ABSTRACT
The Department of Education (DepEd) has developed policies and guidelines to ensure that schools are gender-responsive and sensitive (DepEd Order No.32 s 2017). DepEd has always been supportive of promoting a curriculum that integrates gender equality that includes Gender and Development (GAD) and also encourages mainstream that gender-responsive instructional delivery is appropriate in the teaching and learning approaches (Tarrayo, 2023). This research was crafted on the answer needed to the awareness of gender-inclusive language through Kraken’s theory. The application of Project GIVE, a program designed to promote gender-inclusive language in schools, by the teacher of San Guillermo Elementary School was a key part of this research. It was revealed that based on the data gathered by the researcher. It was revealed that teachers should always employ gender-inclusive elements in the classroom to promote inclusivity and diversity. Teachers should also incorporate the theory Krashen in English language classes and in all subjects and use appropriate strategies in teaching and selecting materials for teaching gender-responsive education.
Keywords: Gender Inclusive Education, Language, Krashen’s Theory
CONTEXT/RATIONALE
It has been a challenge for 21st-century teachers to integrate gender perspective points of view in the 21st-century classroom. This is one of the most significant educational commitments over several years. It is an excellent challenge in education to make gender-responsive and inclusive classes in all fairness possible. English as a second language in the Philippines setting is not an exception when teaching and learning about gender-inclusive education. This is crucial to creating a balanced and responsive educational paradigm in the Philippines. The government saw a necessity for mainstream gender in education, including English language teaching, to shape gender values or conceptions towards equal rights and human empowerment; that is, Krahsen's theory of second language is a must to transcend an effective language learning for the learners The Department of Education (DepEd) has developed policies and guidelines to ensure that schools are gender-responsive and sensitive (DepEd Order No.32 s 2017). DepEd has always been supportive of promoting a curriculum that integrates gender equality that includes Gender and Development (GAD) and also encourages mainstream that gender-responsive instructional delivery is appropriate in the teaching and learning approaches (Tarrayo, 2023)
There are ways in which Education in the Philippines has shaped the implementation of gender-inclusive Education in the classroom. It is believed that it is essential to integrate it into English language teaching as English is not only about the language itself but also the cultures presented by the different learners in the classroom per se. As Macabenta et al. (2023) expounded, many educators implement inclusive education in various ways, and teachers play a significant role in crafting inclusive spaces in order to adopt different inclusion policies that incorporate instructional innovations that promote and help their continuing professional development:
1. Teachers need more preparedness and expertise for special and inclusive education. However, it is equally important to emphasize the need for more support in terms of social contexts to deliver successful learning. This is not just a matter of professional development but a societal need that requires urgent attention and action. Teachers' attitudes and understanding affect how to create an inclusive education to guide their learners.
2. Stakeholder collaboration is a must to further inclusive education.
Inclusive environments in the Philippines are characterized by engaging, affirming, and nurturing different dimensions that involve standard collaboration, communication, and receptive language for diversity celebration.
To address these challenges, schools should always emerge themselves in furthering gender-inclusive education and provide more training and modules to foster innovative instructions and encourage collaboration between teachers and learners. In the light and views presented by the researcher, it was concluded that it was a great prerogative to conduct further research and studies about inclusive education.
The researcher conducted this study on gender-inclusive education for the progressive vision and mission of the Department of Education in implementing gender awareness. This will eradicate and eliminate stereotypes and biases. Researchers believe that developing skills and strategies can address the need of students to acquire and filter information, so it becomes imperative to revitalize the teaching of this skill. It is also necessary to acquire the skill to be proficient and competitive in language to face the challenges of the 21st century. There is a need to ensure that this skill is fully developed among the learners.
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