Title: Language Barrier & Cultural Differences of Indigenous Peoples (IP) Students

Researcher:
 Chapter I

Introduction

Background of the Study

Communication is essential to learning. Yet communication relies upon a shared

language, a pre-requisite that does not exist in many international school situations and

that is when the problems start. There is really a strong attempt to provide a more

comprehensive and systematic discussion of the effects and implications of the

language barrier.

Increased globalization is forcing a growing number of teachers and students to

interact across linguistic boundaries (Lauring, 2008). Since language affects almost all

aspects of everyday life, there needs more of a focus on communication barriers by

researchers and practitioners engaged in international schools and learning areas

(Henderson, 2005).

In global scenario, the issue of language barriers is particularly critical during

intercultural study encounters. Intercultural study encounters, where the teachers and

the students are from different cultures, is very common in the education sector,

especially in the U.S. (Czinkota & Ronkainen, 2002). Such intercultural study

encounters may be influenced not only by cultural differences but also by language

barriers. The fact that most of schools in the U.S. only speak English may greatly affect
international students. Students may find it difficult to communicate or even get

necessary information regarding education and research.

Despite its importance, the effects of language barriers on ESL (English as a

Second Language) students’ education experiences have been largely neglected in

academic research. Language is not only a medium of communication, but also linked

to an individual’s identity (Lauring, 2008) therefore these barriers may influence various

aspects of the education experience.

In the Philippines, language barrier is one of the most concerns that the

government has given priority. The target of the Department of Education is to alleviate

the knowledge of every student. Different backgrounds of the students were considered

especially to the places where most of the indigents reside.

Indigenous Education Program (IPEd) has been given importance of the

government which aims to give quality education to indigenous peoples. Because of this

is the possibilities of the challenges in acquiring the knowledge. Barriers in language

becomes the great factors of the knowledge of these students.

B’laan students and other members of Indigenous Peoples are very vulnerable in

the Province of Davao del Sur. They are practicing their culture and tradition. Wherein

fact, IP students of Matanao National High School has given importance by preserving

their culture while acquiring the basic learning competencies. This is one of the most

reasons that the school offered Indigenous Peoples Education Program or IPEd.

It is now the target of the researcher to explore the lived experiences of the IP

students as they face the challenges in the modern world while acquiring the basic

education which is commonly the language barriers.

Purpose of the Study

This study aims to explore the lived experiences of the Indigenous Peoples (IP)

students of Matanao National High School of the Division of Davao del Sur.

This specifically aims to:

1. Describe the language barriers of the IP students;

2. Traverse the cultural differences of the IP students; and

3. Draw out insights from IP students out of their experiences.

Theoretical Lens

This study is anchored on the Social Identity Theory of Tajfel and Turner (1979).

Social identity theory explains that part of a person’s concept of self comes from the

groups to which that person belongs. An individual does not just have a personal

selfhood, but multiple selves and identities associated with their affiliated groups. A

person might act differently in varying social contexts according to the groups they

belong to, which might include a sports team they follow, their family, their country of

nationality, and the neighborhood they live in, among many other possibilities .

When a person perceives themselves as part of a group, that is an ingroup for

them. Other comparable groups that person does not identify with are called outgroups.

We have an “us" vs. “them" mentality when it comes to our ingroups and their

respective outgroups.
 There are three processes that create this ingroup/outgroup mentality: Social

Categorization. First, we categorize people in order to understand and identify them.

Some examples of social categories include black, white, professor, student,

Republican, and Democrat. By knowing what categories we belong to, we can

understand things about ourselves, and we can define appropriate behavior according

to the groups that we and others belong to. An individual can belong to several groups

at the same time.

Social Identification. We adopt the identity of the group that we belong to, and we

act in ways that we perceive members of that group act. For example, if you identify as

a Democrat, you will most likely behave within the norms of that group. As a

consequence of your identification with that group, you will develop emotional

significance to that identification, and your self-esteem will be dependent on it.

Social Comparison. After we categorize ourselves within a group and identify

ourselves as being members of that group, we tend to compare our group (the ingroup)

against another group (an outgroup). To maintain your self-esteem, you and your group

members will compare your group favorably against other ones. This helps explain

prejudice and discrimination, since a group will tend to view members of competing

groups negatively to increase self-esteem.

