Unlocking Language Competence: Challenges and Strategies of English Language Educators in the Post-Pandemic Landscape

Abstract

This descriptive-qualitative study explores the challenges and strategies of English language educators, specifically Senior High School (SHS) teachers, in Iligan City in adapting to the post-pandemic educational landscape. This research employs a phenomenological approach, informed by the works of Merleau-Ponty and Van Manen, to delve into the lived experiences of educators and their efforts to enhance language competence in the context of English language instruction. Data were gathered through in-depth literature reviews, informal interviews, observations, and thematic analysis offering valuable insights into the challenges faced and methods employed to overcome them. The study reveals that educators in the Schools Division of Iligan City have shown resilience and adaptability by integrating technology, adopting flexible instructional approaches, and embracing professional development. These strategies have not only enhanced their language competence but also improved their interactions with students. Moreover, the research underscores the pivotal role of language competence in English language instruction and emphasizes the need for educators to embrace new pedagogical approaches. The findings contribute to the field of English language education, providing a nuanced understanding of post-pandemic teaching methods and highlighting the significance of language competence in education. The study calls for a continued focus on professional language development and adaptability to promote linguistic proficiency, cultural awareness, and effective communication in the post-pandemic era, underlining the dedication and resilience of educators in the field of English language instruction.