19/06/2026
To further strengthen the implementation of the Special Program in Foreign Language (SPFL) – Nihongo at Sapang Palay National High School, local Nihongo teachers conducted a Focus Group Discussion (FGD) aimed at enhancing teaching strategies, curriculum delivery, and student learning outcomes. The activity served as a venue for collaboration, professional reflection, and the sharing of best practices to ensure the continuous improvement of Nihongo instruction across all grade levels.
The Focus Group Discussion was held at the Nihongo Office and was attended by the SPFL-Nihongo teaching team led by Michelle M. Castro, SPFL-Nihongo Coordinator and Grade 7 Nihongo Teacher. Joining the discussion were Bernadette V. Mangahas, Grade 8 Nihongo Teacher; Melissa M. Magno, Grade 9 Nihongo Teacher; and Jackilyn G. Santiago, Grade 10 Nihongo Teacher
During the discussion, the participants engaged in meaningful conversations regarding classroom experiences, student performance, instructional challenges, and effective teaching methodologies. The teachers exchanged insights on how to improve student engagement and language acquisition through interactive activities, differentiated instruction, and the integration of technology and authentic Japanese cultural resources.
The group also reviewed the curriculum implementation across grade levels to ensure continuity and alignment of learning competencies. Particular attention was given to strengthening students' communication skills in listening, speaking, reading, and writing while fostering appreciation of Japanese culture and values.
Furthermore, the teachers collaboratively identified strategies to address common learning difficulties encountered by students. Recommendations included the development of supplementary instructional materials, enhancement of assessment practices, increased utilization of multimedia resources, and the conduct of regular collaborative planning sessions among Nihongo teachers.
The FGD served as a valuable platform for professional collaboration, allowing teachers to reflect on their instructional practices and develop action plans for continuous improvement. Through the sharing of expertise and collective problem-solving, the teachers reaffirmed their commitment to providing quality foreign language education and meaningful learning experiences for all SPFL-Nihongo students.
The activity concluded with the formulation of actionable strategies and recommendations that will guide future instructional initiatives. The collaborative efforts of the SPFL-Nihongo teaching team demonstrate their dedication to excellence in Japanese language education and their shared goal of helping students develop linguistic proficiency, cultural awareness, and global competence in an increasingly interconnected world.
