In the Philippines, remedial reading teachers are pivotal in enhancing literacy, yet their role remains unclear due to a lack of formal selection criteria, dedicated teaching positions, and targeted professional development. This study delves into the experiences of nine ESL remedial reading teachers, uncovering six themes: Hodgepodge Experience, Sacrificial Scapegoat, Romanticization Effect, Peripheral Priority, Disneyfication Effect or Façade Effect, and Passive Obedience. These encapsulate the complex struggles these educators face within the school ecosystem—interactions with students, colleagues, administrators, and the educational infrastructure itself. The findings highlight the teachers' critical role in fostering literacy and shaping students into societal contributors. The study advocates for the implementation of its recommendations to overcome the ingrained obstacles in remedial reading education in the Philippines, aiming to better support these essential educators in their crucial function.

Authors:
Al Ryanne Gatcho, Hunan Institute of Science and Technology, China

About the Presenter(s)
Dr Al Ryanne Gatcho is a University Associate Professor/Senior Lecturer at Hunan Institute of Science and Technology in China

See this presentation on the full schedule – Sunday Schedule

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