Primarily, this study focused on the pedagogical impact, implementation, and usability of Culture-Based Language Teaching in the K-12 Basic Education Program. The respondents are the 178 English teachers representing various Districts in the Schools Division of Iloilo. The study employed a mixed-method of research. Respondents were categorized as to teaching position, length of service, educational attainment, and district. The results reveal that the pedagogical impact is “very high†while the level of implementation is “highâ€. Further, Culture-Based Language Teaching is found to be very useful. Regardless of categories, there is no significant difference existing in the levels of pedagogical impact, the extent of implementation, and degrees of usability of Culture-Based Language Teaching. Negligible correlation is found to exist between pedagogical impact and level of implementation of Culture-Based Language Teaching in the K-12 Basic Education Program. While low positive correlation exists between pedagogical impact and degree of usability of Culture-Based Language Teaching in the K-12 Basic Education Program. Focus Group Discussion reveals four themes as regards the facilitating factors and three (3) themes as regards the problems encountered during the implementation of Culture-Based Language Teaching in the K-12 Basic Education Program.
Philippine E-Journals
