EMBARKING ON PHENOMENOLOGICAL TRANSCENDENCE: UNVEILING THE ESSENCE OF LANGUAGE IN IPEd-REVITALIZATION, PRESERVATION AND CHALLENGES

Indigenous Peoples' Education (IPEd) is crucial in addressing Indigenous students' educational needs while preserving their languages, cultures, and identities. This qualitative study used a transcendental phenomenological approach to explore the experiences of IPEd teachers in DepEd Esperanza District III, Sultan Kudarat, focusing on language integration and cultural preservation. Fifteen IPEd teachers were purposively selected, and thematic analysis was applied to interview and focus group data. Findings highlight challenges in language revitalization, including a shortage of Indigenous Peoples (IP) teachers. Non-IP teachers face language barriers, limiting effective instruction, and rely on translation as a survival strategy. The lack of culturally relevant materials further complicates teaching. Despite these challenges, teachers’ immersion in local communities aids language acquisition, making them key advocates for language preservation. However, remote school locations exacerbate these difficulties. IPEd integrates traditional language practices with modern education, emphasizing the need for culturally relevant lessons incorporating Indigenous languages and knowledge. DepEd supports this through training, writeshops, and collaboration with IP elders. Continued teacher training and cultural programs are essential for language revitalization. This study underscores the need to increase IP teachers, enhance cultural competency, and integrate Indigenous Knowledge Systems into education. Collaborative efforts with IP elders, culturally relevant materials, and ongoing teacher support are vital for preserving language and cultural heritage for future generations.