ORIGINAL RESEARCH article
Front. Educ.
Sec. Higher Education
Volume 10 - 2025 | doi: 10.3389/feduc.2025.1671532
This article is part of the Research TopicAdvancing Multilingual Education: Equity, Inclusion, and WellbeingView all 6 articles
Pedagogy in Practice: A Qualitative Exploration of English Language Teaching (ELT) for Graduate School Using Narrative Inquiry, Instructional Material Analysis, and Observational Inquiry
Provisionally accepted
- St. Michael's College (Iligan), Iligan City, Philippines
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In multilingual graduate classrooms, English Language Teaching (ELT) presents unique challenges and opportunities for meaningful learning, pedagogical innovation, and cultural affirmation. Motivated by the need to understand how faculty and students navigate linguistic diversity, material design, and classroom dynamics beyond prescriptive teaching models, this study explores ELT as a lived practice in Philippine higher education. Guided by a multi-theoretical framework—including Postmethod Pedagogy, Sociocultural Theory, Critical Pedagogy, Multimodal Theory, Actor-Network Theory, and Activity Theory—the research employed narrative inquiry, instructional artifact analysis, structured classroom observation, and Orange-assisted visualization to surface patterns across twenty (20) purposively selected graduate participants from SMCII, AY 2024-2025. Ten core themes emerged, highlighting strategic improvisation, affective tensions, evolving pedagogical identity, relational feedback, and lexical load negotiation. The study addressed conceptual and institutional gaps through reflective data interpretation and proposed practical adjustments in ELT design, faculty development, and learner support. It concludes by recommending further inquiry into learner-authored materials, longitudinal teaching reflections, and expanded use of visual coding tools in humanities research to enrich inclusive language pedagogies.
Keywords: Context-Sensitive Pedagogy, Multilingual learning, narrative inquiry, Instructional material design, Feedback culture, Visual Qualitative Analysis
Received: 23 Jul 2025; Accepted: 29 Sep 2025.
Copyright: © 2025 Eslit. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Edgar R. Eslit, edgareslit@gmail.com
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