Crossing Boundaries: Filipino Teachers’ Lived Experiences of Language and Culture in Teaching Physical Education in Thailand
DOI:
https://doi.org/10.67167/vertex.617Keywords:
physical education, Filipino teachers, Thailand, language barrier, cultural differences, phenomenology, student participation, cross-cultural education, teaching strategies, TEACH frameworkAbstract
This study explored the barriers to participation of students in physical education as viewed among teachers of Philippine physical education in Thailand in Academic Year 2025-2026. The research employed a qualitative phenomenological methodology, which considered the experiences, the teaching dilemmas and strategies of Filipino PE teachers in the selected schools in Thailand, i.e. Samchaiwitaedsuksa School, Saint Joseph Bangna School, Assumption College School, and Sarasas Witaed Suvarnabhumi School. Findings revealed that the major barriers to student participation were language and cultural differences. Teachers reported that limited student understanding of English affected communication, instruction, and classroom management, while cultural traits such as shyness, modesty, and reluctance to perform in front of others reduced active participation. To address these barriers, teachers emphasized the importance of creating an emotionally safe, culturally sensitive, and supportive learning environment. Effective strategies included the use of empathy, patience, flexibility, visual aids, clear instructions, and positive reinforcement. Three major themes emerged from the data: emotional safety, cultural awareness, and collaborative learning. Based on these findings, the study proposed the TEACH Framework, which highlights emotional support, acceptance of mistakes, friendly feedback, emotional regulation, cultural sensitivity, and collaborative learning as essential elements in improving student engagement. The research finds that inclusive, adaptive, and empathetic practices of teaching are the way to overcome the language and cultural obstacles. The result can be used to make interventions, culturally responsive pedagogies and policy suggestions to improve physical education among Thai students.
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