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33 views

Sample Journal1

Uploaded by

ricapearl.zorilla
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Pedagogical Struggles and Gaps in Language Literacy Enhancement: The Case of

Indigenous People’s Education Teachers in the Philippines

Thesis

In the Philippines, improving language literacy faces obstacles hindering learners in


acquiring a target language. The K-12 curriculum, specifically the Language Arts and
Multiliteracies Curriculum (LAMC) introduced in 2016, aims to enhance language literacy.
However, Indigenous Peoples Education (IPEd) teachers encounter challenges integrating
effective pedagogical strategies due to the diverse needs of indigenous learners. IPEd teachers in
the Philippines face challenges aligning with LAMC language teaching principles due to socio-
linguistic constraints rooted in diverse indigenous learners' backgrounds. Issues include the lack
of teaching support, low functional literacy among learners and parents, and a digital divide
contributing to educational inequity. This study aims to explore the pedagogical struggles and gaps
in language literacy enhancement, focusing on IPEd teachers in Agusan Del Sur, Philippines,
emphasizing the need for inclusive language teaching and learning processes.

Antithesis

These are some of the challenges that mentioned on the journals, gaps in language learning
standards, gaps in instructional learning support, gaps in learners’ readiness and literacy level, and
gaps in teachers’ competence and strategic used. The challenges mentioned can be addressed direct
or indirect with the solutions or recommendations that such as:

The Department of Education (DepEd) must provide a considerable financial allocation to


produce contextualized learning materials. These materials must be further checked and validated
by the indigenous peoples to determine its level of acceptability and adherence to the cultural
norms, lifeways, and learning styles of the community. Also, instructional development models for
designing materials appropriate and specific to a particular indigenous community must be
developed.

There is a need for the DepEd to train tribal leaders to become IPEd coaches and trainers
since they have important roles in intergenerational knowledge transfer of their culture and history.
Hence, there must be non-teaching or teaching items allocated for them to strengthen their active
participation in contextualization as their daily living expenses are supported.

Curriculum developers and experts may opt to design LAMC curriculum that reflects the
unique language development of the indigenous learners. This shall be created to ensure that
learning styles and peculiar learning contexts are respected and emphasized making the teaching-
learning process more inclusive and culturally responsive.

Both internal and external educational stakeholders must take their steps toward eradicating
the digital divide among learners. They must work together to distribute digital tools and build
laboratories needed for language teaching to reduce educational inequities; fix the transportation
problem and roads to increase accessibility and install a stable internet connection in remote areas
to allow indigenous learners to exercise their right to digitized learning.

Synthesis

The Language Literacy Enhancement Program (LAMC) was created to help students in the
Philippines become better at communication and literacy in a rapidly changing world. The goal is
for learners to be globally competitive by improving their language skills. However, a study in
Agusan Del Sur, Mindanao, revealed that indigenous learners are facing challenges with LAMC.
The study found issues in teaching methods, support, learner readiness, and teacher competence.
If these problems are not addressed, it could make it even harder for teachers to improve language
skills among indigenous learners. Despite teachers using various strategies, there are still
difficulties in areas like digital literacy, reading comprehension, writing skills, lesson
contextualization, following a progressive language approach, and teaching orthography and
grammar. The findings suggest a need for improvements in the existing language literacy program
for indigenous learners in the Philippines, considering the country's linguistic diversity.
Understanding interculturality is essential to addressing the gaps and struggles faced by Indigenous
Peoples Education (IPEd) schools in language literacy enhancement.
Republic of the Philippines
CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE
Impig, Sipocot, Camarines Sur 4408
Website: www.cbsua.edu.ph
Email Address: [email protected]
Trunkline: (054) 881-6681

ACTIVITY 1.1: SAMPLE JOURNAL RESEARCH


DISCUSSING ABOUT THE CHALLENGES IN
LITERACY

Prepared by: Timanel, Maricar R.

Submitted to: Darrel M. Ocampo, PhD

Date: 02/29/24

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