Improving Pragmatic Competence of ESL Students: Anecdotes of Filipino Language Teachers

Abstract

This study explored the strategies, challenges, and adaptabilities of Filipino language teachers in improving the pragmatic competence of ESL students. Using purposive sampling, there were five teachers who participated in the Key Informants Interview and another five for the Focus Group Discussion. The data were analyzed using thematic analysis. The findings of the study revealed that teachers enhanced the pragmatic competence of ESL students by imposing the English Only Policy, Integrating Differentiated Tasks, Translating of Words to English, and Addressing Linguistic Diversity. Teachers strategized to effectively address the distinct linguistic background of the students by incorporating localized perspectives, allowing students to use their mother tongue, contextualizing lessons by connecting students’ experiences, and by encouraging students to express themselves in the English language. Expressing thoughts in English, fearing of judgement and inferiority, and upbringing and community influence were the challenges they faced in applying pragmatic competence instruction for ESL students. In order to navigate pedagogical challenges, the language teachers practised the giving of rewards, encouraged students to constantly learn, positioned oneself as a parent, and gave everyone the chance to speak.