Home⇛International Journal of Transformative Multidisciplinary Studies⇛vol. 2 no. 2 (2026)

Challenges of Pre-service Teachers in using the Filipino Language as a Medium of Instruction during Internship

Denibeth Marie Carvajal | Naisah Mama | Noreen Ornopia | Emma Labunog

Discipline: Education

 

Abstract:

1 Iligan Medical Center College, Iligan City, Philippines * Correspondence: denibethcarvajal@gm ail.com Volume 2, Issue 2, June 2026 Medium of instruction policies place practical demands on preservice teachers, particularly when classroom language requires sustained academic Filipino for explanation, classroom control, and assessment. This qualitative study examined how preservice teachers experienced teaching through Filipino during internship placements in public elementary and secondary schools. Ten preservice teachers participated through interviews and survey responses. Data underwent reflexive thematic analysis to surface shared patterns of challenge and adaptation. Results show five dominant themes. First, preservice teachers described gaps in Filipino instructional proficiency, which constrained explanation, vocabulary choice, and spontaneous elaboration in class. Second, they reported frequent code-switching to English as a compensatory move, yet they also perceived student confusion when switching became rapid or unplanned. Third, participants narrated reduced confidence and heightened anxiety, especially when they anticipated errors in Filipino grammar, pronunciation, or word choice in front of learners. Fourth, they described classroom management strain when directions, behavior reminders, and corrective feedback required precise Filipino that they did not consistently command. Fifth, they reported coping strategies that included advance preparation, review of Filipino lesson materials, use of examples and visual supports, and reliance on cooperating teachers and peers for language checks and feedback. These findings matter because they locate medium of instruction not only as a policy issue but as a competence demand within teacher preparation. In contexts where Filipino functions as the Carvajal et al., IJTMS, 2 (2), 46-53, 2026 47 classroom language, internship support may require explicit training in Filipino academic register, structured guidance on strategic code-switching, and coaching that links clarity of instruction to classroom management and confidence.



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