This study aimed at identifying, describing, and interpreting teachers’ lived experiences in teaching culturally-diverse students (CDSs) in English as a language of instruction (ELI). Hermeneutic Phenomenology was employed. Ten teachers volunteered to serve as participants. A semi-structured interview was the prime research instrument. Hence, reputable professors and researchers validated the interview questions. The study was conducted at Sultan Kudarat State University, Philippines. Thru rigorous Thematic Analysis, the study revealed that the teachers’ lived experiences were characterized by five relevant themes such as (a) Relevance of English to professional success, (b) Desirable functions of English, (c) Teachers’ pedagogical competence, (d) Substantial roles of code switching, and (e) Student’s problems in English. It was concluded that teachers’ lived experiences centered on English’s multidimensional significance and relevance to academic and professional success and differentiated language of instruction. The study suggests conducting further empirical studies on the ELI among students representing the Indigenous Peoples, technical courses, and non-education programs to unravel their experiences on ELI substantially.

Keywords: English, Language of Instruction, Phenomenology, Lived Experiences, Culturally-Diverse Students.

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Early childhood education is the essential first step of the lifelong learning ladder for all children. When the World Health Organization (WHO) declared a COVID-19 pandemic in March 2020, almost every school in Thailand temporarily closed. Lockdowns and pandemic restrictions have severely impacted the lives of young children and their learning behavior. This research study evaluated children’s development and activity-based Learning at Laemtong Wittaya School under the COVID-19 situation. This study is a Quasi-Experimental Research using Posttest Only Nonequivalent Groups Design. The duration of the experiment started from August 2021– October 2021. A population is a group of 133 K1 students at Laemtong Wittaya School, Ra-Ngae District, Narathiwat Province. The result revealed that the experimental group has a mean score of 4.82 (μ = 4.82, σ = .39) and the control group has a mean score of 3.57 (μ = 3.57, σ = .74). The Children Development Evaluation of the experimental group is at the highest level. The Children Development Evaluation of the control group is at a high level. The study concluded that K1 students who participated in Activity-Based Learning scored higher than K1 students who did not participate in Activity-Based Learning.

Keywords: Children Development Evaluation, Activity-Based Learning, K1 Students, COVID-19.

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