Situated and Localised Learning: Examining the Case of Two English Language Teachers in Multilingual Settings in the Philippines During the COVID-19 Pandemic

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This article describes the teaching practices of two K–12 English language teachers in the Philippines at the time of the COVID-19 pandemic. Data used in the study came from the interview of the two teachers; and a content analysis of some modules that they used. The study utilised Canagarajah’s critical pedagogy framework to describe the extent to which the teachers’ reported teaching practices; and the modules they used localised the teaching of English. Results revealed that teachers localised mostly in the level of content and strategies; but considered the language of the texts they used in the classroom to make sure that the meaning and form of the texts were accessible to their students. Moreover; localising was done only as ‘praxis’; and not as a ‘mode of inquiry’; so students were not made aware of their social positioning. Implications for curriculum design and teacher development programmes are discussed.