Scriptural Text Integration employed in some Catholic educational institutions throughout the world has become the core pedagogy that promises relevant and meaningful education for today’s learner. This study investigated the experiences of the teachers and students in integrating Scriptural texts in language classes. It utilized a transcendental phenomenological research design. The study involved ten students and ten teachers in both Catholic schools in Southern Philippines and in Bangkok, Thailand. Focus Group Discussion and interviews were employed. Findings reveal that teachers used strategies such as careful choice of Scriptural texts; using Scriptural texts to broaden the topic; connecting Scriptures to life experiences; and use of Scriptural text as a platform for values formation. In terms of challenges, they expressed difficulty in having ample time for meaningful integration; Lack of skill in integrating Scriptural text; passivity of some students; and difficulty in word choice considering Thai students’ spiritual background. In terms of effects on teachers, they have improved teaching effectiveness; empowered in shaping students’ values; In-depth understanding of the lesson; self-fulfillment; and improved devotion to God. For students, this enabled them to gain deeper understanding of the lesson; evaluate their actions; make them more reflective; build closer relationship to God; and learn to share. From the findings, it can be inferred that such integration enabled teachers to experience a deep sense of fulfilment. Students too, developed the skill of discernment in their actions. Thus, it is recommended that teachers be trained and encouraged to continually integrate scriptures in their instructional processes.
Maribeth Cabrejas, Lourdes College, Philippines
Jan Rey Cabrejas, Assumption College of Thonburi, Thailand
Stream: Teaching Experiences
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Maribeth Cabrejas, and Jan Rey Cabrejas