Importance of the Study

The findings of the study could be beneficial to the following:

To the School Administrator. The study can provide concrete information for

the school administrator to plan out for possible needs such as teachers’ training and
acquisition of instructional materials geared towards the specific needs of the IP

students.

To the Teachers. Results from this study will help them improve the use of

varied teaching methodologies and strategies to intensify the interest of the IP students.

To the Parents This study could bring a more heightened awareness of the

importance of their children and the privileges that their children could enjoy. Such

awareness may bring off better appreciation.

To the IP Students. The results of this study will provide the IP students the

ways of coping with the challenges such as language barriers.

To the Future Researchers. The results of this will encourage the future

researchers to benchmark the study and guide them in their research work.

Delimitation and Limitation

The researcher will utilize qualitative study making use of narratives, to be able

to understand the lived experiences of the participants (Bryman, 2004; Gubrium and

Holstein, 1997). A semi-structured in-depth interview will be used. The interview

schedule will contain questions and topics on the language barriers of IP students and

other language-related challenges they experienced.

However, the scope of the study will be limited on the following: First, only

students of Matanao National High School will be included in the study. Second, only IP

students will be selected. This is done in order to make sure that they have lived
experiences of having language barrier while schooling. Lastly, in terms of

methodology, this study is limited only to the use of the Key Information Interview

method (KII) to be guided by a semi-structured interview questions. Semi-structure

approach implies that the researcher is open to make follow-up questions not included

in the interview guide in order to make follow-up inquiry and deepen information.

Definition of Terms

To facilitate comprehensive understanding on the content of this study, the

following are the operational definitions of the terms used:

Language Barrier- This refers to the difficulties in communication experienced

by IP students speaking different languages, or even dialects in some cases.

Cultural Difference- This refers to the various beliefs, behaviors, languages,

practices and expressions considered unique to IP students.

IP Students- This refers to the students of Matanao National High School who

are members of any identified Indigenous Peoples group.

Review of Related Literature

This part presents related literature in order to provide a comprehensive

understanding of the existing knowledge about the study. It deals with the language

barriers of the IP students, and their cultural differences.

 Indigenous Peoples (IPs) have their cultural methods of transmitting knowledge.

As distinct peoples, indigenous peoples have developed their knowledge systems,

values, institutions, practices, and economies, often based on sustainable management

of natural resources (IWGIA, 2016).

Putting IP education in place is a continuing struggle. The right to education has

not been fully realized for most indigenous peoples, and a critical academic gap exists

between indigenous peoples and the general population. Barriers to education for

indigenous students include stigmatization of indigenous identity and low self-esteem of

indigenous learners. Discriminatory and racist attitudes in the school environment,

including in textbooks and materials and among non-indigenous students and teachers;

language barriers between indigenous learners and teachers are also prevalent.

Inadequate resources and low prioritization of education for indigenous peoples,

reflected in poorly trained teachers as well as lack of textbooks and resources are also

reported (IDWIP, 2016).

The major shortcoming in managing IP education is that formal school systems

rarely reflect the realities of indigenous livelihoods or traditional educational systems.

Most national curricula tend to ignore indigenous peoples‟ history, cultures, and

languages; textbooks and other academic materials reflect the values, norms and

traditions of mainstream society. Formal school education is provided in the national

language, and the languages of indigenous peoples - as well as their traditional

knowledge and skills - are ignored or devalued. School terms and daily schedules do

not take into consideration indigenous peoples‟ livelihood, for example, pastoralism and

nomadism. The methods for imparting instruction and class discipline clash with those
commonly practiced in the students‟ home or community. Most non-indigenous

teachers are not prepared to teach in indigenous communities because they lack

cultural training and understanding of indigenous peoples‟ values and ways of life.

Elders and community members are not involved in setting the direction or educational

goals of the school (UNESCO, 2012; IASG, 2013).

Yale, B. (2011) on the Preliminary Assessment on Aboriginal Policy in Canada

cited Article 14 of the United Nations Declaration on the Rights of Indigenous Peoples

(UNDRIP) remarked that indigenous peoples have the right to establish and control their

educational systems and institutions providing education in their languages. It is done in

a manner appropriate to their cultural methods of teaching and learning. Mother

language instruction is recommended in teaching indigenous children in school.

