Corazon Matammu

The present study examines the pedagogical work of Filipino language and literature teachers and the multilingual classes in some of the State Universities and Colleges (SUCs) selected in Northern Luzon, Philippines. The research was done through an explanatory sequential mixed method design. A structured questionnaire survey was administered to 42 educators in Cagayan State University, Pangasinan State University and Isabela State University, and supplemented with qualitative interviews and focus group discussions of focus respondents. Findings revealed that translanguaging (mean = 4.64), culturally responsive teaching (mean = 4.41), and differentiated instruction (mean = 4.07) were the most employed strategies, reflecting a deviation towards student-centered and culturally responsive strategies from teacher-centered strategies. These results corresponded with qualitative results, which indicated the way educators employed local languages and culture to facilitate understanding and engagement. Systemic barriers did exist, though, such as a lack of multilingual resources (mean = 4.48), a lack of formal education (mean = 4.35), and non-adaptable institutional policies. However, the program was notable for the flexibility and innovation of teachers who exploited available local materials such as texts, pictures and student-led activities. The article concludes with a call for systemic measures that enhance multilingual pedagogy, for example, intensive teacher education, flexible policy, and culture-based resource production.