stdClass Object
(
    [id] => 16261
    [paper_index] => 202505-06-021852
    [title] => CHALLENGES IN TEACHING ENGLISH LANGUAGE SKILLS TO INDIGENOUS LEARNERS: A NARRATIVE INVESTIGATION
    [description] => 
    [author] => April Mae B. Caminero
    [googlescholar] => 
    [doi] => https://doi.org/10.36713/epra21852
    [year] => 2025
    [month] => May
    [volume] => 12
    [issue] => 5
    [file] => fm/jpanel/upload/2025/May/202505-06-021852.pdf
    [abstract] =>  The primary purpose of this narrative investigation was to explore and understand the challenges Indigenous learners faced in acquiring English language skills. For In this study, three (3) participants were selected: one primary teacher, one lower grades teacher representing grades 1-3, and one higher grades teacher representing grades 4-6 from Kiblawan North District of Davao del Sur. Teachers were selected based on their role in instructing Indigenous students in English language skills, with preference given to those who had worked closely with Indigenous learners and had experience using culturally responsive teaching methods for more than three (3) years. The research design for this study was narrative research, which focused on exploring and interpreting the lived experiences of individuals. In this context, the study examined the experiences of Indigenous learners and/or their teachers in acquiring and teaching English language skills. The study illuminated a range of challenges teachers faced when teaching English language skills to Indigenous learners, particularly within formal educational settings. Teachers frequently reported difficulties stemming from cultural and linguistic mismatches between the standardized curriculum and the lived experiences of Indigenous students. These cultural language barriers created disengagement, misunderstandings, and reduced motivation among learners. The findings underscored the disconnect between the dominant language of instruction English and the Indigenous languages and identities that students brought into the classroom. This was especially significant under the lens of culturally relevant pedagogy theory, which emphasized the importance of affirming students’ cultural identities in order to enhance learning outcomes.
    [keywords] => Challenges, Teaching, English Language Skills, Indigenous Learners, Narrative Investigation 
    [doj] => 2025-05-30
    [hit] => 
    [status] => 
    [award_status] => P
    [orderr] => 44
    [journal_id] => 6
    [googlesearch_link] => 
    [edit_on] => 
    [is_status] => 1
    [journalname] => EPRA International Journal of Environmental Economics, Commerce and Educational Management 
    [short_code] => IJCM
    [eissn] => 2348-814X
    [pissn] => 
    [home_page_wrapper] => images/products_image/6.ECEM.png
)
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