ETHNIC DIVERSITY IN AN ENGLISH CLASSROOM IN LIANGA, SURIGAO DEL

SUR

The researchers are conducting this study to determine the differences of ethnic dialects
when it comes to translating the language into English. Your honest and accurate response to the
provided survey questions would be essential in the fulfillment of the aims of this study. Rest
assured that the gathered information from this survey will be treated with utmost confidentiality.

Your cooperation regarding this activity will be highly appreciated. Thank you very much and
God bless.

PART I. ASSESSMENT OF THE INSTRUCTIONAL STRATEGIES THAT BOTH

LANGUAGE TEACHERS AND ETHNIC LEARNERS USE IN AN ENGLISH
LANGUAGE CLASSROOM.

Directions: Place a check mark (/) in the column that corresponds to your chosen answer
using the Likert Scale (4 as the highest and 1 as the lowest)

Point Description
4 Implemented to a Great
Extent / Strongly Agree
3 Implemented to a Moderate /
Agree
2 Implemented to a Limiter
Extent / Disagree
1 Not Implemented / Strongly
Disagree

Instructional Strategies 4 3 2 1

The language teachers and ethnic learners use "Cooperative

learning" in an English language classroom which it involves
students working in small groups to complete tasks or projects.
Tasks are structured so that each group member contributes to the
completion of the task.

Language teachers and ethnic learners use "Group Discussion" in an

English language classroom it helps students learn to articulate their
views and respond to opinions that differ from their own. They are
essential for building background on specific issues, creating
motivation and interest, and giving students a forum for expressing
and exploring new ideas and information.

The language teachers and ethnic learners use "Independent Study"

in an English language classroom whereas it is an individualized
learning experience that allows students to select a topic focus,
define problems or questions, gather and analyze information, apply
skills, and create a product to show what has been learned.

The language teachers and ethnic learners use "Portfolio

Development" in an English language classroom it develops
students’ organizational skills and increases their sense of
responsibility and ownership in their work. Students are encouraged
to produce their best work, value their own progress, and select
products for their portfolio that represent what they are learning.

The language teachers and ethnic learners use "Journals and

Learning Logs" in an English language classroom which provides
students with opportunities to record their thoughts, feelings, and
reflections on a variety of topics or experiences. Journals allow
students to explore ideas and clarify their own thinking

The language teachers and ethnic learners use "Role-Playing" in an

English language classroom it provides students with opportunities
to explore and practice new communication skills in a safe, non-
threatening environment, express feelings, and take on the role of
another person by “walking in another’s shoes.”

The language teachers and ethnic learners use "Cognitive

Organizers" in an English language classroom which it is also
known as key visuals or graphic organizers. They are formats for
organizing information and ideas graphically or visually. Just as
cooperative learning groups make student thinking audible,
cognitive organizers make student thinking visible.

The language teachers and ethnic learners use "Literature Response"

in an English language classroom which it allows students to
increase their knowledge and understanding of the world and
themselves. Literature allows students to vicariously experience new
situations and identify with the experiences of characters.

The language teachers and ethnic learners use "Service learning" in

an English language classroom whereas it is a goal-setting and
action process that positively affects others. At the end of service
learning projects, students have opportunities to privately and
publicly reflect on what they contributed and learned through the
project.
 The language teachers and ethnic learners use "Issue-based Inquiry"
in an English language classroom whereas it allows students to have
opportunities to develop their abilities to think clearly and make
decisions about them. It also creates opportunities for students to
examine issues systematically in a hands-on way.

PART 2. RELEVANT BACKGROUND ON THE LEARNING EXPERIENCES/

DIFFICULTIES OF THE ETHNIC LEARNERS IN AN ENGLISH LANGUAGE
CLASSROOM.

Key Informant Interview Guide questions:

1. What is your ethnic dialect?
2. Do you enjoy your English class at your school? Yes or No? Why
3. What are your perceptions and learnings in studying the English language?
4. What are your learning difficulties or struggles in an English language classroom?
5. How do you cope with such challenges in an English Language classroom?