CULTURALLY-DIVERSE STUDENTS’ LIVED EXPERIENCES IN ENGLISH AS LANGUAGE OF INSTRUCTION

This hermeneutic phenomenological inquiry described the lived experiences of culturally-diverse students (CDSs) in using English as a language of instruction (ELI). The study employed purposeful sampling to identify the ten participants from a state university in the Philippines. Semi-structured interviews were conducted to gather enriching data from the participants. The content experts validated the interview questions. A trial interview was conducted to ensure the credibility and validity of the results. Thru Thematic Analysis, the CDSs’ lived experiences centered on six relevant themes: Differentiated languages of instruction, Teachers’ competencies and challenges, Substantial influence of English, Inspiring students’ learning habits, Demotivational problems in English, and Enduring communicative competence.

Keywords: English, Lived Experiences, Language of Instruction, Culturally-Diverse Students, Phenomenology.

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