Speaking difficulties of Philippine indigenous learners in English Semantics

  • Adelaila J. Leaño Faculty of Teacher Development, Philippine Normal University North Luzon, Aurora, Alicia, Isabela, Philippines
  • Norfishah Mat Rabi Department of Special Education, Faculty of Human Development, Universiti Pendidikan Sultan Idris, Tanjong Malim, Perak, Malaysia
  • Grace Annammal Gnana Piragasam Department of Special Education, Faculty of Human Development, Universiti Pendidikan Sultan Idris, Tanjong Malim, Perak, Malaysia
Keywords: Speaking difficulties, indigenous learners, English language, English vocabulary, processing and expressing of information

Abstract

This study aimed to investigate Philippine indigenous learners’ speaking difficulties in English Semantics. The objectives was to identify indicators of poor vocabulary, processing and expressing of information. It was a qualitative research through case studies of five Grade 2 Indigenous Peoples (IP) learners in Echague, Isabela, Philippines. Data collection was done through observation and oral assessments activities. Instruments include checklist of speaking difficulties signified by inadequacy in English vocabulary; and constructed oral assessment activities in English. Data gathered were qualitatively analysed. Findings revealed that all the five indigenous learner-participants demonstrated English vocabulary deficiency to name depicted objects in the surroundings. They had struggles in reciting week-days, months and in citing common Philippine events. They had difficulty in conveying illustrated antonyms and synonyms. These findings denote a language intervention to improve essential skills in English semantics. This study can be an alternative to investigate problems in other language literacy domains.

Downloads

Download data is not yet available.

References

Academia. (2016). Teaching speaking to young learners. Retrieved from http://www.academia.edu/4066131/Teaching_speaking_English_to_young_learners

Ball, J. (2011). Enhancing learning of children from diverse language backgrounds: Mother Tongue-Based bilingual or multilingual education in the early years. A Paper Commissioned for UNESCO.

Barouni E.A. (2017). Measuring Productive Depth of Vocabulary Knowledge of the Most Frequent Words. Electronic Thesis and Dissertation Repository. Retrieved from https://ir.lib.uwo.ca/etd/4894; https://ir.lib.uwo.ca/etd

Bator, K. (2016). Word-Finding difficulties and strategies. Retrieved from http://www.landmarkoutreach.org/sites/default/files/spotlight/Word-Finding%20Difficulties.pdf

Center for Applied Linguistics. (2016). What speaking is? U.S. Department of Education (ED), Office of Vocational and Adult Education (OVAE). Retrieved from http://area.dge.mec.pt/gramatica/whatspeakingis.htm; http://www.cal.org/caela/esl_resources/digests/Speak.html

Chen, C., & Truscott, J. (2010). The effects of repetition and L1 lexicalization on incidental vocabulary acquisition. Applied Linguistics. Retrieved from https://ir.lib.uwo.ca/etd/4894; https://ir.lib.uwo.ca/etd

Children’s speech and Language Services (2017). Semantic Language. Retrieved from http://cslstherapy.com/semantic-language/

Coleman, H. (2014). Strategies to support expressive language. Special Needs Jungle by Mantra and & Word Press. Retrieved from http://www/specialneedsjungle.com/strategies-support-expressive-language/

Creswell, J. (2013). Research design: qualitative, quantitative and mixed methods approaches. SAGE Publications, Inc. Thousand Oaks, California.

Deng, Q., & Trainin, G. (2015). Learning Vocabulary with Apps: From Theory to Practice..The Nebraska Educator: A Student-Led Journal. Paper 29. Retrieved from http://digitalcommons.unl.edu/nebeducator/29

Denton, C. A., Wexler, J., Vaughn, S., & Bryan D. (2008). Intervention provided to linguistically diverse middle school students with severe reading difficulties. Learning Disabilities Research and Practice, 23(2), 79-89.

Department of Education (2009). Institutionalization of Mother Tongue Based-Multilingual Education in the Early Childhood Education in the Philippines. In: Department Order No. 74, series of 2009.

Department of Education (2016). K to 12 Curriculum Guide in English for Grade 1-10. www.deped.gov.ph

Evans, S., & Green, C. (2007). Why EAP is necessary: A survey of Hong Kong tertiary students. Journal of English for Academic Purposes. Retrieved from https://ir.lib.uwo.ca/etd/4894; https://ir.lib.uwo.ca/etd

Faculty of education (2014). Problem faced by Thai student in speaking English. English language department. The State Islamic Institute of Tulungagung. Retrieved from https://www.academia.edu/9423968/problem_faced_by_thai_student_in_speakingenglish
Farnen, K. (2017). Common English difficulties for ESL Spanish students. Classroom. Retrieved from https://classroom.synonym.com/common-english-difficulties-for-esl-spanish-students-12081873.html

Funaro, S. (2014). The effects on using ipads in teaching sight words to English Language Learners. Theses and Dissertations. Retrieved from http://rdw.rowan.edu/etd/308

Francis, M. A., & Simpson, M. L. (2009). Vocabulary development. In R. F. Flippo & D. C. Caverly (Eds.), Handbook of college reading and study strategy research (2nd ed., pp. 97-120). New York, NY: Taylor & Francis.

