A Phenomenological Study on Teachers’ Use of The 4A’s Framework in English Instruction

This phenomenological study explored the lived experiences of teachers’ in using the 4A's framework for English Instruction of mainstreamed learners with special needs at Manhuyay Elementary School. Grounded in Stephen Krashen’s Input Hypothesis (“i+1".)  of his Theory of Second Language Acquisition, the study employed Colaizzi’s descriptive phenomenological method to get into the core of these teachers' lives. Analysis of interview data revealed six theme clusters, categorized into three major themes: the empowering inclusive teaching amidst challenges, fostering engagement and language development, and the transformative power of 4A’s framework. Findings showed that the framework empowers the teachers to create inclusive and engaging English instruction for mainstreamed context requiring flexibility and resourcefulness, yet they also experience personal growth and resilience. They use the 4A’s framework as an effective approach but recommends the necessity for focused support and training, collaboration with SPED, and DepEd support and fund the integration of the 4A’s Framework in mainstreamed setting for broader academic impact and adaptability.