However, where the indigenous language is not the mother language, that is,

where the language is not being transmitted, language revitalization programs should

be integrated into the education system. By that, IPs will be able to protect their cultural

heritage and other aspects of their culture and tradition, which is very essential in

preserving their heritage (UN-IASG, 2013).

In United States, the Cherokee Nation has shown an amount of effort towards

ensuring that their culture and language is revived and transmitted to future

generations, as reflected in articles 11 and 13 of the UN Declaration. Their programs

such as the Cherokee Language Immersion School and the Northeastern State

University degree in Cherokee Language Education and Cherokee certification test both

serve to promote the instruction of the Cherokee language in schools. In school,

learning in the mother tongue is a child’s asset of a lifetime effective communication.

Undoubtedly, the language skills that the child learns at home serves as the foundation

of his/her communication abilities. With the child‟s interaction with the children in the

neighbourhood, they further learn the language naturally (Storkel, et al., 2013).

When common language is used, learning is comprehensive and positive. The

current transformation in education using the learners‟ mother tongue teaching and

learning has been the most basic method in the educational system of countries all over

the world. According to UNESCO 2012 report, there is increasing evidence that mother

tongue-based education has a positive impact on educational and learning outcomes

that influenced several developing countries.

Many supporters of mother tongue-based learning agreed that a child‟s home

language could be used as a language of instruction in the early years of their schooling

as a bridge to learning another language particularly in Southeast Asian countries

where there is institutional support for mother tongue-based education (EFA, 2010). In

Nepal, it has also been reported that if children are taught in languages which are

different from their home language or mother tongue, they drop out from school, have

low academic performance, and repeat classes due to a high failure rate. (Yadava,

2007; Awasthi, 2004 as cited by Rai et al., 2011).

In the context of reform, the European Commission (2012) shared agreement

what it takes to be a high-quality teacher: what competencies(knowledge, skills, and

attitudes) they need. How these can be understood, described and deployed – and what

policies and practical provisions can supportteachers to acquire and develop them

throughout their careers are also onsidered. Thomas G. Carroll, president of the

National Commission on Teaching and America‟s Future said that high quality or
competent teachers are the most important factor in a child‟s education. Teaching with

indigenous peoples, they should be culturally competent and culturally responsive.

Perso and Hayward (2015) define cultural competency as the capacity or ability

to understand, interact and communicate effectively, with sensitivity, with people from

different cultural backgrounds. Cultural responsiveness, on the other hand, is the

enacted cultural competence. In teaching, cultural responsiveness is displayed through

the use of pedagogical approaches that demonstrate an understanding of diversity as

well as a teacher's ability to meet the needs of pupils from diverse cultural backgrounds.

Culturally responsive teaching provides teachers with the means to adapt the

curriculum and their methods and strategies when working with indigenous children.

Culture provides a foundation for learning and growth, and culturally responsive

teachers should create, preserve, and enhance IP culture (Lewthwaite et al., 2014).

The impact of any program largely depends on the strategic managementskills of

the leader. The ultimate goal of management is an improved learning outcome. A leader

ensures that all key stakeholders work effectively with each other to achieve

transformative results (Marshall, 2010). It will fail if the management is weak. Hence,

community engagement is very important. According to Walker (2011), successful

leadership understands the value of engaging the community in developing ideas,

making decisions and implementing plans.

Mushi (2009) defines African indigenous education as a process of passing

among the tribal members and from one generation to another the inherited knowledge,

skills, cultural traditions norms and values of the tribe. African indigenous education is

defined as the native, locally developed form of bringing up the youngsters by the older
and more experienced members of the society. Being native is by no means to deny the

fact that indigenous learning goals, content, structures and methods have not been

enriched, or for that matter, polluted or both by outside influences. African indigenous

education can generally be defined as the form of learning in Africa traditional societies

in which knowledge, skills, and attitudes of the tribe, were passed from elders to

children, by means of oral instructions and practical activities. It put emphasis on

practical learning and the young adult learned by watching, participating and executing

what they learnt. The skills like carving, masonry, clay working, cloth making, building

canoe making, cooking, and home management were insisted among the children in the

community. These were the skills opened to all, as they consisted of the basic skills,

knowledge and attitudes that enabled individuals to live and function effectively in their

tribe. It was functional. The knowledge skills and values that were imparted were

relevant to the socioeconomic activities of an individual. The learners learned the skills

that were for immediate and long term activities. Intellectual training occupied a very

small place in traditional African education. This means that greater emphasis was

placed on the ‘concrete’ rather than the ‘abstract’. It is correct to argue that traditional

