The study uncovered speaking difficulties of indigenous learners in English phonology. It determined deficiencies in Alphabet Knowledge; Phonics and Word Recognition; and Phonological Awareness. It was a qualitative research conducted through case studies of five mainstreamed Grade 2 indigenous learners in Isabela, Philippines. Data were obtained through observation and oral assessment via checklist and constructed oral assessment. Information were descriptively analyzed. Findings exposed that Alphabet knowledge inadequacies comprised arranging words alphabetically; distinguishing distinctions between Filipino and English alphabets used in same words; and sounding beginning consonant of illustrated words. Phonics and word recognition problems involved matching CVC words and basic sight words with pictures; phonemic manipulations; and segmenting sounds of CVC words. Phonological Awareness concerns encompassed recognizing rhyming words; identifying ending sound; and remembering sequence of sounds. Results imply an intervention to cultivate fundamental skills in English phonology. This investigation is an option to examine concerns in other language domains.
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In-Text Citation: (Leaño, Rabi, & Piragasam, 2019)
To Cite this Article: Leaño, A. J., Rabi, N. M., & Piragasam, G. A. G. (2019). Speaking difficulties of Philippine indigenous learners in English Phonology. International Journal Academic Research Business and Social Sciences, 9(1), 1231–1244.
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