STRATEGIES AND PRACTICES IN TEACHING MANDARIN AS A FOREIGN LANGUAGE IN THE PHILIPPINES: BASIS FOR A TRAINING PLAN

Abstract

This study examined the level of utilization of teaching strategies and the level of implementation of classroom practices in teaching Mandarin as a foreign language as perceived by Mandarin teachers and students. It also identified the challenges encountered in Mandarin learning, explored the relationship between teacher profile variables and instructional practices, and determined differences in perceptions between teachers and students. The study employed a descriptive-correlational research design. Data were collected from Mandarin teachers and students using a structured questionnaire and were analyzed using frequency, percentage, mean, correlation, and multivariate statistical tests. The results showed that teaching strategies were used a lot, and classroom practices were mostly or completely followed. Students consistently rated both strategy utilization and classroom practice implementation higher than teachers. Significant differences were found in selected domains, particularly in pedagogical content knowledge and teacher training support. Challenges related to tone production, character writing, limited practice time, and insufficient exposure to native speakers moderately affected Mandarin learning. Teacher profile variables showed limited overall influence on instructional effectiveness, although language proficiency and access to resources were associated with specific practices. Based on the findings, a structured and needs-based training program was proposed to enhance instructional quality and strengthen professional development support for Mandarin teachers.