THE INDIGENOUS LEARNERS HAVE DIFFICULTIES

. IN SPEAKING ENGLISH

A JUNIOR HIGH RESEARCH

PRESENTED TO

THE FACULTY OF MA-A NATIONAL HIGH SCHOOL

DAVAO CITY

IN PARTIAL FULLMENT OF ENGLISH 10

MICHAEL JOHN DOREMON

REX ACEVEDO
 SAHANI MONAWARA
Acknowledgement

As a (Researcher,2023) It is important to acknowledge that indigenous learners

may face difficulties in speaking English in Maa National High School Davao City. This
can be due to a variety of factor, including differences in language structure and
grammar, lack of exposure to English, and cultural differences. It is important to provide
support and resources to these learners to help them overcome these challenges and
succeed in their education. This can include providing language support, cultural
awareness training, and access to resources that are culturally relevant and responsive
to their needs.
 Abstract

This study aimed to investigate Philippine indigenous learners’ speaking difficulties in

English Semantics.

The Objectives was to identify indicators of poor vocabulary, processing and

expressing of information. It was a Qualitative research through case studies of High
School Students(IP) learners in Maa National High School in Davao city Philippines.
Data collection was done through observation and oral assessments activities.
Instruments Include Checklist of speaking difficulties Signified by inadequacy in
English vocabulary; and constructed oral Assessment activities in English. Data
gathered were qualitatively analyzed Findings revealed that all the five indigenous
learner-participants demonstrated English vocabulary deficiency to name depicted
objects in the Surroundings. They had struggles in reciting week-days, months and in
citing common Philippine events. They Had difficulty in conveying illustrated antonyms
and synonyms. These findings denote a language intervention To improve essential
skills in English semantics. This study can be an alternative to investigate problems in
Other language literacy domains.
 Table of Contents

Title page.…………………………………………………………………………………………………………………………….…page

Acknowledgments…………………………………………………………………………………………………………………….i

Abstract..........................................................................................................................................ii

Table of Contents………………………………………………………………………………………………………………………iii

Chapter 1 INTRODUCTION

Purpose of Study…………………………………………………………………….…………………………………1

Research Questions…………………………………………………………………………………………………..2

Theoretical Lens………………………………………………………………………………………………………..2

Significance of the Study………………………………………………………….……………………………….3

Definition of Terms………………………………………………………………….………………………………..3

Scope and Delimitation……………………………………………………………………………………………..2

Chapter 2 REVIEW OF RELATED LITERATURE

Review of Literature………………………………………………………………………………………………….3

References…………………………………………………………………………………………….……………………………….5
 Chapter 1

Introduction

Indigenous learners who are non-native speakers of English may face unique
challenges when it comes to speaking the language. These learners may come from
communities where English is not the primary language spoken, and may have limited
exposure to the language outside of the classroom. As a result, they may struggle with
pronunciation, grammar, and vocabulary, which can impact their ability to communicate
effectively in English. Additionally, indigenous learners may face cultural and social
barriers that can make it difficult for them to feel comfortable speaking English in the
classroom or in social situations. It's important for educators and parents to be aware of
these challenges and to provide support and resources to help indigenous learners
overcome them and succeed in their language learning journey.

In advancing quality education (Ball,2011),it has always been a challenge of any

country's educational policy to decide on and recommended the right language/s that
must be used in instruction. Language of instruction, weather inside or outside the
classroom denotes the language used for teaching the basic curriculum of the
educational system. Some countries decide to use one language causing learners who
are mother tongue speakers at a remarkable disadvantage in the educational system
as in they are receiving instruction in a foreign official language. Nevertheless, other
nations opted to use educational strategies that regard national or indigenous
languages to be put in place in instruction (UNESCO Mother Tongue Based Bilingual
Multi-Lingual Education, 2016), In the Advent of global political Transformation and
evolution , language as a primary right was expressed among the indigenous People
claim's.

As Education curriculum changed in the Philippines, teaching approaches

needed to be transformed. Every Kinder- garden to Grade 12 Curriculum stands
requires learners, indigenous, or non

indigenous, to acquire mastery of lessons as they go through different educational

levels (Department of Education, 2016) Teachers of mainstream classrooms in the
Philippines need to give attention on the aspects of quality language teaching and
consider customized educational programs such as intervention to become a part of
their pedagogical practices.

Purpose of the Study

One purpose of studying to decrease Difficulties in speaking English could be to

Improve your pronunciation and fluency.ByPracticing speaking English regularly, you
Can become more comfortable with the language and develop a better understanding of
its nuances, additionally, Studying English grammar and vocabulary can help you to
communicate more effectively and confidently in a variety of situation.

According to (Michael,2023) there are Indigenous Students in Maa National

High School, That have difficulties In speaking English. Because of there Traditional
language in there Places that They have use there common communication Cation in
each other, So they can’t talk Straight in English in there school.

