Teaching English to Learners of Different Cultural Minority Groups

English teachers’ experiences handling mainstream classes and those with minority students differ as students’ learning communication styles vary. This study explored the lived teaching practices of purposively selected non-English majors to Filipino learners from different cultural groups: Mamanwa, Manobo, Hinigaon, Kamayo, Surigaonon, Muslim, Bisaya. The in-depth investigation through a phenomenological inquiry was done using Collazzi steps. Analysis narratives led indexed themes: psychological baggage; drive be effective; desire for change. meaning ascribed unique experience teachers provides basis critically examine address issues relative language teaching. Teachers benefit assistance provided them they hurdle challenges sustain their enthusiasm despite being majors. Such reality motivated develop materials, innovate in teaching, adopt strategies, design authentic assessments prepare practical problem solvers. Hence, policies may instituted content pedagogical skills, majors, when assigned diverse groups learners. Periodic monitoring, educational fora, peer coaching, mentoring considered strengthen content, technological, skills.