African societies had their own ways of reasoning, but to some people this kind of

reasoning could not enable them to imagine alternatives to decision arrived at, a factor

that was partly attributed to the emphasis placed on traditions i.e. beliefs and their

threats (Mushi, 2009)

For many decades, IP communities in the Philippines have beenadvocating for

an education that is sensitive and culture-based. A Culture - Responsive Curriculum for

Indigenous People [CCIP] was introduced in 2005 by the Department of Education

under the Third Elementary Education Project (TEEP) to support indigenous people and

address specific concerns of pupils in the indigenous people (IP) communities. CCIP

aimed to improve school‟s academic performance. Here, mother tongue instruction was

then pilot tested with some schools in the country. The results were positive (Quijano,

2010).

Philippine experience reveals that various first languages or mother tongues are

used informally in teaching young children especially during the first two grades in the

public schools. Mother tongue instruction has been practiced in the classroom long

before the formal implementation of MTB-MLE. It was practiced as a bridge language,

to emphasize learning. With the implementation of K to 12 curriculum, the use of mother

tongue will be legalized. Consequently, all materials from Grade 1 and much of

classroom instruction will be in native dialect or mother tongue. According to population

statistics 2015, there are around 183 dialects or lingua francawhich are being spoken by

100,981,437 Filipinos in the country. Out of these dialects, the Committee on Filipino

Language or Komisyon ng Wikang Filipino (KWF) recognized 19 Philippine languages

only (Press, July 12, 2013). These languages are Tagalog, Kapampangan,

Pangasinense, Iloko, Bikol, Cebuano, Hiligaynon, Waray, Tausug, Maguindanaoan,

Maranao, Chabacano, Ybanag, Ivatan, Sambal, Aklanon, Kinaray-a, Yakan and

Surigaonon.

Though Minanuvu is not included as one of the major languages in the

Philippines, around 17 million Indigenous Peoples belonging to ethno linguistic groups

are found in the entire archipelago, of which 61% are mostly Manuvus living in

Mindanao (POPCEN 2015). Leaping forward in realizing the Education For All (EFA)
goals, Department of Education offers an inclusive education for the indigenous peoples

(IPs).

Series of conferences were conducted and issued DepEd order No. 101 s. 2010,

in coordination with the National Commission on Indigenous Peoples (NCIP) which

were validated by IP leaders and members of indigenous cultural communities to

address the learning needs of IP children (deped.gov.ph; press release, 2011).

Along with RA 8371 (IPRA Law), the department then adopted the national IP

framework (DO62, s. 2011). Being interfaced, the curriculum was specifically-designed

to be culture-sensitive so that IPs become functionally literate and be net contributors to

the society. The learning competencies of the IP curriculum were drawn from the

existing ALS curriculum for the basic literacy, elementary and secondary levels. IP

curriculum and lesson delivery are written and discussed in the mother tongue of the

learners for optimum education outcome. With their language, this will enable IP

learners to be future-bearers who are capable of exercising their right to self-

determination as they interact with other cultures or peoples (Luistro, 2015).

The implementation of the new curriculum poses challenges to teachers in the

field. Realizing that home language improves learning (Nolasco, 2010) and recognizing

indigenous knowledge and learning systems as indispensable components in IP

education (Abayao, 2014), teachers’ competencies are to be enhanced through training

to equip them with cultural sensitivity and skills needed to teach the indigenous children.

How IP education will be successfully and effectively carried out depends on the

competency skills on implementation and management of the IP education by the

teachers and school authorities.

 Chapter II

Methods

This chapter describes the applicability of qualitative research methodology,

articulates the proposed narrative research approach, the research question, data

gathering procedures, data analysis, and issues associated with participant

confidentiality. The chapter addresses information related to research design,

participants, data source, sampling, ethical consideration, role of the researcher, data

collection, data analysis, and trustworthiness of the study.