One global issue related to indigenous difficulties speaking English is the lack of
access to quality education and resources. Many indigenous communities around the
world face systemic barriers to education, including limited funding, inadequate
infrastructure, and a lack of culturally relevant materials. As a result, indigenous people
may not have the opportunity to learn English or develop their language skills to the
same extent as non-indigenous people. This can create significant challenges when it
comes to communication and accessing opportunities in areas such as education,
employment, and healthcare. Addressing these issues requires a commitment to
providing equitable access to education and resources for all communities, including
indigenous people.

According to (Hanlen, 2010) Philippines indigenous people face significant

challenges when it comes to speaking English. One national issue related to this is the
historical and ongoing marginalization of indigenous languages and cultures. Many
indigenous communities have their own languages and ways of communicating that are
distinct from English, but these languages have been suppressed or even banned in
some cases. As a result, many indigenous people may not have had the opportunity to
learn English or develop their language skills to the same extent as non-indigenous
people. This can create significant barriers to accessing education, employment, and
other opportunities. Addressing these issues requires a commitment to supporting and
revitalizing indigenous languages and cultures, as well as providing equitable access to
education and resources for all communities.

Here in Davao City, according to the Students of The Study Aimed to

investigatcommunitiess Indigenous learner ‘Speaking difficulties in English Semantics.
The objectives was to Identify indicators of poor vocabulary, Processing and
expressing of information. It was a qualitative research through case Studies of five
Grade 2 Indigenous people (IP) learners in Exchange Isabela, Philippines Data
collection was done through Observation and oral assessments activities. Instruments
include checklist Of speaking difficulties signified by Inadequacy in English Vocabulary:
and Constructed oral Assessments activities In English. Data gathered were
qualitatively analyzed. Findings Revealed that all The five indigenous learner-
participants Demonstrated English Vocabulary defiance To name depicted objects in
the surroundings. They had struggles in reciting Week-days, months and in citing
common Philippines events. They to improve essential skills in English semantics. This
study can be an alternative to investigate problems in other language Literacy Domains.
Research Questions
1. How do difficulties in speaking English among students affect their academic
performance and educational Outcomes in Grade 10 Zamora?

2 .How can they solve such issues?

Theoretical Lens
Bullying can have a significant negative impact on students who experience it. It
can affect their mental health, self-esteem, and academic performance. Students who
are bullied may experience anxiety, depression, and other mental health issues. They
may also struggle with low self-esteem and a lack of confidence in themselves and their
abilities. This can lead to poor academic performance, as well as a lack of motivation to
participate in school activities. Additionally, students who are bullied may feel isolated
and alone, which can further exacerbate their mental health issues. It is important for
schools to take bullying seriously and provide support and resources for students who
are affected by it.

One theoretical lens that could be applied to the issue of indigenous people
having difficulties in speaking English is the sociolinguistic perspective. This perspective
emphasizes the social and cultural factors that influence language use and acquisition.
From this perspective, it’s important to recognize that language is not just a means of
communication, but also a reflection of cultural identity and social status. Indigenous
people may face challenges in learning English due to a lack of access to resources,
discrimination, and cultural differences in communication styles. Additionally, the
historical and ongoing colonization of indigenous communities can contribute to
language loss and the marginalization of indigenous languages. To address these
challenges, it’s important to prioritize the needs and perspectives of indigenous
communities and work towards creating inclusive and accessible spaces for all. This
may involve supporting indigenous language revitalization efforts, providing language
classes and translation services, and promoting cultural awareness and understanding.

Significance of the Study

The study about indigenous learners having difficulties in speaking English is
significant because it sheds light on an important issue that affects many learners in the
Philippines and other countries.
As a student (Michael,2023) speak English is often necessary for indigenous people
to access education, as a student I encourage them to read English books to develop
their Speaking English.

Parents they will Encourage their child to practice speaking English as much as
possible. Provide opportunities for them to speak in English at home, such as through
conversations or storytelling.

Teachers they will Encourage their students to practice speaking English as

much as possible. Provide opportunities for them to speak in class, such as through
group discussions or presentations.

As a Researcher I can say that the result of this study could indeed serve as a
basis for future related researches about indigenous learners who have difficulties in
speaking English. The findings of this study could help identify the specific challenges
that indigenous learners face when learning English, and provide insights into effective
teaching strategies that can be used to support their language development. By building
on the knowledge gained from this study, researchers can further explore the factors
that contribute to the difficulties faced by indigenous learners, and develop more
targeted interventions to address these challenges. Ultimately, this could lead to
improved outcomes for indigenous learners and help promote greater equity in
education.

Definition of Terms
 Here are some definitions of terms that students may have difficulty with when
speaking English:

Pronunciation: the way in which a word is spoken, including the sounds and
stress patterns used.

Vocabulary: the words that a person knows and uses when speaking or writing.

Grammar: the set of rules that govern the structure of sentences and how words
are used together.

Scope and Delimitation

The scope of the statement is limited to the difficulties experienced by indigenous
learners in speaking English. It does not address other aspects of language learning,
such as reading, writing, or comprehension. Additionally, it does not provide information
on the specific indigenous groups being referred to, nor does it provide any context for
the nature of the difficulties faced by these learners.

