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Published in
Academic Frontiers
Philippine Literature in K-12 and MATATAG Curricula: Implications for English Language Teaching
Academic Frontiers, 2(5), 242-259, ISSN: 3082-4400, 2026.
Recommended Citation:
Mascardo-Basul, A., & Diaz, A. N. (2026). Philippine Literature in K-12 and MATATAG Curricula: Implications for English Language Teaching. Academic Frontiers, 2(5), 242–259. https://doi.org/10.5281/zenodo.20427602
Author(s)
Mascardo-Basul, Angel, Diaz, Annabelle N.
Abstract
This study examined the integration of Philippine literature in the K–12 and MATATAG curricula, particularly in English 7, and its implications for English language teaching. Using curriculum mapping and Colaizzi’s descriptive phenomenological method, the study explored how literary texts are integrated across curricula and how teachers experience and respond to their classroom implementation. Data were collected through document analysis and in-depth interviews with Grade 7 English teachers. The analysis focused on the distribution of literary texts in terms of genre, theme, publication year, and regional origin, as well as teachers’ experiences, challenges, and adaptive strategies in teaching Philippine literature. Findings show that Philippine literature is present in both curricula but differs in integration. The K–12 curriculum demonstrates greater genre diversity, including multimodal and informational texts, while the MATATAG curriculum emphasizes poetry and canonical works. Both curricula share themes of nationalism, resilience, and cultural identity. However, gaps were identified in sequencing, reinforcement, genre balance, and regional representation. Teachers reported that Philippine literature supports language development, critical thinking, and cultural awareness, but its effectiveness is limited by learners’ weak foundational skills and lack of resources. Teachers address these challenges through differentiated instruction, contextualization, and interactive strategies. The study concludes that while Philippine literature is valuable in English instruction, its integration is not yet fully optimized due to issues in alignment, learner readiness, and resource support. Curriculum refinement, improved instructional materials, and sustained teacher development are recommended.
Keywords
Philippine Literature, K–12 Curriculum, MATATAG Curriculum, English 7, Curriculum Mapping, Colaizzi Method, English Language Teaching
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