Exploring the Realities of Communicative Language Teaching in Elementary Classrooms: A Cross-Country Phenomenological Study of Filipino Teachers

Abstract This qualitative study employed a phenomenological approach to explore the lived experiences of Filipino teachers implementing Communicative Language Teaching (CLT) in public elementary schools in Japan and the Philippines. The aim was to understand the challenges, strategies, and insights that shape their teaching practices in diverse educational contexts. A purposive sampling method was used to select eight participants—four from each country—who met the criteria of at least one year of teaching experience and the use of CLT in their English language classrooms. Data were collected through semi-structured interviews conducted online, and thematic analysis was employed to identify key patterns across the data. The findings revealed that while CLT is valued for promoting communication, its implementation varied significantly between Japan and the Philippines. In Japan, the application of CLT was influenced by cultural norms, large class sizes, and limited resources, while in the Philippines, teachers faced similar challenges but were more inclined to rely on traditional methods. Key themes identified included diverse interpretations of CLT principles, challenges related to time constraints and student reluctance, and the need for more targeted professional development. The study offers important implications for enhancing teacher training and creating supportive educational environments that foster more effective use of CLT. Further research could explore how CLT can be adapted to different regional contexts and how students perceive the impact of CLT on their language learning. Keywords: Communicative Language Teaching (CLT), Assistant Language Teacher, English Language Teaching (ELT), Professional Development