This reflective qualitative study examines the instructional experiences of a Filipino cultural exchange teacher navigating the U.S. high-school English Language Arts (ELA) classroom. Grounded in Schön’s (1983) reflective-practice and Gay’s (2018) culturally responsive-pedagogy frameworks, the inquiry seeks to deepen understanding of how reflection supports adaptation to diverse classroom cultures. Open-ended student feedback was collected from Grade 9 ELA learners (n = 30) as part of a Professional Learning Community (PLC)–based professional-development initiative led by the district’s Curriculum and Instruction Coach. Using Braun and Clarke’s (2006) thematic analysis, three salient themes emerged: (1) clarity and structure in lesson explanations; (2) engagement through relatable and interactive activities; and (3) the influence of teacher–student connection on motivation and participation. Findings indicate that reflective analysis of classroom feedback enables the teacher to bridge cultural differences, enhance rapport, and align pedagogy with American student expectations. The study offers insights into how reflective practice fosters intercultural competence and adaptive expertise among international educators. Practical implications include strengthening mentoring systems and professional-development frameworks for cultural-exchange teachers adjusting to U.S. K–12 contexts, while future research could explore longitudinal reflections on global teacher mobility and cross-cultural teaching effectiveness.

Authors:
Karen Joy Umila, Martin County Schools, United States

About the Presenter(s)
Dr. Karen Joy Bahatan-Umila is an English Language Arts educator and researcher. Her interests include reflective teaching, cultural exchange, and literacy. She is currently working on a project about cross-cultural classroom reflections.

See this presentation on the full schedule – Saturday Schedule

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