Brandon Obenza, Josephine M. Suerte, Pedro P Raymunde Jr., Gideon S. Sumayo

Adolescent Fathers with Unplanned Pregnancies and Their Journey in English as a Second Language Learning: a Multiple Case Study

Introduction

Adolescent fathers with unplanned pregnancies and their journey in english as a second language learning: a multiple case study . Explore the unique challenges of adolescent fathers with unplanned pregnancies learning English as a second language. This study reveals their struggles, motivations, and coping strategies, offering insights for support programs.

Abstract

Adolescent fatherhood, particularly in the context of unplanned pregnancies, presents unique challenges that disrupt educational and linguistic development. This study explored the lived experiences, challenges, and coping mechanisms of young fathers in relation to learning English as a second language. Using a qualitative multiple case study design, five adolescent fathers from public and alternative learning institutions in Mindanao, Philippines, were purposively selected. Data were gathered through semi-structured interviews, classroom observations, and document analysis, then analyzed using Colaizzi’s thematic method with member checking and triangulation to ensure rigor. Findings revealed struggles with English proficiency, comprehension difficulties, and emotional strain, but also highlighted persistence, child-driven motivation, and adaptive time management as coping strategies. The study extends Role Conflict Theory, Self-Determination Theory, and Ecological Systems Theory by illuminating how adolescent fathers negotiate competing roles. Practical implications include designing flexible class schedules, providing targeted ESL tutoring, and implementing school- and community-based support programs for young fathers.

Review

This study makes a significant contribution by shedding light on the often-overlooked experiences of adolescent fathers navigating unplanned pregnancies while concurrently learning English as a second language. The chosen population is highly specific and vulnerable, making the research inherently relevant, particularly in contexts like the Philippines where English proficiency is crucial for socio-economic advancement and early fatherhood can pose substantial educational barriers. The abstract effectively highlights the complex interplay between familial responsibilities, emotional strain, and the demands of language acquisition, underscoring a critical gap in current research and support systems. The methodological approach, a qualitative multiple case study, is well-suited for exploring the rich, lived experiences of these young fathers. The abstract details a robust data collection strategy, including semi-structured interviews, classroom observations, and document analysis, which, combined with Colaizzi’s thematic analysis, member checking, and triangulation, suggests a rigorous approach to ensuring trustworthiness and depth. The findings are clearly presented, identifying specific challenges such as English proficiency struggles and emotional strain, alongside commendable coping mechanisms like child-driven motivation and adaptive time management. These insights offer a nuanced understanding of both the difficulties and the remarkable resilience demonstrated by the participants. A notable strength of this study lies in its theoretical contribution, explicitly extending Role Conflict Theory, Self-Determination Theory, and Ecological Systems Theory by illustrating how adolescent fathers negotiate competing life roles. This theoretical grounding provides a valuable framework for future research and understanding. Furthermore, the practical implications are clearly articulated and actionable, suggesting concrete interventions such as flexible class schedules, targeted ESL tutoring, and comprehensive school- and community-based support programs. Overall, this research is commendable for its empathetic exploration of a critical topic, offering both profound theoretical insights and practical guidance for educators and policymakers seeking to support adolescent fathers in their educational journeys.

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