A Flawed ESL Learning Environment through the Lens of Public School Teachers: A Phenomenological Inquiry

Abstract

INTRODUCTION

In a situation where education takes place in an environment which is not comfortable, convenient, appreciating, conducive to learning, and relaxing to stay like a cover court, the teachers, staff, and parents can either accept this as a school for the students or transfer them to another school. In the case of the present study, there is no other option for the clients of Calamba National High School -Annex to study except in the covered court of San Cristobal, Calamba. This is because they have to wait for their new school building to be constructed.

METHODS

This study was conducted to look into the lived experiences of the other teachers teaching English as a Second Language in the covered court of Calamba National High School -Annex and how the teachers manage the teaching-learning that they have at present. Using the guide questions were equipped with the researcher to further conduct her interviews in video-record type.

RESULTS

Teaching is what they want to do all their lives. They love teaching, their students, and their school. The responses of the participants showed their burning passion for teaching ESL. Their passion for teaching manifested in some ways: obedience to the superior, taking sacrifices and facing challenges. The most essential view manifested through the lens of public teachers on the perplexities of a flawed ESL learning environment is the line: "This is my profession, and I have to enhance it through thick and thin", which implies that any perplexities in the learning environment are nothing compared with teacher's strong stand for her profession which demands enhancement from time to time. The study proposes a photo composition that is deemed useful as an output.

DISCUSSIONS

The participants defined or described an ideal learning environment in three different ways: co-teacher no. 1, provided its definition as an institution, while co-teacher no. 2 described ideal learning environment as a structure or placed conducive to learning, and co-teacher no, 3 defied its traditional meaning, instead she looked another perspective of an ideal learning environment which is "anywhere that any person may learn something"