Research Design

This study will make use of a qualitative research design using Phenomenological

Approach. The proposed study is exploratory in nature; thus, any facets of information

that derived from this was all fluid, subjective, and given from the perspective of the

participants and based upon their understanding and lived experiences. The value of

employing qualitative method like phenomenological research is that the researcher can

gather more information and details on one or few human experiences and go into

deeper analysis. It looks for patterns in life, actions, and words of people being

investigated (Neumann, 1997).

Moreover, phenomenological approach will be employed in order to facilitate the

reduction of individual experiences with a phenomenon to a description of universal

essence (Creswell, 2007). A phenomenological study describes the meaning of the lived

experiences for several individuals about a concept or a phenomenon. As noted by

Polkinghorne (2000), phenomenology explores the structures of consciousness in

human experiences. In this proposed phenomenological study, the aim is to explore the

language barriers and other language-related challenges the IP students encountered.

Research Participants

The participants of this study will be the identified IP students of Matanao

National High School. For students to be included in the study, they must meet the

following criteria: First, they must be students of Matanao National High School; and

they must be a member of the identified Indigenous Peoples group. There will be ten

(10) participants to be chosen for individual interview, and five (5) for Focus Group

Discussion (FGD). The number is derived based on Lewis (2015) when he claimed that

getting needed information from 8 to 10 participants ensured the highest possible

degree of validity and reliability of the results.

Data Source

The data to be gathered are the lived experiences of the IP students which

include their language barriers and other language-related challenges. The participants

will be the IP students of Matanao National High School.

Data Collection

This study will involve procedures which researchers doing qualitative research

have to follow. First, after doing the process of selecting the 10 participants of the

study, the researcher will write a letter to each of the selected participant to ask their

consent to become part of the study. Once done, the researcher will finalize the

research questions that will explore the language barriers of IP students and will ask

them through Key Informant Interview (KII) to describe their lived experiences. The

interview format that the researcher will follow is the semi-structured interview whereby

follow-up questions will be raised in order to allow the participants to talk freely and to

probe deeper into the primary objective of the study. The researcher then will collect

the data by recording and taking down notes of all the answers of individuals who have

experienced the phenomenon under investigation.

Data Analysis

In the analysis of data, three steps were employed patterned after the study of

Pillerin (2012), namely data reduction, data display, and conclusion drawing and

verification. The data analysis involved extracting significant statements from

transcribed interviews.

Since qualitative data is exploratory in nature, this employed a constant

comparison procedure (Constas, 2002). All interviews were transcribed and analyzed as
they were collected. Initially, transcripts were read and re-read, and notes were taken

as broad themes or concepts emerged. Subsets of concepts called categories were

noted and gradually fell into the context of the broader themes. The significant

statements were transformed into clusters of meanings according to how each

statement fell under specific psychological and phenomenological concepts.

Moreover, these transformations were tied up together to make a general

description of the experience – both the textural description (of what was experienced)

and the structural description (of how it was experienced). The researcher incorporated

his/her personal meaning of the experience here.

Trustworthiness of the Study

Trustworthiness implies how sound and strong are the data collected for the

study. However, qualitative research is often questioned because it is prone to biased

contamination by the researchers which makes its findings doubtful (Merriam, 1998). In

order to establish the trustworthiness of the study, the following criteria, as suggested

by Krefting (1991) were closely followed: First criterion is truth value. To satisfy this

criterion, the researcher will take full engagement in the conduct of the study from the

conceptualization up to the gathering, interpretation and analysis of data. Second

criterion is applicability. This was established with transferability, which is, allowing

readers to be able to apply the findings of the study to their own situations. This can be

best done by writing the findings of the study that is comprehensible, reliable and

acceptable to the scientific community. Consistency is the third criterion. This was done
to ensure that the research method is faithfully done especially in the selection of the

participants of the study. Finally, neutrality was fully observed by making sure that

personal biases are removed in favor of the actual data and findings of the study.

Moreover, in order to ensure the trustworthiness of this qualitative study, the

researcher strictly observed credibility, transferability, dependability, and confirmability

which are asserted by Morse et al. (2002).

