LIVED EXPERIENCES OF ILLITERATE PARENTS IN FOSTERING HOME LITERACY ENVIRONMENT: A HERMENEUTIC PHENOMENOLOGICAL STUDY

Abstract

 This study intends to examine the lived experiences of illiterate parents in A Home Literacy Environment (HLE). The Researcher employed hermeneutic phenomenology to analyze the responses of fifteen illiterate parents of Cabog, Dingalan, Aurora, employing Moustakas' method. After extensive data analysis, seven themes emerged: (1) looking at oneself; (2) surviving a day; (3) going through a range of emotions; (4) coping with illiteracy; (5) understanding illiteracy; (6) working with others; and (7) being worthy beyond illiteracy. The participants live their lives with a positive and negative self-perspective, balancing dependence and independence as they go about their daily activities. They felt a variety of emotions while fostering HLE due to their circumstances. On the other hand, they overcame illiteracy by formulating independent and collaborative strategies for guiding their children as they read and write at home with the assistance of the school and the community, and by receiving tangible and intangible supports. As HLE promoters, they viewed themselves as motivators, school collaborators, and even as exerting additional effort. It is suggested that schools and local government units (LGUs) develop programs suited to their necessities and conduct advocacy campaigns.