Language and Values Integration: Lived Experiences of Junior High School English Teachers in Implementing the ARAL Program for Holistic Learner Development

Authors

  • Evelyn Quiao Northeastern College Author

DOI:

https://doi.org/10.64358/sih.v2i3.144

Keywords:

ARAL Program, English teachers, holistic learner development, values education, English language education, learning recovery, lived experiences, Interpretative Phenomenological Analysis

Abstract

 

The increasing concern over learning loss among Filipino learners has prompted educational reforms that emphasize not only academic recovery but also the holistic development of learners. The implementation of the Academic Recovery and Accessible Learning (ARAL) Program under Republic Act No. 12028 reflects the Philippine government's commitment to strengthening foundational learning competencies while promoting values formation and learner well-being. Within this context, Junior High School Filipino teachers play a crucial role in integrating language instruction, cultural identity, and values education to support learners' cognitive, moral, emotional, and social development. Despite the growing emphasis on holistic education, limited studies have explored how Filipino teachers experience the integration of the ARAL Program into their classroom practices. This phenomenological study aims to explore the lived experiences of Junior High School Filipino teachers in integrating the ARAL Program to support holistic learner development. Guided by Interpretative Phenomenological Analysis (IPA), the study investigates teachers' instructional practices, challenges, coping strategies, and professional reflections in implementing language- and values-based learning recovery initiatives. Participants will consist of purposively selected Junior High School Filipino teachers actively implementing the ARAL Program in public secondary schools. Data were  collected through in-depth semi-structured interviews and analyzed using the interpretative procedures of Smith, Flowers, and Larkin. The findings were generated meaningful themes that how Filipino teachers integrate language learning, values education, and learner-centered pedagogies to promote academic recovery and holistic development. The study contributes to the fields of Filipino language education, teacher development, educational policy, and learning recovery by providing evidence-based recommendations for strengthening the implementation of the ARAL Program in Junior High Schools.

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Published

2026-08-08

Issue

Vol. 2 No. 3 (2026): Studies in Interdisciplinary Horizons

Section

Articles

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