Credibility. This refers to the confidence that can be placed in the truth of the

research findings (Halloway& Wheeler, 2002; Macnee& McCabe, 2008). In order to

ensure the credibility of this study, the following procedures and processes were strictly

followed: First, the proposed guide questions was subjected to expert validation.

Second, responses of the participants during the interview were recorded upon the

consent of the participants. This is done to ensure that what was written were the exact

narrations of the participants’ lived experiences of the phenomena. Finally, after

conducting the interview, the researcher conducted member-checking to the

participants in order to review that what were recorded or noted were exactly the same

with the participants’ responses. In addition, the researcher requested the participants

sign the form in order to confirm the validity of the data gathered.

Transferability. Transferability refers to the degree in which the research can

be transferred to other contexts and settings (Merriam, 1996). The researcher made

sure that proper protocols and guidelines in the conduct of qualitative research were

followed. Also, the researcher made sure that the delineation of the participants’
experiences and insights were clear and understandable so that those who experienced

the same phenomenon can relate with the experiences of the participants of this study.

Dependability. This requirement implies stability of findings over time (Bitsch,

2005). To ensure the dependability of this study, the researcher wrote a detailed

description on the various procedures and processes used and employed in the study.

Doing such readers to track down how the researcher implemented correct and

acceptable practices aligned with research ethical standards. In addition, an expert

auditor or research adviser was tapped in order to conduct inquiry audit and verify the

consistency of agreement among data, research method, interpretation, and

conclusions.

Confirmability. This requirement refers to the degree to which the results of

the study was confirmed or validated by other researchers (Baxter &Eyles, 2007). It is

also concerned with establishing that the data and the interpretation of data are not

figments of the author’s imagination but are clearly derived from the collected data

(Tobin & Begley, 2004). To fully satisfy this requirement, the researcher made the data,

from which all interpretations were made, available to all for inspection. This was done

in order to allow any reader of the research report examine the data to confirm results

and interpretations. Also, to enhance the confirmability of the study, the researcher be

providing an audit trail so that the readers may not have difficulty in tracing the exact

descriptions of the participants in the interview transcripts. Finally, the researcher, after

writing the research report, will go back to the participants to verify interview
transcripts and narrations integrated in the research report.

Role of the Researcher

The researcher of this study will act as the designer, interviewer, transcribers,

translator, analyst, interpreter and writer.

As a designer, she will be able to design for activities and plans to address in

getting the relevant data.

She interviews fairly the participants by respecting their responses with the

assurance of confidentiality and security of their words and reactions.

She transcribes the submitted responses from the participants out of the given

questions, will translate it and analyze.

Without bias, the researcher will interpret the results and will make it to present to

the participants, as an assurance of the exact interpretation, based on their responses.

These things will happen through a well-written data and information of the

researcher who will act as the writer.

With these roles, it will demand the highest level of skills and values in order to

meet the set goals within the period that this study was conducted. She will be assisted

by her School Principal, herself, an expert in qualitative research. With her guidance,

the researcher will be able to enrich the data, which resulted in much clearer and more

accurate representation and understanding of the phenomenon being studied.

Ethical Considerations
 In doing qualitative research, compliance to ethical considerations is of prime

importance (Creswell, 2009).For this to be achieved; the researcher will write a letter to

obtain permission from the Schools Division Superintendent to conduct the study in

Matanao National High School in the Division of Davao del Sur. If approved, the

researcher will furnish a copy of the endorsement letter coming from the Schools

Division Superintendent to the School Head of Matanao National High School in order to

solicit his support and cooperation. When everything is already approved from the level

of the school, the researcher will inform the participants of the schedule of the conduct

of the interview. During the interview, they will be informed that the interview will be

recorded for purposes of proper transcription and analysis. They will be informed also

that anytime during the interview, they may opt not to answer the question or may

even decide to stop participating in the interview. After the interview, the recorded

responses will be played to give participants the time to listen and to decide whether to

remove or extract portion or portions of the interview. Finally, to assume reliability and

validity of the data, the participants will be assured of confidentiality of their answers

and that at the most proper time, all the data collected will be destroyed to protect

their identities.
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