Furthermore, the statement does not address the possible causes of these
difficulties, nor does it provide any solutions or recommendations for addressing them. It
is important to note that language learning difficulties can be complex and multifaceted,
and may be influenced by a variety of factors such as socio-economic status, cultural
background, and access to resources and support. Therefore, a more comprehensive
investigation would be needed to fully understand the experiences of indigenous
learners in speaking English
 Chapter 2
Review of Related Literature

Review of Literature

Indigenous learners often face significant challenges when it comes to speaking

English. One Major factor is the fact that English is not their first language, and they
may not have had as Much exposure to it as other students. This can make it difficult for
them to understand and Communicate effectively in an English-speaking environment.
Another factor is cultural Differences. Indigenous learners may have different ways of
communicating and expressing Themselves that are not necessarily compatible with the
way English is typically spoken. For Example, they may use nonverbal cues or rely
more on context to convey meaning.Speaking most of the time is unplanned, changing,
and flexible, manner and sense of Speaking Rely much on situation where it happens;
who are involved including their purposes; Familiarities, and understandings (Centre for
Applied Linguistics, 2016). When the child feels Something, she or he likes to tell to
somebody who will listen to him or her. Each time the Child Communicates, she or he
produces a message that must have a meaning. In theCommunication process, it is
assumed that the child understands what she or he is talking About So that interaction
will take place. Some indigenous learners have deprivations in speaking English and do
not show the Willingness to communicate because of so many factors.
 This disposition to interconnect is a Prerequisite to overcome English language
barriers (Morozova, 2013). Most of the time, These Children have the idea in their
minds but they cannot find the term to express the notion. This May be related to Word-
Finding difficulties (Bator, 2016)and the child feels that the Utterance is Just on the tip of
his or her tongue, but these thoughts could hardly come out as expressions. The Child
may feel that she or he knows exactly what that word is but the Moment she or he says
it, it Comes out as the wrong one based on his or her thoughts.

According to ( AdelAdelaila J. Leaño1 2019) In the Philippines, although

numerous group of indigenous learners comprised both Marginalized and
Mainstreamed classes, Mother Tongue (Tagalog), Filipino and English are still Used as
the languages For instruction. Most printed textbooks and references used as
Instructional materials are written in English language. This necessitates teachers to
shift their Language from English to Filipino or in Mother Tongue when students seem to
misunderstand Concepts or topics discussed in English. Through the policy on
Bilingualism (Department of Education, 1987) teachers in higher grades (Grades 4-6)
are permitted to use either English or Filipino during class discussions to make ideas
Clearer for learners. Policy on Mother Tongue Based – Multi-Lingual Education (MTB-
MLE) likewise Encourages teachers to use lingua Franca as medium of instruction
(Philippine Department of Education, 2012). Ball (2016) in a Paper commissioned for
UNESCO states the meaning of “mother Tongue”. He described mother Tongue as the
lingo which one has acquired first. It may also means The dialect/s that someone is
Recognized with or the vernacular which somebody excellently uses and Understands.

Mother tongue (Ball, 2016) is also mentioned as first or primary language. In

many Developing countries in the Asia-Pacific region (UNESCO – Asia-Pacific Regional
Education Conference, 2014), the curriculum that centres on foundational skills,
however, is not Tailored to The needs and abilities of IP learners, especially those from
marginalized groups. This is Evident As most schools world-wide provides curricula that
encompasses so many subjects within a Short Time or at a very fast pace. This
situation may bring chances of having many IP children being Left behind their peers in
class and fail to learn solid basic numeracy and literacy skills in. Speaking as A germinal
ability in language literacy, was the core of the present study. This was Described by the
Centre for Applied Linguistics (2016) as an interactive process of constructing Meaning
that secures Obtaining, processing and producing of information. It is what somebody
Say about anything that s/he perceives, feels and believes (Ubaydillah, 2013). As
regards Intellectual and Policy Foundation of the 21 st Century Skills Framework and
Wilczynski (2009) Identified Collaboration Skills and Communication Skills as prominent
among the others Proficiencies. This further explains that a Learner who is unable to
communicate well could Hardly strive with the demands of the modern Society.
Therefore, to make effective speaking, a Learner must be able to use the language in
the any Social context. These are desirable goals for Every IP learner, with special
attention to those with Speaking struggles in English.
References
Adelaila J. Leaño Faculty, Philippine Normal University North Luzon, Philippines
leano.aj@pnu.edu.ph

Ball, J. (2011). Enhancing learning of children from diverse language backgrounds:

Mother Tongue-Based
bilingual or multilingual education in the early years. A Paper Commissioned for
UNESCO.

Department of Education (2016). K to 12 Curriculum Guide in English for Grade 1-10.

www.deped.gov.ph

Hanlen, Wendy (2010). Aboriginal students: Cultural insights for teaching literacy.
State of New South Wales
through the NSW Department of Education and Training, 2010. Retrieved from

hhtp:/www.curriculumsupport.education.nsw.gov.au/literacy/assets/pdf/
packages/ab_studs_cult.pdf

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