UNVEILING CULTURAL-LINGUISTIC INTERFERENCES TOWARDS

ENGLISH LANGUAGE ADAPTATION: A SEQUENTIAL-EXPLORATORY

ANALYSIS
AMONG TEDURAY LEARNERS

GLENN BOY U ANGI

A MASTERS THESIS SUBMITTED TO THE FACULTY THE GRADUATE

SCHOOL OF EAST-WEST MINDANAO COLLEGES INC., KAMASI,
AMPATUAN, MAGUINDANAO IN PARTIAL FULFILLMENTOF
THE REQUIREMENTS FOR THE DEGREE

MASTER OF ARTS IN EDUCATION

 Chapter I

INTRODUCTION

Background of the Study

In a globalized world, proficiency in English is often regarded as a critical

skill, facilitating communication, education, and economic opportunities.

However, for indigenous communities like the Teduray in the Philippines, the

journey towards English language proficiency is not devoid of challenges. The

Teduray people, primarily residing in the southern part of the Philippines, have a

distinct cultural and linguistic heritage. Their language, Teduray, is rich in cultural

nuances and serves as a significant marker of identity within their community

(Hartmann, 2018). However, the increasing prominence of English in various

domains, including education and employment, poses both opportunities and

challenges for Teduray learners.

While numerous studies have explored the influence of cultural and

linguistic factors on language learning globally (Ward, 2019), there remains a gap

in the literature concerning the specific experiences of indigenous groups like the

Teduray. Existing research often overlooks the unique socio-cultural contexts

and language dynamics inherent within indigenous communities, leading to a

limited understanding of the challenges they face in adopting English as an

additional language (Smith, 2020).

Furthermore, within the Philippine context, studies on language adoption

among indigenous groups predominantly focus on policy implications and

language revitalization efforts (Luz, 2017). There is a scarcity of research that

delves into the specific linguistic and cultural factors influencing English language

acquisition among indigenous learners like the Teduray.

Therefore, this study seeks to address these research gaps by conducting

a sequential-exploratory analysis among Teduray learners. By examining the

cultural-linguistic interferences that shape their journey towards English language

adoption, this research aims to provide insights into effective language teaching

strategies and policies tailored to the needs of indigenous learners.

Theoretical Framework

According to Vygotsky (1978), sociocultural theory emphasizes the role

of social interaction and cultural context in cognitive development. This

framework suggests that language acquisition is influenced by cultural and

linguistic factors, as individuals learn through social interactions within their

cultural environment. In the context of the study, the sociocultural theory can

provide insights into how cultural and linguistic interferences affect English

language adoption among Teduray learners.

Language transfer theory posits that learners' prior linguistic knowledge

and experiences in their native language may influence their acquisition of a

second language (Odlin, 1989). Cross-linguistic influence in language learning*.

Cambridge University Press). In the case of Teduray learners, their native

language and cultural background may impact their adoption of English.

Understanding the specific linguistic and cultural interferences can help elucidate

the challenges they face in acquiring English proficiency.

Finally, the study also anchored to Critical pedagogy, as proposed by

Freire (1970), emphasizes the importance of addressing social inequalities and

power dynamics in education. It highlights the role of language in perpetuating or

challenging dominant cultural norms and ideologies. In the study, employing a

critical pedagogical lens can illuminate how cultural-linguistic interferences reflect

broader sociopolitical structures and power relations, thereby informing more

equitable language education practices.

The study also adheres with the input-process-output model as it adopts

a sequential-exploratory mixed method approach.

INPUT OUTPUT
PROCESS
Cultural-Linguistic
Interferences -Cultural-Linguinstic
-Culture -Qualitative Method
Intervention
-Mother-Tongue (FGD/Interview)
-Culture-Based
-Survey
Teaching Pedagogy
Questionnaire
Statement of the Problem

Generally, this study aims to unveiling the cultural-linguistic

interferences towards English language adoptation among Teduray learners in

DepEd Esperanza District III for school year 2024-2025.

Specifically, this seeks to answer the following key questions:

1. What cultural interferences affect Teduray learners to adopt English

language in their classroom?

2. What linguistic interferences affect Teduray learners to adopt English

language in their classroom?

3. What is the level of English language adaptation among Teduray learners

in DepEd Esperanza District III?

Significance of the Study

Generally, this study is significant as it addresses a critical gap in

understanding how cultural and linguistic factors influence English language

learning among Teduray learners. By unpacking these interferences, the study

offers practical implications for curriculum development, teacher training,

classroom practices, and policy formulation, benefiting DepEd, school

administrators, teachers, and informing future research endeavors in indigenous

education and language-in-education policies.

