MTB – MLE of Suyot – Hanunuo Mangyan: An Instructional Aid
DOI:
https://doi.org/10.54536/jnll.v3i1.2400Keywords:
Cultural Preservation, Hanunuo-Mangyan, Indigenous Literature, Macro Skills, Mother Tongue-Based Multilingual Education, Multilingual Bridging Program, Second Language AcquisitionAbstract
Acquiring a second language necessitates strengthening students’ macro skills—listening, speaking, reading, writing, and viewing—through their vernacular tongue. This study highlights the critical role of teachers in the Multilingual Bridging Program, which uses the student’s native language, such as Hanunuo-Mangyan, to facilitate learning. Employing a descriptive-evaluative design, the research investigates how a bridging program can address linguistic challenges faced by Hanunuo-Mangyan students. The findings reveal that students experience cultural and linguistic barriers when transitioning between their native tongue (L1) and the introduced languages (L2 and L3). By utilizing stories and fables translated into Hanunuo-Mangyan, teachers can overcome these barriers, making lessons more accessible and culturally relevant. This study demonstrates the importance of integrating regional literature into instructional materials to strengthen students’ cognitive and linguistic development. The research contributes to the preservation of indigenous culture while enriching Filipino language education.
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