This experimental study investigated the effects of flipped classroom in enhancing critical thinking and reading comprehension levels of 212 senior high school ESL learners in the Philippines; half of which received the conventional lecture-discussion approach to instruction and the other half received flipped learning approach.  Both the control and the experimental groups were subjected to equal number of 15 instructional sessions.  In order to establish the baseline data for each group in the critical thinking variable and the reading comprehension variable, pretests were conducted and were subsequently compared to posttest results.  The t-test of two independent samples assuming equal variances was used to determine if there was a significant difference between the flipped classroom approach and the lecture-discussion approach with regard to enhancing critical thinking and reading comprehension levels.  Results reveal that in both approaches, there were improvements in the critical thinking levels and the reading comprehension levels of the respondents.  However, the results reveal that the respondents who received instruction using the flipped learning approach significantly outperform the respondents who received conventional instruction.

This study investigated the performance of 150 Tagalog and 131 Sinugbuanong Bisaya grade three pupils with regard to solving mathematical word problems written in their mother-tongue (L1) and in English as their second language (L2). The respondents were subjected to a validated teacher-made parallel tests based on the competencies stipulated in the first and second quarter mathematics curriculum guide of the Philippines. Results of which were compared and analyzed using two-tailed t-test. Findings show that the Tagalog pupils performed better in their mother-tongue over English as their second language. On the other hand, Sinugbuanong Bisaya pupils performed better in English as their second language over their mother-tongue. While results appear contradictory, contextual discussions offer valuable insights into the situation, allowing avenues for more exploration and investigations. As implication to language policy development, this study offers the use of translanguaging in content area instruction and assessment, specifically in the teaching and learning of mathematical problem solving

Contemporary society demands from individuals new and relevant literacies that go beyond the basics of reading and writing. Furthermore, texts now appear less confined to a single semiotic resource. The proliferation of different forms of communication like visuals, among others, encourages people to use literacy in multiple modalities. Nevertheless, not all individuals are capable of understanding and producing information in modalities other than the usual linguistic texts, and teachers are not exempt in this phenomenon. Ironically, school curricula burden teachers with the demand to develop visually literate learners even though most teachers themselves were not formally trained for visual literacy and visual grammar. Consequently, this study sought to identify and describe the processing strategies and the sources of information that teachers, as ESL readers, deliberately use when they make sense from multimodal still visuals. The think-aloud method, as an introspective procedure, was used to collect, analyze, and code 42 sets of verbal protocols from 14 teacher-respondents who read three different multimodal still visuals in three sectional rounds. Results reveal four integrated categories or themes of comprehension processes that teachers used when making sense of the visual stimuli. These are (a) anticipation or preparation; (b) sampling; (c) deepening; and (d) regulation. As regards to the sources of information they use in building meaning, a dismal number of verbal protocols manifest that the majority of the teachers do not use all the elements of the visual grammar and they lack the ability to integrate reader-based, text-based, and context-based sources of information in order to establish a closer match between their meaning and the intended meaning of the multimodal still visuals. Ultimately, the paper provides a theoretical model which can serve as basis for teacher development with regard to visual literacy in an ESL context and offers future directions in multimodal language learning and teaching.

This chapter presents a narrative inquiry on the life experiences of three Filipino families who belong to each representation of socioeconomic status. Furthermore, it unpacks the temporal, social, and geophysical or spatial elements of their narratives in relation to the disruptive effects of the coronavirus pandemic on their resources, access, and literacy practices. Subsequent to securing their consent, each family was subjected to an online recorded semi-structured interview where they shared their life experiences. The recorded responses were later transcribed and analyzed using Montero and Washington's lens in exploring narratives. The researchers ultimately provide collaborative narratives of the three families' experiences and theorize on the specific experiences of poor or low-income families against the experiences of the middle class and the rich or high-income families. The researchers end the chapter by offering a working definition of their concept called the double-dearth effect.

Remedial reading teachers are forerunners in elevating the reading achievement of students in schools. In the Philippines, there has been a continual enrichment of the reading skills of struggling readers through the initiatives of remedial reading teachers. However, the country does not have clear policies on the identities, roles, challenges, and needs of such teachers. This paper presents a review of the literature on remedial reading teachers. The results revealed that remedial reading teachers performed various roles in schools and that the cultivation of the roles and duties of remedial reading teachers rely so much on different factors, some of which are knowledge and the skills that they have, philosophical views in education and the whole school community, the rapport that remedial reading teachers have with their colleagues, the support of the administrators to their personal and career developments, and provisions of the local government. It was also evident in the review that literature and studies are scarce regarding remedial reading teachers in the Philippines, thus, suggesting to explore on the what's and the how's of remedial reading teachers in a hope of creating clear policies that will strengthen their identities and support their professional developments.