* Lack of Teacher Training: Many teachers may lack the training and resources to effectively integrate other subjects into their Filipino lessons. They might be comfortable teaching grammar and literature, but unfamiliar with how to seamlessly connect these to science, math, or social studies concepts.
* Curriculum Constraints: The current curriculum might not adequately support multidisciplinary integration. A rigid structure focused on specific Filipino language skills could leave little room for exploring connections to other subjects. Assessment methods might also not effectively measure the integration.
* Resource Limitations: Access to supplementary materials and resources that facilitate multidisciplinary learning in Filipino might be limited. Teachers may struggle to find appropriate readings, activities, or projects that bridge the gap between language learning and other disciplines.
* Differing Expertise: Teachers may feel unqualified to teach concepts outside their area of expertise. Successfully integrating multiple disciplines requires a broad understanding of various subjects, which might not be within the scope of a Filipino language teacher's training or experience.
* Student Preparation: Students' prior knowledge and skills in other subjects might also affect their ability to engage with multidisciplinary approaches. If students lack a strong foundation in other subjects, integrating them into Filipino lessons might be less effective.
* Assessment Challenges: Assessing students' understanding across multiple disciplines within the context of Filipino language learning can be challenging. Traditional assessment methods might not adequately capture the skills and knowledge acquired through multidisciplinary integration.
* Time Constraints: A packed curriculum often leaves little time for in-depth exploration of multidisciplinary themes. Teachers might feel pressured to cover the prescribed curriculum, leaving little room for integrated activities.
In short, the decline in multidisciplinary integration in Filipino language education is likely seen by teachers as a complex issue stemming from a combination of insufficient training, curriculum design, resource limitations, and assessment challenges. They may advocate for more comprehensive teacher training, curriculum reform that supports integration, increased resource allocation, and the development of appropriate assessment strategies to improve the situation.