English as a Medium of Instruction (EMI) has been an emerging global phenomenon giving birth to various studies. Reviewed studies revealed a dearth of studies on multilingual and technology-related classroom settings. In such lights, this qualitative case study was conducted to describe the used of EMI in the context of multilingual and technology-related classrooms. Through interviews with 16 teachers and following member checking procedures, the cool and warm analyses of interview transcripts revealed that teachers have difficulty in speaking fluent English, eliciting interactions, and explaining lessons when using EMI. The rich sharing of the teachers on their mechanisms in using EMI in their technology-related classrooms yielded the KASAMA Framework: Knowing Your Students, Aligning Objectives and Content/Activities, Simplifying Content, Asking Questions, Making Students Use English, Applying Correct Language Mechanics and Grammar. This study concludes that teachers remain steadfast and flexible in addressing the demands of learners and the teaching-learning process as EMI flourishes and challenges pervade. In so doing, higher education institutions (HEIs) should ensure and include continuous EMI trainings for technology courses. To do this, various future investigations should be conducted to provide more eidetic portraits of EMI in the Philippine HEIs.

Multi-grade teaching has played a vital role in molding learners especially in areas lack classrooms, teachers, and other learning resources. Given its vital role, researches have been conducted exploring the pedagogical knowledge, skills, and challenges in multi-grade teaching. However, more investigations are needed to document the lived experiences and teaching mechanisms of multi-grade teachers. In such lights, this phenomenological study was undertaken to describe the lived experiences of the teachers and their teaching mechanisms in multi-grade teaching. Through interviews with eight (8) with the aid of an aide-mèmoire, the study produced extended texts as a result of transcribing the interview recordings. These extended texts were subjected to cool and warm analyses which revealed that the participants' views on multi-grade teaching as challenging, fulfilling, love, and learning. In addition, the study surfaced the teaching mechanism of the participants which were dubbed as BADANGAM: Beginning with the Learners in Mind, Activating Interests through Varied Activities, Designing with the Learners in Mind, Adhering to Principles, Netting Learning through Varied Activities, Going Multi-Modal, Asking Questions, and Making Use of Varied Assessment. With these mechanisms, the BADANGAM Model in multi-grade teaching was formulated. Finally, the study recommends the provision of mitigation and intervention program and assistance to multi-grade teachers that shall help them outwit the challenges they face, the provision of reinforcing and additional trainings and seminars on teaching mechanisms in multi-grade teaching, the use of the BADANGAM model in multi-grade teaching, and the conduct of studies to test the effectiveness of the developed model.

Human history is facing the Coronavirus Disease 2019 (COVID-19) pandemic that surely makes mark on the lives of all men in this planet and has affected many sectors of every country around the world. In education sector, English language instruction is once again challenged in terms of the delivery of quality education and training to students. In such context, this study described the affective states of industrial-technical students towards English language learning in the new normal education and the degree of participation of teachers and students in lowering the anxiety of students in English language learning as bases in the development of a primer. Through employing descriptive-survey design with the aid of a questionnaire, this study revealed that the level of affective states of the students towards English language learning is very high. Meanwhile, the degrees of participation of teachers and students in lowering the affective filters in English language learning were rated as very high. With these findings, the study developed a primer which is dubbed as AYOS (Accentuating experiential English language instruction, yielding safe and productive English language instruction, Optimizing English language learning resources, and Synergizing interest, inquiry, and insight), and this achieved a very high level of acceptability. The study concludes the following: 1) Learners are positive on their success in English language instruction in which their motivation and self-confidence transcend their anxiety. 2) Both teachers and students play significant roles in lowering anxiety towards English language learning. 3) The primer is valid, useful, implementable, viable, and feasible. Finally, this study recommends that informed and research-based innovations and interventions should be developed to address the issues surrounding English language learning.

Cervantes, Ilocos Sur, Philippines is a place mainly inhabited by Kankanaey and Ilokano speaking communities. Eight (8) of the 13 barangays of Cervantes speak Kankanaey while the remaining five (5) speak Ilokano. The Kankanaey speaking communities trace their ancestors from Mountain Province and some part of Benguet. The Ilokano speaking communities trace their ancestors from the lowland municipalities of Ilocos Sur, the early Chinese in the Philippines, and the Spaniards. The Ilokano and Kankanaey languages are also being used in five major areas: education, media and entertainment, socio-cultural activities, health and survival, and government. Hence, these two languages have sustained its vitality status in various areas amidst the passing of time.