Lived Experiences of Teachers in Learning Ginselugen Subanen Orthography Instruction

Authors

Arlyn G. Lumbay

Abstract

This study explored teachers’ lived experiences, challenges, and strategies in learning Ginselugen Subanen orthography instruction in Tudela District, Division of Misamis Occidental, during School Year 2025–2026. Teachers directly involved in Indigenous language instruction were purposively selected and interviewed using a semi-structured guide. Thematic analysis identified five themes concerning lived experiences: cultural identity and meaning-making, emotional learning journeys, experiential and collaborative learning, developing orthographic competence, and understanding the writing system. Five challenge themes involved linguistic interference, insufficient resources, learner-related difficulties, gaps in professional support, and effects on instructional confidence. Five strategy themes highlighted community and expert collaboration, professional development, independent practice, instructional-material innovation, and classroom-based reinforcement. Findings indicate that teachers’ learning is simultaneously linguistic, cultural, emotional, and instructional. Sustained partnerships with Indigenous language bearers, accessible reference materials, and contextualized professional learning are recommended to strengthen orthographic accuracy and culturally responsive instruction.

Keywords

Ginselugen Subanen; Indigenous Peoples Education; orthography; teacher learning; phenomenology; cultural identity.