Language Learning Difficulties In Filipino-Based Subjects Among English-Dominant Pupils In The Philippines

Despite the growing body of research on bilingual education in the Philippines, limited attention has been given to the reverse bilingual context, specifically, English-dominant learners navigating Filipino as a subject in the early grades. Much of the existing literature focuses on Filipino-dominant pupils acquiring English, leaving a gap in understanding the challenges experienced by young learners whose primary language exposure is English but who are required to develop academic proficiency in Filipino. This study explored the language learning difficulties faced by English-dominant pupils in Grades 1 to 3 enrolled in Filipino-based subjects. Employing a survey research design and validated questionnaires, the research involved a stratified random sample of pupils and a complete enumeration of their Filipino subject teachers in an English-dominant school setting in the Philippines. Findings revealed that students experienced varying degrees of difficulty across listening, speaking, reading, and writing, with speaking being the most problematic. These difficulties, particularly in productive language skills, were shown to hinder active participation and decrease motivation, even within supportive classroom environments. The study emphasizes the importance of instructional designs that not only bridge comprehension gaps but also foster confidence and engagement through expressive language development. It supports the broader call for inclusive language policies and classroom practices that empower young learners in linguistically diverse contexts.