Gan, Z. (2012). Understanding L2 Speaking Problems: Implications for ESL Curriculum Development in a Teacher Training Institution in Hong Kong. Australian Journal of Teacher Education, 37(1). http://dx.doi.org/10.14221/ajte.2012v37n1.4

Glende, L. (2013). Vocabulary and word study to increase comprehension in content areas for struggling readers. Education Masters. Retrieved from http://libguides.sjfc.edu/citations

Hagan, E. (2010). Response to intervention: Implications for Spanish-speaking English language Learners. RTI ACTION NETWORK. Retrieved from http://www.rtinetwork.org/learn/diversity/response-to-intervention-implications-for-spanish-speaking-english-language-learners

Hafiz, A., Abdur R., Ch. Abdul R., Rana A. & Muneer A. (2013). Problems in Speaking English with L2 Learners of Rural Area Schools of Pakistan. Language in India Retrieved from www.languageinindia.com

Hanlen, Wendy (2010). Aboriginal students: Cultural insights for teaching literacy. State of New South Wales through the NSW Department of Education and Training, 2010. Retrieved from http://www.curriculumsupport.education.nsw.gov.au/literacy/assets/pdf/packages/ab_studs_cult.pdf

Messer, D. (2011). Reading and child development: Research findings: Putting it together: Letters, sounds and words. Retrieved from http://www.open.edu/openlearn/body-mind/reading-and-child-development-research-findings-putting-it-together-letters-sounds-and-words

Morozova, Y. (2013). Methods of enhancing speaking skills of elementary level students. Retrieved from http://translationjournal.net/journal/63learning.htm

Pigada, M., & Schmitt, N. (2006). Vocabulary acquisition from extensive reading: A case study. Reading in a Foreign Language. Retrieved from https://ir.lib.uwo.ca/etd/4894; https://ir.lib.uwo.ca/etd

Rupley, W. H., & Slough, S. (2010). Building prior knowledge and vocabulary in science in the intermediate grades: Creating hooks for learning. Literacy Research and Instruction. Retrieved from http://libguides.sjfc.edu/citations

Taboada, A., Rutherford, V. (2011). Developing reading comprehension academic vocabulary for English language learners through science content: A formative experiment. Reading Psychology. Retrieved from http://libguides.sjfc.edu/citations

The Understood Team. (2016). Understanding your child’s trouble with spoken language. Retrieved from https://www.understood.org/en/learning-attention-issues/child-learning-disabilities/issues-involving-spoken-language/understanding-your-childs-trouble-with-spoken-language

UNESCO. (2016). Children need to be taught in a language they understand. EFA Global Monitoring Report. Retrieved from http://www.unesco.org/new/fileadmin/MULTIMEDIA/HQ/ED/GMR/pdf/language_factsheet.pdf

UNESCO. (2016). Indigenous peoples and UNESCO. Retrieved from http://www.unesco.org/new/en/indigenous-peoples/education-and-intergenerational-transmission

Webb, S. (2005). Receptive and productive vocabulary learning: The effects of reading and writing on word knowledge. Studies in Second Language Acquisition. Retrieved from https://ir.lib.uwo.ca/etd/4894; https://ir.lib.uwo.ca/etd

Webb, S. (2007a). Learning word pairs and glossed sentences: The effects of a single context on vocabulary knowledge. Language Teaching Research. Retrieved from https://ir.lib.uwo.ca/etd/4894; https://ir.lib.uwo.ca/etd

Webb, S. (2007b). The effects of repetition on vocabulary knowledge. Applied Linguistics. Retrieved from https://ir.lib.uwo.ca/etd/4894; https://ir.lib.uwo.ca/etd

Webb, S. (2007c). The effects of synonymy on vocabulary learning. Reading in a Foreign Language. Retrieved from https://ir.lib.uwo.ca/etd/4894; https://ir.lib.uwo.ca/etd

Webb, S. (2008). Receptive and productive vocabulary sizes of L2 learners. Studies in Second Language Acquisition. Retrieved from https://ir.lib.uwo.ca/etd/4894; https://ir.lib.uwo.ca/etd

Webb, S. (2009a). The effects of pre-learning vocabulary on reading comprehension and writing. Canadian Modern language Review. Retrieved from https://ir.lib.uwo.ca/etd/4894; https://ir.lib.uwo.ca/etd

Webb, S. (2009b). The effects of receptive and productive learning of word pairs on vocabulary knowledge. RELC Journal. Retrieved from https://ir.lib.uwo.ca/etd/4894; https://ir.lib.uwo.ca/etd

Yin, R. K. (2009). Case study research: Design and methods (4th ed.). Thousand Oaks, CA: Sage.

Yin, R. K. (2012). Applications of case study research (3rd ed.). Thousand Oaks, CA: Sage.
Published
2019-11-25
How to Cite
J. Leaño, A., Mat Rabi, N., & Gnana Piragasam, G. A. (2019). Speaking difficulties of Philippine indigenous learners in English Semantics. Southeast Asia Early Childhood Journal, 8(2), 16-27. https://doi.org/10.37134/saecj.vol8.no2.2.2019