Reimagining Literacy Recovery: Lived Experiences of Junior High School English Teachers Implementing the ARAL Program in Developing Academic Reading and Writing Competencies

The persistent decline in learners' literacy proficiency has become one of the most pressing educational concerns worldwide, particularly following the learning disruptions caused by the COVID-19 pandemic. In the Philippines, the implementation of the Academic Recovery and Accessible Learning (ARAL) Program institutionalized through Republic Act No. 12028 represents the government's strategic response to addressing learning loss by strengthening foundational competencies, including academic reading and writing. While existing studies have extensively evaluated learners' literacy performance and intervention outcomes, limited attention has been given to the lived experiences of Junior High School English teachers of Bontoc District who serve as primary implementers of literacy recovery initiatives. Their perspectives are critical in understanding how national educational policies are translated into classroom practices that foster academic literacy among diverse learners. This phenomenological study aims to explore the lived experiences of Junior High School English teachers in implementing the ARAL Program to develop students' academic reading and writing competencies. Guided by Interpretative Phenomenological Analysis (IPA), the study seeks to understand how teachers perceive their instructional roles, instructional innovations, implementation challenges, coping mechanisms, and professional meanings derived from literacy intervention. Participants will consist of purposively selected Junior High School English teachers actively implementing the ARAL Program in public secondary schools. Data will be gathered through in-depth semi-structured interviews and analyzed using the interpretative procedures of Smith, Flowers, and Larkin. The study is expected to generate rich thematic descriptions that explain how teachers facilitate literacy recovery through differentiated instruction, reflective practice, collaborative engagement, and learner-centered pedagogies. Findings will contribute to the growing body of knowledge on literacy intervention, English language education, teacher professional development, and educational policy while providing evidence-based recommendations for strengthening the implementation of the ARAL Program in Philippine secondary schools.