The significance of the study "Unveiling Cultural-Linguistic Interferences

Towards English Language Adaptation: A Sequential-Exploratory Analysis

Among Teduray Learners in Esperanza III Division of Sultan Kudarat" extends to

various stakeholders in education:

To the DepEd, the study can inform them about the specific cultural and

linguistic challenges faced by Teduray learners in adapting to English language

instruction. This knowledge can aid in the development of culturally responsive

curriculum materials that better meet the needs of indigenous learners. Findings

from the study can contribute to policy discussions within DepEd regarding

language-in-education policies for indigenous communities. It can advocate for

policies that support bilingual education and the preservation of indigenous

languages while promoting English proficiency.

To the School Administrators, they can use insights from the study to

tailor professional development programs for teachers working with Teduray

learners. This includes strategies for addressing cultural-linguistic interferences

and enhancing classroom instruction effectiveness. Understanding the cultural

and linguistic contexts of Teduray learners can guide administrators in allocating

resources such as instructional materials and support services that cater to the

specific needs identified in the study.

To the Teachers, they can benefit from the study by gaining insights

into effective pedagogical strategies that mitigate cultural-linguistic interferences

in English language learning. This includes adapting instructional methods that

respect and integrate Teduray cultural norms and values. By understanding the

challenges faced by Teduray learners, teachers can better support student

engagement and academic success. They can implement culturally sensitive

teaching practices that foster a positive learning environment and enhance

student motivation.

To the Future Researchers, the study provides a foundational

understanding of cultural-linguistic interferences in English language adaptation

among Teduray learners. Future researchers can build upon this knowledge

through longitudinal studies or comparative analyses across different indigenous

groups or regions. Researchers can use findings to advocate for policy changes

that support linguistic diversity in education and promote inclusive practices. This

includes advocating for the inclusion of indigenous languages in formal education

systems alongside English.

Scope and Delimitation

The study will be conducted in Esperanza III Division of Sultan

Kudarat, focusing specifically on schools and communities where

Teduray learners are predominant. The primary participants will be

English Teachers and Teduray learners enrolled in elementary and

secondary schools within the division. Additionally, teachers and

community members who interact closely with Teduray learners will be

included.

The study will utilize a sequential-exploratory mixed-methods

approach. Initially, qualitative data will be collected through interviews

and focus group discussions to explore cultural-linguistic interferences

affecting English language adaptation among Teduray learners.

Subsequently, quantitative data may be gathered through surveys to

validate and generalize findings.The study will be conducted over the

school year 2024-2025, allowing for longitudinal insights into the

dynamics of cultural-linguistic interferences and language adaptation

among Teduray learners.

The study will specifically focus on Teduray learners, limiting

generalization to other indigenous groups or populations within Sultan

Kudarat who may have different linguistic and cultural backgrounds.

The research will concentrate on educational institutions (schools)

within Esperanza III Division, excluding Teduray learners outside of

formal educational settings.

Operational Definition of Terms

These operational definitions provide clarity and context for the

key terms used within the study:

Cultural interferences refer to the influence of Teduray cultural

norms, values, beliefs, and practices that may impact the

acquisition and adaptation of the English language among

Teduray learners. This term specifically relates to how cultural

factors within the Teduray community shape and affect the

learning and use of English as a second language, including

cultural perspectives on language learning, language use in

daily life, and attitudes towards English.

English language adaptation refers to the process by which

Teduray learners integrate, modify, or adopt English language

skills, norms, and communication strategies into their linguistic

repertoire. This term explores how Teduray learners adjust

their language practices and abilities to effectively

communicate in English within the educational context of

Esperanza III Division schools, considering cultural and

linguistic influences.

English language refers to the target language being studied and

adapted by Teduray learners in the context of formal

education. In this study, the English language is approached

as a second language being learned by Teduray learners within

the formal educational setting of Esperanza III Division schools

during the specified school year.

Linguistic interferences pertain to the challenges and effects of

Teduray language features, structures, and usage patterns

that may affect the acquisition and adaptation of English

language skills among Teduray learners. This term focuses on

how linguistic elements of the Teduray language interact with

or influence the learning and usage of English among Teduray

learners, including phonological, syntactic, semantic, and

pragmatic aspects.
 Teduray learners are students who belong to the Teduray

indigenous group in the Esperanza III Division of Sultan

Kudarat. They are the primary focus of the study regarding

their experiences, challenges, and adaptations in learning the

English language. This term identifies the specific group of

students from the Teduray community whose linguistic and

cultural backgrounds influence their English language learning

processes and outcomes.

