Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 50 no. 3 (2025)

The English Language Learning Journey of Persons Deprived of Liberty: A Multiple Case Study

Melanie Waskin | Virgion H. Mamonong

Discipline: Education

 

Abstract:

This multiple-case study investigated the English language learning journey of persons deprived of liberty (PDL), focusing on their perceived opportunities, challenges, and coping strategies. The participants in this study were three PDL from Digos City District Jail Female Dormitory, studying English through the Alternative Learning Systems (ALS). Participants were selected using the maximum variation sampling. The English language learning experiences of the chosen participants were examined through in-depth interviews. The data for each case were triangulated through an in-depth interview with their English teachers and the ALS Coordinator, a document analysis of their outputs and modules, and the jail library logbook. Using a thematic analysis, the study identified six themes that describe the language-learning journey of the PDL: acquisition of basic English language skills, perceived difficulty in English learning, oral communication challenges, learning disruptions, reading without comprehension, and grammatical challenges. Furthermore, PDLs cope with the English language learning challenges they encounter by using learning resources, relying on translation, seeking support from others, employing learning strategies, and maintaining a positive mindset. Through cross-case analysis, it was revealed that all three cases shared similarities in their English language learning journey, especially in valuing education as a preparation for life after incarceration. Differences in their coping strategies and experiences were also revealed in the study. Based on the findings, the study recommends providing adequate learning resources and strengthening partnerships with HEIs in providing literacy education to PDL learners.



References:

  1. Addae, D. (2020). Learning behind bars: Motivations and challenges of learners in a correctional facility in Ghana. International Journal of Educational Research, 104, 101650. https://doi.org/10.1016/j.ijer.2020.101650
  2. Agustin, M. F. B., Dumlao, S. S. M. M., Obungen, L. B., Bosito, R. R., Corpuz, J. C., & Galumba, J. B. K. (2024). Voices Behind Bars: The Persons Deprived of Liberty (PDL) and their Lived Experiences in the Prison Institution. International Journal of Research and Innovation in Social Science, 8(8), 391-414. https://dx.doi.org/10.47772/IJRISS.2024.808031
  3. Akin, G. (2023). Learning behind the Bars: Implications for ‘ Learning-for-Development’. Journal of Learning for Development, 10(2), 210-221.
  4. Alsalami, A. I. (2022). Challenges of Short Sentence Writing Encountered by First-Year Saudi EFL Undergraduate Students. Arab World English Journal, 13 (1) 534-549. DOI: https://dx.doi.org/10.24093/awej/vol13no1.35
  5. Altun, M. (2021). Code-switching in L2 classrooms: A helpful strategy to reinforce learning. Canadian Journal of Language and Literature Studies, 1(1), 21-26. DOI: 10.53103/cjlls.v1i1.13
  6. Ayres, L., Kavanaugh, K., & Knafl, K. A. (2003). Within-case and across-case approaches to qualitative data analysis. Qualitative Health Research, 13(6), 871-883. https://doi.org/10.1177/1049732303013006008
  7. BÂRLEANU, L. (2023). PRO-SOCIAL EDUCATION OF PERSONS DEPRIVED OF LIBERTY.
  8. Behan, C. (2021). Education in Prison: A Literature Review. UNESCO Institute for Lifelong Learning.
  9. Bermudez, M. A. V. (2024). Learning Behind Bars: The Academic Journey of Persons Deprived of Liberty. International Journal of Research Publication and Reviews ISSN 2582-7421
  10. Cagoco Jr., O. P., & Baradillo, D. G. (2024). The Alternative Learning System beneficiaries in their English language journey within the confines of a jail facility – A multiple-case study. EPRA International Journal of Multidisciplinary Research, 10(1), 39–44. https://doi.org/10.36713/epra19495
  11. Caparas, J. D., Lapitan, E. P., Mohamad, J.J. P., Allego, E. S., & Punsalan, M. C. (2024). Attitudes of Alternative Learning Systems Learners Towards Learning the English Language. Punla Volume 6, 2024 Issue
  12. Cortez, P. D., & Dioso, E. C. (2023). Education Behind Bars: A Phenomenological Study. International Journal Of Advanced Research And Innovative Ideas In Education, 9(4), 2119-2126.
  13. Creswell, J. W. (2013). Qualitative Inquiry and Research Design: Choosing Among Five Approaches (3rd ed). Thousand Oaks, CA: SAGE Publications, Inc.
  14. Daar, G. (2020). Problems of English language learning in context. PKBM Sambi Poleng, 1-124.
  15. Department of Education. (n.d.) Alternative Learning Systems (ALS). Retrieved from the DepEd Official Website
  16. Dhika Dharma Putri, A. A. I., Kamaluddin, & Lestari, B. Y. (2022). Education Behind Bars: Problems and Strategies for Teaching English to Protégés of Central Lombok Juvenile Detention Center. Education Quarterly Reviews, 5(2),381-387. DOI: 10.31014/aior.1993.05.02.498
  17. Faa, L. (2020). The Lived Experiences of Learners Behind Bars Under the Alternative Learning System (ALS), Result of the Study, will be Utilized in the Development of the ALS Implementers Framework. The results of the Study will be utilized in the Development of the ALS Implementers Framework (March 3, 2020).
  18. Hakim, Lukman. (2015). The Implementation of English Language Teaching, Learning, and Methods for Juvenile Offenders in Kutoarjo Juvenile Corrections Purworejo. Walisongo Islamic State University.
  19. Helland, W. A., Jones, L. O., Hallaraker, H., Hoyasen, M., Morken, F. (2022). Oral Language Problems in Norwegian Female Prisoners. The Journal of Correctional Education.
  20. Kassim, S. R. (2019). EDUCATORS BEHIND BARS: PHENOMENOLOGY OF THE LIVED EXPERIENCES OF TEACHERS IN SAN RAMON PENAL FARM
  21. Khan, S., & VanWynsberghe, R. (2008, January). Cultivating the under-mined: Cross-case analysis as knowledge mobilization. In Forum: Qualitative Social Research (Vol. 9, No. 1, p. 34). Institut für Qualitative Forschung.
  22. Kiger, M. E., & Varpio, L. (2020). Thematic analysis of qualitative data: AMEE Guide No. 131. Medical teacher, 42(8), 846-854.
  23. Kılıç Köçeri, P., & Aslan Yeganehpour, Y. (2024). Motivation scale for reading skill: A case study of a closed prison facility. Uluslararası İnsan Çalışmaları Dergisi (International Journal of Human Studies), 7(14), 97-121. https://doi.org/10.35235/uicd.1504863
  24. Korzh, A. (2021). Education behind bars and beyond prison: incarcerated women’s education aspirations and barriers in Ukraine. Compare: A Journal of Comparative and International Education. 53. 1-18. 10.1080/03057925.2021.1941775.
