delivery (M=3.51), but moderate linguistic (M=3.15) and pedagogical (M=2.97) challenges. The study concludes that while teachers are confident in teaching Filipino-medium lessons, they still need instructional and peer support to strengthen their linguistic and pedagogical skills.