Mark Gil M. Gabe (Author)

Abstract

This study, conducted during the 2025 to 2026 academic year, explored the experiences of Filipino English teachers in Vietnam’s international schools. This research centered on how these educators adopted both their pedagogical and cultural practices within diverse educational settings. Drawing on in-depth interviews with the 10 educators working across several international schools in Hanoi, the research revealed five main themes such as instructional adaptation, cross-cultural negotiation, professional resilience, institutional challenges and the upcoming shaping of teacher identity. These findings suggested that these teachers did not simply apply established methods, but instead actively shaped their approaches, adopted new technologies, and found approaches to build meaningful connections with their students from their various backgrounds. Throughout their accounts, adaptability emerged as a quiet thread running through their daily work, allowing them to respond to shifting expectations and unfamiliar environments. The Gabe Framework for Transnational EFL Teaching, developed from this inquiry, offers practical guidance for school leaders and policymakers seeking to support non-native English-speaking teachers. By foregrounding the lived experiences of the 10 educators, the study affirms the important and often under-recognized role of the Filipino teachers in international education.

Keywords: Filipino teachers, EFL, adaptation, cultural negotiation, international schools, Gabe Framework for Transnational EFL Teaching

DOI: http://doi.org/10.69651/PIJHSS0403297

Recommended citation

Gabe, M.G.M. (2025). Pedagogical strategies and cultural adaptation of Filipino EFL (English as a Foreign Language) teachers in Vietnam’s international schools. Pantao (The International Journal of the Humanities and Social Social Sciences), 4 (3), 3404-3413. http://doi.org/10.69651/PIJHSS0403297

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