Bridging Language and Learning: Lived Experiences of Mathematics Teachers in Mother-Tongue-based and English Instruction

This qualitative phenomenological study explores the lived experiences of Grade 1–3 mathematics teachers in multilingual classrooms in the Philippines. It highlights challenges encountered and strategies employed in implementing mother-tongue-based multilingual education (MTB-MLE) alongside English instruction. Thematic analysis revealed key issues such as language barriers, code-switching practices, and limited instructional resources. Teachers reported using differentiated instruction, cultural relevance, and collaborative strategies to address the complexity of multilingual instruction. The findings offer insight into effective pedagogical practices for mathematics education in linguistically diverse settings.