  25. Krashen, S. (1981). Second language acquisition. Second Language Learning, 3(7), 19-39.
  26. Labarrete, R. A. & Tiopes, J. A. (2025). Exploring the lived experiences of persons deprived of liberty enrolled in an alternative learning system. Journal of Education and Learning (EduLearn). DOI: 10.11591/edulearn.v19i2.21315
  27. Le, T. T., Nguyen, A. T., Thieu, T. H. Y., Phuong, H. Y., Pham, T. T., Huynh, T. A. T., & Nguyen, H. T. (2023). Unveiling the linguistic landscape: The gendered impacts on language learning strategies for introverted learners. International Journal of Educational Methodology, 9(4), 711-723. https://doi.org/10.12973/ijem.9.4.711
  28. Lopez, E. L. F. (2015). Management of the correctional education program for students behind bars. Asian journal of management sciences & education, 4(1), 102-109. Los Angeles, CA: Sage.
  29. Ludlow, A., Armstrong, R. and Bartels, L., 2019. Learning Together: Localism, Collaboration and Reflexivity in the Development of Prison and University Learning Communities. Journal of Prison Education Reentry, 6(1), pp.25–45. https://doi.org/10.25771/134V-GN16 .
  30. Martinez, R. J., & Buan, R. (2025). Behind Bars: Unveiling the Narratives of Persons Deprived of Liberty (PDLs). Psychology and Education: A Multidisciplinary Journal, 38(10), 1-1. DOI: 10.70838/pemj.381003
  31. Mateo, J. V. R. (2019). Education Behind Bars. Philstar Global. Retrieved (September 12, 2024) from: https://www.philstar.com/other-sections/starweek-magazine/2019/08/25/1946264/education-behind-bars
  32. Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative Data Analysis: A Methods Sourcebook (3rd ed.). SAGE Publications.
  33. Morken, F.; Jones, L.Ø.; Helland, W.A. Disorders of Language and Literacy in the Prison Population: A Scoping Review. Educ. Sci. 2021, 11, 77. https://doi.org/10.3390/educsci11020077   
  34. Nautan, J., & Manda, A. R. (2025). UNDERSTANDING THE LIVED EXPERIENCES OF CHILDREN IN CONFLICT WITH LAW UNDERGOING THE REHABILITATION PROCESS. https://doi.org/10.36948/ijfmr.2025.v07i02.41933
  35. Phoglad, S. (2024). An Education as a Rehabilitation Tool for Incarcerated People. Retrieved from https://papers.iafor.org/wp-content/uploads/papers/aceid2024/ACEID2024_78014.pdf
  36. Ryan R.M., & Deci E.L. (2017). Self-Determination Theory: Basic Psychological Needs in Motivation, Development, and Wellness. New York: Guilford
  37. Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American psychologist, 55(1), 68.
  38. Sagge Jr, R. G., Bacio Jr, S. P., Cabiles, N. V. A., Cepeda, M. E. B., Cordero, E. M., Delgado, C. L. C., ... & Rico, J. J. (2023). SA LIKOD SANG REHAS: EDUCATIONAL NEEDS OF PERSONS DEPRIVED OF LIBERTY (PDLS) AS THE BASIS FOR AN EXTENSION PROGRAM.
  39. Sam, R., Abidin, M. J. Z., Mei, L. L. (2013). Factors Causing Students’ Low English Language Learning: A Case Study in the National University of Laos. International Journal of English Language Education. doi:10.5296/ijele.v1i1.3100
  40. Tabay-Rivera, A., & Amoguis, M. J. B. (2024). The Sustainability of Eco-Agricultural Tourism in the Indigenous People’s Ancestral Domain: A Multiple Case Study. TWIST, 19(2), 32-52.
  41. Tetzlaff, L., Edelsbrunner, P., Schmitterer, A., Hartmann, U., & Brod, G. (2023). Modeling interactions between multivariate learner characteristics and interventions: A person-centered approach. Educational Psychology Review, 35(4), 112. https://doi.org/10.1007/s10648-023-09830-5
  42. Topić, A. A. (2022). Code-Switching in Second Language Teaching of English: Does it Matter?. MAP Education and Humanities, 2(1), 8-17. doi: https://doi.org/10.53880/2744-2373.2022.2.1.8
  43. Tran, L., & Miralpeix, I. (2024). Out-of-school exposure to English in EFL teenage learners: Is it related to academic performance? Education Sciences, 14(4), 393. https://doi.org/10.3390/educsci14040393
  44. Uche, I. B., Uche, O. A., Okoye, U. O., & Ukoha-Kalu, B. O. (2023). Incarcerated individuals and education programmes in Nigeria: A task for social workers. PloS one, 18(7), e0288693. https://doi.org/10.1371/journal.pone.0288693
  45. Wigfield, A., & Eccles, J. S. (2000). Expectancy-value theory of motivation. Contemporary Educational Psychology, 25, 68–81.
  46. Wigfield, A., Tonks, S., & Klauda, S. L. (2009). Expectancy-Value Theory. In: K. R. Wentzel, & A. Wigfield (Eds), Handbook of Motivation in School (pp. 55-76). New York: Routledge Taylor Francis Group.
  47. Yin, R. K. (2017). Case study research and applications: Design and methods.
  48. Yin, R. K. (2017). Case Study Research and Applications: Design and Methods (6th ed.). Sage Publications.

Tools


Copyright © 2026  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic