ANG PAGLIPAT: An In-depth Observational Case Study of the Impact of Migration and

Geographical Shift on Language Acquisition and Learning with Considerations for the
Adjustment Period of a 14-year-old and 22-year-old Former Residents of Laguna

A Case Study Presented to the

Faculty of College of Education of
University of Southeastern Philippines-
Obrero Campus, Davao City

___________________________________________________________________________

BUMAYA, Chrisly Mae P.

CANTIBEROS, Abigail A.
DIONGSON, Gennivie V.
GULAY, Desiree Grace G.
IDOL, JV Bryan S.
NALZARO, Pristine Licith B.
ROBERTS, Rick Gabriel M.
TEMPLA, Cristell Jean O.

December 2023
 CHAPTER I

Introduction

Background of the Study

The phenomena of language learning through migration is complex and multifaceted,

significantly influencing people's identities, cognitive growth, and social integration in unfamiliar
language contexts. Learning a new language helps migrants navigate uncharted territory by
providing a means of communication, comprehending culture, and assisting with social
adaptation. According to psycholinguistic theories, such the Critical Period Hypothesis (Penfield
and Roberts, 1959), people's ability to acquire a new language is greatly influenced by their
age. This implies that younger migrants may become more fluent than their older counterparts.
Sociocultural theories also highlight the significance of context and community in language
acquisition, emphasizing the function of social interaction and cultural immersion in language
learning, such as the Sociocultural Theory of Language Development by Lev Vygotsky.
Furthermore, immigrants' sense of integration and belonging in the new society is greatly
influenced by the process of linguistic acculturation, which involves them assimilating parts of
the language of the host culture and adjusting to its sociolinguistic norms. Thus, language
learning through migration has complex implications on people's social relationships, cognitive
processes, and general ability to adjust to new linguistic and cultural contexts.

In the study of Meniado (2019) entitled Second Language: the case of Filipino migrant
workers, the respondents indicated that they organically learned their second language (L2)
through meaningful and understandable interaction with friends, colleagues, and community
members. Their consistent exposure to the language in genuine communicative settings, within
a supportive and easeful environment, enabled them to unconsciously absorb the target
language. Additionally, they progressed from grasping fundamental elements such as nouns
and verbs to comprehending more intricate linguistic structures, encompassing phrases and
sentences. It suggests that learners of second languages pick up most effectively when they
are exposed to the target language and given enough chances to utilize it in relevant situations.
Moreover, their learning pace accelerates when they perceive a necessity to acquire the target
language for survival, particularly in their professional or new living environment. Although age
may present challenges, employing diverse learning approaches and communication strategies
can mitigate its impact and enhance language acquisition.

According to the study of Kramsch (2009) entitled "The Multilingual Subject: What
Foreign Language Learners Say about Their Experience and Why It Matters," which
emphasizes how important it is to recognize that language acquisition is a very subjective and
individualized process. It draws attention to the complex relationships that exist between
language, identity, and culture and shows how learning a language affects people's perceptions
of themselves and how they interact with others in multicultural and multilingual settings. By
focusing on the viewpoints of the learners, Kramsch highlights the significance of viewing the
learner as an active participant in their language learning process and highlights the influence
of these experiences on their lives beyond their language proficiency. In the study of Kolancali
and Melhuish (2023), immigration presents a number of challenges that affect how parents raise
their children. Families that migrate frequently experience financial difficulties as they start over
in a foreign nation (Ward, Bochner, & Furnham, 2001). According to studies, immigrants'
problems—like poor language proficiency, an uncertain residency status, and a lack of
acquaintance with the legal and medical systems—can have a negative psychological and
financial impact on people (Luksyte, Spitzmueller, & Rivera-Minaya, 2014). As a result, these
difficulties have a negative impact on the home environment, decreasing good parenting
behaviors like warmth from the parents and decreasing participation in literacy activities (Baydar
et al., 2014; Chen et al., 2013; Gilbert et al., 2017). Moreover, despite parents' ability to assist
their kids in learning, language barriers frequently prevent them from being actively involved
(Strand et al., 2010). This is consistent with other research showing that low-income immigrant
families are less likely to engage in literacy and home language activities, which are essential
for supporting the language development of their children (Kalia & Reese, 2009; Leseman,
2000; Prevoo et al., 2014).

The local community's linguistic diversity can be greatly enhanced by linguistic

acquisition brought about by migration, thus enhancing the region's cultural fabric. Bilingual or
multilingual people typically benefit from it as it helps them become more adept communicators
and culturally aware. Nonetheless, immigrant social integration, resource access, and full
engagement in local life may occasionally be impeded by language obstacles. Furthermore,
language learning can have an impact on how an individual forms their identity, as migrants
must strike a difficult balance between speaking their native language and the language used
most frequently in the community. Research undertaken worldwide, including Fishman's (1991)
studies, indicates that migration fosters linguistic diversity within communities, resulting in a
more lively and culturally diverse atmosphere. A varied sociolinguistic environment is fostered
in local settings by the inflow of migrants, who frequently bring with them multiple languages,
dialects, and cultural traditions. In terms of the benefits of bilingualism or multilingualism
acquired through migration for cognition have been highlighted by research conducted by
Bialystok (2018) and Cummins (2005). This linguistic diversity among migrants can improve
intercultural understanding and communication across cultural barriers in local communities.
 STATEMENT OF THE RESEARCH PROBLEM

Moving from the serene landscapes of Laguna to the vibrant cultural setting of Davao
City signifies more than just a change in location for individuals aged 15 and 22. It represents a
profound linguistic transformation. As these former residents grapple with the intricacies of their
new environment, a key concern arises: How does migration impact the process of learning a
new language, specifically in adapting to Bisaya? What obstacles do 14 and 22-year-olds
encounter in effectively communicating and understanding others in this linguistic context?

Adjusting to a different linguistic environment goes beyond acquiring words and

grammar. It involves navigating the nuances of cultural expressions, regional idioms, and
communication norms unique to Bisaya. This study aims to unravel the complexity of this
linguistic journey, shedding light on the challenges faced by adolescents and young adults
striving to master the linguistic intricacies of their adopted home.

In the pursuit of understanding, the research examines the adaptive strategies employed
by 14 and 22-year-olds in bridging the communicative gap. Are there recognizable patterns in
the language acquisition paths of these age groups? How do factors such as cognitive flexibility,
social assimilation, and educational contexts intersect with the distinct challenges presented by
the Bisaya language?

Furthermore, the study delves into the daily experiences, social relationships, and
emotional landscapes of these former residents as they grapple with the linguistic demands of
Davao City. What role does language play in shaping their sense of belonging and identity in
this new cultural context? How do these individuals navigate the balance between preserving
their linguistic roots and embracing the diversity that defines their current environment?

In addressing these inquiries, this research aims to provide a nuanced understanding of

how migration influences language acquisition, with a specific focus on the challenges faced by
14 and 22-year-olds adapting to Bisaya. The findings not only contribute to the academic
discussion on migration and linguistics but also inform targeted interventions and support
mechanisms, facilitating a smoother integration for individuals navigating the multifaceted
landscapes of linguistic transition in Davao City.

Further, this study aims to answer the following questions:

1. How does geographical shift impact their language acquisition/learning process?

2. How does their adjustment period gave time to their transition in terms of:
a. Language, and
b. Culture
3. What consequences arise from the shift in language in their phase of adaptation?
4. What coping mechanisms emerge as they navigate the complexities of adapting
to the new phase of adjustment?
 SCOPE OF THE STUDY

This study delves into the intricacies of language acquisition and learning experiences through
a case study of two siblings, a 15-year-old in grade 10 and a 22-year-old college student, who
underwent a notable geographical shift from Laguna to Davao during pivotal stages in their
linguistic development. With a focus on understanding the profound impact of migration on
language development, proficiency, and communication skills, the research examines the
siblings' linguistic trajectories before and after migration. By exploring the nuances of their
adaptation to a new environment, culture, and social context, the study aims to uncover the
interplay of migration, age, motivation, attitude, and social interaction in shaping language
acquisition. Utilizing observational methods, the investigation delves into the siblings' language
use and proficiency, offering a comprehensive examination of the adjustments made during the
migration-induced transition. This case study, seeks to contribute valuable insights to the
understanding of language development in the context of significant geographical shifts.
 REVIEW OF RELATED LITERATURE

This review of related literature, which includes citations from reputable sources like books,
journals, and online scholarly articles, seeks to explain the impact of migration and the shift in
geographical contexts on language acquisition and learning with considerations for the
adjustment period of a 14-year-old and 22-year-old former residents of Laguna

Migration
According to S. Otten (2014), the significant rise in migrant patterns over the
past few decades has transformed formerly homogeneous populations into melting pots
of different languages and cultures. Due to their first encounters with a new culture,
immigrants adapt their lifestyles to reflect their social and economic integration into
society, which causes changes in their day-to-day lives when they settle in a new
location (Titzmann & Fuligni, 2015). Furthermore, immigrants now have to deal with
distinctly varied language acquisition costs based on their place of linguistic origin
(Isphording, I.E. 2014).

Miller (2014) argues that migration, whether domestic or foreign, is an

investment in human capital. Migration changes a person's place of residence or
employment, in contrast to other forms of human capital that transform the individual,
such as education, health, and information. Because migration is expensive,
advantageous in either consumption or production (e.g., labor market work), and
inherently linked to the individual, it might be considered a type of human capital.

It is also possible to evaluate the impact of linguistic distance on language learning

within an economic framework. Gaining language proficiency is an investment in a highly
specific kind of human capital (Isphording I. E. 2014).

Language Acquisition
Language acquisition is the process of learning a language other than one's
native tongue, either consciously or unconsciously, in a controlled or uncontrolled
environment (Zou, 2016). Additionally, it is a sophisticated system that can adjust to the
various circumstances that exist in the learner's surroundings and within himself
(Menezes, 2013).

Meniado (2019) claims that different schools of thought and well-known

individuals have taken distinct stances on language acquisition. It's the formation of a
habit, according to behaviorists. It is comparable to any other form of learning in that it
involves creating long chains of stimulus-response connections that are malleable to
reinforcement. On the other hand, it is an internal matter for nativists and cognitivists.
They contend that because each person possesses a "internal Language Acquisition
Device," they are all naturally capable of learning any language (LAD).

Furthermore, Miller (2014) noted that even for neonates, language acquisition is
not free. The time parents or other caregivers spend speaking and reading to their
children is not free, even though it has no monetary value. The expenses associated
with learning a new language for an immigrant would depend on a number of factors,
such as the individual's age, exposure to the language of the destination (as opposed to
being able to avoid using it by living and working in a linguistic enclave), and the
"distance" between the language of the destination and the individual's mother tongue.
However, Chiswick (2014) asserts that the "closer" the language of origin is to the
language of destination, the cheaper the language acquisition costs.

As per Rashidnejad's research, M. (2020) in Norwegian social life and migratory

experiences of Iranian families. The study found that the participants' daily struggles
ranged from difficulties learning the language to difficulties interacting socially with the
locals in the host society. Furthermore, immigrants who arrive later in life have a harder
time learning a new language (Isphording, 2015). Early adolescence, or around the age
of 11, is when linguists and neurobiologists discover a structural break in the ability to
learn a new language, which they refer to as the "critical period" hypothesis.

Migrant Integration
The process that follows a person's relocation to a new location is known as
"migrant integration," and it involves inclusion, interaction, and settlement. It is best
described as "the process of becoming an accepted part of society" by Penninx and
Garcés-Mascarenas (2016, p. 14). thus highlights integration as a process as opposed
to a final product and leaves open the conditions for approval (McGinnity, F. et al., 2020).
Also, integrating into the host society entails picking up the language, navigating the
origin and settlement cultures, moving to a new neighborhood, and forming new social
networks (Albarracin, 2016).

Before then, immigrants were supposed to become self-sufficient in their language

learning (Höhne 2013). Prior to the establishment of integration programs in Germany,
language classes were first funded by the government in the middle of the 1970s (Höhne
2013). The rigidity of Danish immigration laws has been brought to light by numerous
investigations. According to Beauzamy and Féron (2012) and Lønsmann (2020),
immigrants in Denmark who do not speak Danish well face prejudice in both the social
and professional spheres.

Social Interaction
In agreement with A. Eamer. e. al. (2017) found that improved competence increases
the possibility of more contact, and that there is a reflexive relationship between
speaking the language of the "other" and increased interaction with them. It is important
to note that although consistent engagement is necessary to attain competence,
communicating with individuals from distinct cultural backgrounds can be challenging in
the absence of a common language.

According to Isphroding (2014), language schools and other structured institutional

settings are not the only ways in which immigrants can acquire the language of their new
nation. The majority of immigrants learn the language of their new country by immersion
in daily life and exposure to it (learning by doing). Both before and after migration, one
may be exposed to the language of the host nation. There are differences between
immigrants in terms of whether and how effectively they studied the language of the host
nation in adult language lessons back home before moving. Similar to this, heavily
separated places might offer less opportunities for contacts with locals, which would
make acquiring the prevailing language more challenging (Laliberté, J. W. 2019).

Lastly, Meniado (2019) found that immersion and real use of the target language
in real-world communicative contexts can facilitate language acquisition in a study on
the second language acquisition of Filipino migrant workers. This suggests that second
language learners benefit most from exposure to the target language and are provided
with ample opportunities to use it in meaningful contexts.

Age
The relationship between age at arrival and linguistic distance has different
effects on language acquisition depending on age at arrival. Due to higher linguistic
distance, young, new immigrants are not penalized more in their language learning.
However, the combined effect of great linguistic distance and late arrival is significant
for immigrants arriving beyond the critical period for language acquisition. International
literacy test results show that immigrants who speak a language other than their mother
tongue and who arrive at a young age have initial test score disparities in literacy that
are roughly half a standard deviation smaller than those of native speakers. For
immigrants who arrive after the essential period for language acquisition in early
adolescence, this effect increases to approximately a full standard deviation (Isphording,
I. E. 2014).

According to a study by Isphording (2014) that looked at the factors influencing

immigrants' language proficiency, the literacy scores of immigrants who arrive before
early adolescence decrease only slightly as the linguistic differences between their
native language and the language of the host country increase. Larger linguistic
distances have a noticeably bigger influence on language acquisition for immigrants
arriving beyond the key period.

Studies on how aging affects language proficiency indicates that aging in a healthy
way—that is, without any neurological disorders—affects spoken language abilities in a
variety of ways. Some aspects of language processing are constant throughout life,
while others change over time. According to Beese et al. (2018), age largely has no
effect on semantic processing or lexical retrieval.

Motivation
Salvin defined motivation as an internal process that starts, guides, and maintains
behavior across time (as cited in Rehman et al., 2014). One of the key factors influencing
immigrants' effective social and economic integration is their ability to communicate in
the language of the host nation (Isphording, 2015). According to Kormos and Csizer
(2014), motivation explains why people choose a certain activity, how long they are
willing to stick with it, and how much work they put into it. In this sense, motivation is a
form of learning desire (Peguero, 2017).

As per Literacy & Network (2013), immigrants must possess an underlying drive
that satisfies pragmatic requirements and is linked to an actual issue. Furthermore,
especially for late learners, immigrant motivation is essential for success in the
acquisition of a new language (Peguero, 2017). Furthermore, motivation is a prerequisite
for all aspects related to L2 learning, including aptitude, as it offers the drive to begin
and maintain L2 acquisition (Dörnyei, 2014).

The study by Isphroding (2014) found that the motivations for migration and the
motivation for language acquisition are different. The refugee status, which indicates
that one moved for security concerns, is typically inversely connected with the degree
of language acquisition one has attained. Economic migrants are typically more
proficient than other types of immigrants.
 Motivation is one kind of desire for learning. People need to be motivated to
acquire a second language before they can receive training in it. Numerous factors can
influence learning a second language. According to Dornyei (cited in Kaboody, 2013),
motivation is what gives a person the first push to start learning a second language and,
later on, the primary energy source to persevere through the protracted and usually
exhausting process of language acquisition. Moreover, all the other factors involved in
learning a second language (L2) imply motivation to some degree.

Motivation has a major impact on the rate and efficacy of learning second and
foreign languages in general, and language acquisition in particular, according to
Kaboody (2013). Motivation is as important to the study of language acquisition as IQ
and linguistic aptitude is in the process of learning a second or foreign language.
According to Xu, as referenced in Anjomshoa & Sadighi, 2015, it is considered goal-
directed and is the outcome of good attitudes toward language acquisition paired with
effort and a desire to achieve the language learning objective. Gardner (cited in Ghamdi,
2014) further argues that motivation is a challenging and abstract concept that describes
human behavior.

Attitude
According to Lennartson (2018), people believe that learning is important and
that positive attitudes will produce better results. Numerous earlier research have
discovered that attitude and motivation have a major part (Todor, 2016).

Additionally, Todor (2016), states that positive attitudes enhance motivation to

learn and facilitate the acquisition of the target language. Since bad attitudes can lead
to demotivation and have a stronger impact on life, positive attitudes should be given
priority over negative ones. Tódor (2016) asserts that a student's attitude is the main
factor influencing their academic performance and has a real influence on the learning
process as a whole(Kovač and Zdilar, 2017). A lot of students struggle to choose which
foreign language to study in college. Occasionally, the secret to studying is only a strong
desire to learn; other times, it's all about catching up on missed assignments.
Opportunities for additional learning exist throughout the educational process. College
students must select and enroll in courses that genuinely interest them.

Language attitudes are influenced by cultural factors since individuals who live in
the same city have comparable cultures. It can be advantageous if someone begins to
think similarly to another person since they come from similar cultural backgrounds
because it will inspire them to learn other languages. However, it could be detrimental if
there are negative attitudes towards other languages in the society (Montoya, 2013).
The most significant element influencing how people view language is their
socioeconomic situation. others are more motivated and have positive attitudes toward
foreign languages when they have the means to travel and are in continuous contact
with others who speak different languages. Conversely, people find it more difficult to
travel when they lack sufficient funds. They stop communicating with others who speak
other languages as a result. As a result, they do not value learning languages (Montoya,
2013).

According to Thompson (2021), emphasize that attitudes have a significant impact

on whether language learners succeed or fail. Positivity helps language learners learn
new languages with more perseverance, but negativity makes learning more difficult.
The College English Test is a high-stakes exam in China. Bai (2020) investigates the
correlations between test performance and the attitudes of Chinese language learners
toward using the test. According to the findings, test scores are positively impacted
directly, significantly, and by the students' good opinions regarding the use of the
College English Test. The growing field of language learning emotion research also
includes Hu et al. (2021)'s addition of language learning boredom as a component.

The factors that influence the attitudes of language learners highlight how difficult
it is to study attitudes in both online and in-person settings. The body of research shows
that various academics identify distinct aspects that impact students' perceptions. A
learner's attitude toward language acquisition, for instance, can be influenced by their
prior educational experience (Dornyei, 2019). Furthermore, Saito et al. (2018) claim that
learning elements are influenced by one's own experience as well as experience with
education and instruction. It is their contention that prior learning experiences shape
attitudes and motivations regarding education.

Adjustment

According to Jones and Bond (2019) in their study entitled Personal Adjustment,
Language Acquisition, and Culture Learning in Short-Term Cultural Immersion, that
prolonged exposure to a different environment significantly enhances the language
acquisition process. Regarding personal adjustment and language acquisition,
individuals opting for migration or relocation are more likely to naturally acquire or learn
the language, whether through immersion or deliberate learning efforts.

Further, according to Long (1983), when implementing the described

adjustments, it seems that native speakers respond not merely to individual factors but
to a confluence of elements. These encompass the linguistic attributes and
comprehensibility of the non-native speaker's interlanguage, with a notable emphasis
on their apparent understanding of the native speaker's communication. These
adjustments seem imperative for second language acquisition, as novice learners
exhibit challenges in acquiring language solely from unaltered native speaker input.
However, questions arise regarding the adequacy of these adjustments for effective
language acquisition in this context.

Moreover, in a study carried out in the United States by Andrade (2009),

individuals who were non-native English speakers (NNES) discovered that their
proficiency in the English language advanced during their tenure at the university. This
improvement facilitated their ability to successfully establish friendships, communicate
effectively, and successfully complete their courses. The impact of the English language
extended to the students' experiences in fundamental interactions, class participation,
and overall comfort. Following their adjustment, these individuals refrained from
speaking unless compelled in class, and when they did respond, their answers were
brief. The relationship between confidence and adjustment appeared to be reciprocal,
with confidence influencing adjustment and vice versa.
 CHAPTER 2

Methodology

This chapter delineates the methodologies employed in the case study titled ANG PAGLIPAT:
An In-depth Observational Case Study of the Impact of Migration and Geographical Shift on
Language Acquisition and Learning with Considerations for the Adjustment Period of a 14-year-
old and 22-year-old Former Residents of Laguna. The section elucidates the research design,
participant selection, research instruments, data collection procedures, data analysis, and
ethical considerations that guided the study.

Research Design

The objective of this study is to examine the impact of a geographical shift or migration
on the language acquisition and learning experiences of two individuals, aged 15 and 22, who
moved from Laguna to Davao City. The research approach employed in this study is qualitative,
specifically using the observational case study method. This method allows researchers to
carefully analyze specific subjects in order to derive conclusions and findings. According to
Morgan et.al (2017), case study research is a comprehensive approach that integrates multiple
sources of data in order to provide detailed and nuanced accounts of complex phenomena
within real-world contexts.The case study will explore the impact of moving from Laguna to
Davao on individuals' language acquisition and learning. Additionally, it will examine how they
adapt to their new linguistic environment. Instead of administering questionnaires directly to
participants, the researchers themselves will answer them based on observation.The case
study will investigate the impact of relocating from Laguna to Davao on their language
acquisition and learning, as well as how they adapt to the new linguistic environment. The
researchers will collect data through questionnaires that they themselves will answer instead of
asking the participants directly.Initially planned at the University of Southeastern Philippines
Obrero Campus, the case study was conducted at Panacan Relocation in Davao City. To
support their investigation, the researchers reviewed relevant journals and websites for relevant
studies and citations.

Subject of the Study

This study focuses on the language acquisition and learning experiences of two siblings
who underwent a significant change in locality during critical development stages. The subjects
include a 15-year-old male currently in grade 10 and a 22-year-old 2nd-year college student,
both migrated from Laguna to Davao at pivotal points in their linguistic development. The
younger sibling was 9 years old at the time of migration, while the elder sibling was 16. By
studying their linguistic trajectories and experiences, the research will explore how the shift in
environment, culture, and social context influenced their language development, proficiency,
and communication skills over time.

Data Gathering Procedure

 According to Bhandari (2020), the act of collecting data is a methodical procedure that
involves gathering observations or measurements. Whether for business, governmental, or
academic reasons, the process of data collection enables individuals to acquire firsthand
information and unique perspectives pertaining to their research query. Within this study, due
to the nature of the case, the researchers will utilize participant observation, which will directly
observe the subjects of the study. Additionally, according to Williams (2020), participant
observation is a qualitative research method in which the researcher immerses themselves
within a target audience or group, closely observing their daily activities and interactions. This
approach allows for an in-depth understanding of the lived experiences and social dynamics
within the studied community. The researchers will not use any form of force or intimidation to
ensure that potential volunteers participate willingly. Instead, we will request informed consent
from the participants, ensuring they are fully aware of how their data will be utilized.

The research mentor is responsible for keeping track of how far along the investigation
is getting while the data is being gathered. The researchers will collect data by means of primary
observation through the subjects selected by the researchers. The researchers, in the nature of
the study, shall not question, interview, or perform similar actions to the observees. One month
will be allotted for the process of collecting data, during which time, researchers will have
sufficient time to examine the situations presented by the subjects.

The information gathered by the researchers will be securely stored and utilized
exclusively for research purposes. Access to this data will only be granted to the researchers
themselves, who will take necessary precautions such as utilizing a dedicated Google
Document to ensure that no unauthorized individuals can access the collected information. In
accordance with the Data Privacy Act of 2012, all participants' information will be kept
confidential and anonymous throughout the duration of crafting this case study. The researchers
will ensure that personal details, names,, and other private information are securely protected
and accessible only through password-protected files.

Mode of Analysis

The researchers will examine information gathered from pertinent research and firsthand
observation of two individuals, ages 15 and 22, from Cabuyao, Laguna, who relocated to
Panacan, Davao City, and showed signs of difficulty acquiring and learning the language of the
area. To fully understand the underlying issues that could affect the subjects' language
development and acquisition, a thorough investigation of this situation was necessary.

The analysis mode of this paper is a case study analysis, which is a type of inquiry used
to examine a particular circumstance, issue, or phenomenon. It entails a thorough examination
of a particular subject (such as a person, group, or organization) to make inferences and obtain
an understanding of the underlying dynamics of the circumstance (Yin,2009).

Furthermore, Yin (2009) points out that it is crucial to stress that a case study functions
as a research strategy or design for examining a social unit rather than just a technique for
gathering data. This mode of case study analysis is to find the root cause of a problem or issue
and suggest workable remedies. The analysis's findings are then applied to produce practical
suggestions.
 In order to find links and reach well-informed conclusions, this paper will employ
exploratory case study analysis, which explores probable causes and consequences of a
problem through the collection and analysis of data from a variety of sources. (CEOpedia, 2023).
Priya (2020) states that the aim of exploratory case studies is to investigate a phenomenon in
order to "explore" or generate new research topics for more in-depth investigations in the future.
Similar to detective work, exploratory data analysis involves looking for hints and insights that
could point to the possible root causes of the issue you're attempting to resolve (Exploratory
Data Analysis, n.d.).

Subsequently, this work is in line with the exploratory kind of case study analysis since
it delves into the complexities of the topic and examines how a 15- and 22-year-old's language
learning and acquisition are impacted by geographic change or migration.

Ethical Considerations

To ensure the safety and well-being of the participants, stringent measures will be implemented
during the study. Thorough protocols and procedures will be carefully developed to safeguard
individuals from any potential physical or psychological harm that may arise as a result of their
involvement in this research. This case study of the impact of changing localities on language
acquisition emphasizes the importance of:

Confidentiality

Confidentiality stands as a cornerstone in the study on the effects of locality

transfer on language acquisition, embodying an unwavering commitment to
safeguarding the privacy and trust of the participants. Everyone has a right to restrict the
access of others to certain types of information about their person. It's important to
remember to respect the individual because personal information can be purposefully
misused. It can be disagreeable and detrimental even in the absence of such misuse if
private information is mishandled National Research Ethics Committees (2015).
Understanding the delicate nature of private data, taking strict precautions to ensure
the anonymity of the 15-year-old grade-10 male and the 22-year-old 2nd-year college
student who form the core of this investigation is prioritized.

The possible effects that sharing personal experiences may have on participants'
lives highlight the critical importance of confidentiality, particularly in light of the intricate
factors involved in language acquisition and migration. Through strict procedures to
prevent the release of personally identifying information, the researchers seek to
establish a safe environment in which participants can honestly discuss their language
learning experiences without fearing repercussions.

Social Value

According to Social Value UK (2023), social value measurement is an effort to

determine and document how much value we assign to the shifts in wellbeing that we
go through. It supports more informed decision-making that aims to reduce negative
change and increase positive change. Firm commitment to social value is a fundamental
principle that directs this study. With the goal of contributing to the wellbeing of
communities and individuals coping with the difficulties of migration and language
development, this commitment goes beyond scholarly exploration.

This dedication to social value upholds the research's ethical integrity, according
to social justice ideals and enhancing the general well-being of the communities it
interacts with. It highlights the wider influence the study seeks to have, highlighting its
relevance and significance in the context of society.

Informed Consent

One of the cornerstones of research ethics is informed consent. The aim is for
participants in the study to be able to freely (voluntarily) participate in research after
being fully informed about the implications of doing so and having given their agreement
in advance (University of Oxford, 2021). The fundamental element is not just a
requirement; rather, it is a genuine acknowledgment of the autonomy and dignity of our
participants.

It is ethically necessary to emphasize informed consent, which guarantees that

study participants are fully informed about the goals, methods, potential dangers, and
benefits before willingly agreeing to participate. It serves as a protection by granting our
participants the freedom to decide for themselves how involved they want to be and how
to use their life experiences. Informed consent is more than just checking a box; it's a
courteous and open discussion with participants that acknowledges their involvement in
the study process. Prioritizing open and understandable communication allows for plenty
of chances for queries and explanations while also creating an atmosphere in which
participants feel free to freely express their interest to participate. By prioritizing informed
consent, upholding moral principles and cultivating a relationship based on mutual
respect and trust is adhered.

Vulnerability
The participants involved in this study comprised individuals aged 14 and 22 who
were former residents of Laguna. These participants hold particular vulnerability to the
subject matter, given that they are directly impacted by the potential effects of migration
on language acquisition and learning. This susceptibility stems from the fact that
individuals, not solely limited to the participants themselves, often face discrimination
due to variations in language usage and related factors.

Risk, Benefit, and Safety

Ensuring the safety and security of both researchers and study participants is imperative
for the efficient execution of the study. Throughout the investigation, necessary parts
were gathered from the Internet, predominantly utilizing scholarly platforms, to
safeguard the integrity of the research study. Consequently, the quality of the research
is maintained, and there is no direct interaction or exposure to study participants. This
study places paramount importance on the health and safety of both researchers and
participants. Comprehensive risk assessments have been conducted to identify potential
hazards, and tailored interventions have been implemented to ensure the well-being and
safety of all involved parties throughout the research process. These measures are
designed to address any conceivable risks and foster a secure environment for both
researchers and participants, thereby upholding ethical standards and promoting a
conducive research environment.

Transparency

Transparency stands as a cornerstone in the ethical architecture of the study on

the effects of locality transfer on language acquisition, emphasizing a commitment to
openness and clear communication. As stated in the Health Research Authority (2023),
transparency in research is essential to doing ethical research. The results of completed
studies and the ongoing research will be visible to all when it is conducted in an open
and transparent manner. This commitment starts with open and honest communication
during the informed consent process about the goals, methods, possible dangers, and
advantages of the study. By giving them a thorough understanding, participants are
equipped to decide how involved they want to be.

Transparency is critical at every stage of the research process. All interactions

use terminology that is easy to understand and comprehend, so participants know what
the study's goals are and how they fit into them. Openness is not simply encouraged but
integrated into the research process in an environment where participants can ask
questions and receive regular information on the status of the study. By maintaining
openness, clarity, and mutual understanding, this dedication to transparency
strengthens the trust developed with participants and supports ethical norms, fostering
an environment conducive to ethical research.

Justice

When selecting participants for the study, the researchers meticulously tracked
the addition and removal of criteria to ensure the suitability of individuals. Moreover,
throughout the data collection process, participants were explicitly informed by the
researcher about the imperative nature of their truthfulness, emphasizing its significance
in completing the study.

In striving for impeccable observation constraints, the researchers successfully

elevated the levels of honesty and fairness exhibited by all participants, irrespective of
their circumstances, perspectives, philosophical beliefs, gender, or learning methods.
This approach not only underscores the researchers' appreciation for individuals who
devoted valuable time from their busy schedules to engage in the study through direct
observation but also affirms a commitment that the study findings will be beneficial to
them and will be disseminated at a reasonable cost.

Qualification of Researchers

The researchers engaged in this study exemplify humility by actively listening to

and considering the perspectives, opinions, and suggestions of fellow researchers and
their course professor. They approach feedback, whether positive or critical, with a
commitment to enhancing the quality of their work. Additionally, the researchers
demonstrate confidence in dedicating a substantial amount of time to the thorough
execution of this study. Their commitment extends to conducting the research in the
most optimal manner, characterized by ethical integrity, scientific proficiency, social
consciousness, cultural sensitivity, humility, attentiveness, and a thorough emphasis on
safety protocols.

Moreover, the researchers express assurance in maintaining objectivity towards

respondents and fellow researchers, emphasizing the importance of impartiality in all
aspects of the study. T The researchers aspire not only to contribute valuable insights
to the existing body of knowledge but also to offer solutions to challenges associated
with this linguistic phenomenon.

Adequacy of Facilities

The researchers have ensured the accessibility of essential facilities crucial for
conducting this research, providing the necessary resources to support the study.
Specifically, the researchers have the capability to access information and pertinent
websites on the internet using their devices with an internet connection. Additionally,
they have access to relevant books, journals, and research pertaining to the study topic.

Moreover, the professor of the researchers has exhibited openness and

flexibility. Despite geographical distance, consultations have been facilitated to enhance
the content of the study. This involves a comprehensive analysis of all elements to
address both minor and major imperfections in the researcher's work.

Community of Involvement
The recognition and endorsement of the findings generated by this study hold
significant weight, especially from the pertinent stakeholders and beneficiaries the
research aims to serve. The principal aim of this study is to furnish valuable insights and
support, particularly directed at individuals, specifically those who are speakers,
undergoing geographical migration or shifts. The central emphasis is on delivering a
thorough comprehension of coping mechanisms, diverse phases, and strategic
methodologies applicable throughout their adjustment period. The study aspires to serve
as a repository of practical knowledge and guidance for individuals grappling with the
complexities associated with geographical shifts, underscoring its potential to positively
influence the lives of those directly affected.
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