Chapter II

REVIEW OF RELATED LITERATURE

This chapter presents theories, principles, and ideas of varied

authors and other researchers related to the issues of this study. These

are reflected in books, magazines, journals, and other studies.

Cultural and Linguistic Interferences in a Classroom Setting

In both international and Philippine settings, classrooms often

reflect diverse cultural and linguistic backgrounds among students.

These diversities can significantly impact learning experiences and

outcomes. Cultural and linguistic interferences refer to the challenges

and influences that students' cultural backgrounds and native

languages bring into their educational environment.

Cultural interferences encompass the norms, values, beliefs, and

behaviors that students bring from their cultural backgrounds into the

classroom. These can include differences in communication styles,

attitudes towards authority, approaches to learning, and perceptions of

knowledge acquisition. For instance, in a multicultural classroom,

students may have varying levels of comfort with assertiveness in

discussions or different expectations regarding teacher-student

interactions (Kubota, 2019).

Linguistic interferences involve the influence of students' native

languages on their acquisition and use of the language of instruction,

such as English in many educational settings. This influence can

manifest in phonological, syntactic, semantic, and pragmatic aspects,

affecting comprehension, production, and communication skills in the

target language (Cook, 2016). Students may transfer grammar

structures, pronunciation patterns, or vocabulary from their native

language into their use of the target language, leading to errors or

challenges in language proficiency development. Studies

internationally have highlighted the complexities of managing cultural

and linguistic diversity in classrooms. Research by Kubota (2019)

emphasizes the need for educators to recognize and accommodate

students' diverse cultural backgrounds to foster inclusive learning

environments. Strategies such as promoting cultural awareness,

encouraging collaborative learning among culturally diverse groups,

and adapting instructional materials to reflect students' cultural

experiences have been proposed to mitigate cultural interferences

(Kubota, 2019).
 In the Philippine context, classrooms often feature linguistic

diversity with English and Filipino as official languages, alongside

numerous indigenous languages and dialects spoken across different

regions. Educators face challenges in balancing the promotion of

national languages while respecting and integrating students' linguistic

diversity (Gonzales, 2018). Addressing linguistic interferences involves

implementing bilingual education approaches, providing language

support programs, and training teachers in strategies for effective

language instruction in multilingual classrooms (Gonzales, 2018).

Significance of English Language in Classrooms

English has become a global lingua franca, crucial for

international communication, academic exchange, and economic

opportunities. In classrooms worldwide, including the Philippines,

English serves as a medium of instruction, particularly in subjects like

Science, Mathematics, and Technology (Dutcher, 2015). Its prominence

is linked to aspirations for global competitiveness and access to higher

education (Graddol, 2019).

Challenges in Implementing English in Classrooms

Implementing English as a medium of instruction presents

challenges, notably in contexts where it's not the first language.

Students may face linguistic barriers affecting comprehension and

participation (Lopez-Mobilia et al., 2017). In the Philippines, where

English proficiency varies widely, ensuring equitable access to quality

education in English remains a concern (Medina & Masa, 2020).

Teaching methods have evolved to enhance English language

learning. In international settings, communicative language teaching

(CLT) emphasizes interaction and practical use of English (Richards &

Rodgers, 2014). Philippine classrooms increasingly adopt learner-

centered approaches that integrate language skills with critical

thinking and creativity (Manalo, 2018).

The use of English impacts student learning outcomes differently

across contexts. Research shows mixed results: while proficiency in

English correlates with academic achievement, the quality of

instruction and socio-economic factors also influence outcomes (García

et al., 2018). In the Philippines, debates persist regarding the balance

between English and Filipino as mediums of instruction (Gonzalez &

Vitan, 2019).

The adoption of English in classrooms intersects with socio-

cultural dynamics. In international settings, debates revolve around

linguistic imperialism and the preservation of indigenous languages

(Phillipson, 2015). In the Philippines, efforts to promote bilingualism

aim to preserve cultural identities while enhancing global

communication skills (Canilao, 2017).

In international contexts, cultural interferences in English

language learning are widely recognized. Cultural norms, values, and

linguistic backgrounds significantly shape how individuals approach

and acquire English proficiency. For instance, studies highlight that

learners from Asian countries often face challenges due to linguistic

structures and cultural differences that affect their English language

acquisition (Li, 2018). Cultural interferences can manifest in

pronunciation, grammar, vocabulary use, and communication styles,

impacting both spoken and written English (Zhang & Zhang, 2020).

Moreover, in multicultural societies like those in Europe and

North America, cultural diversity introduces unique challenges and

opportunities for English language learners. The presence of multiple

languages and cultural perspectives influences language acquisition

strategies and the development of intercultural communication skills

(García, 2017).

In the Philippine setting, cultural interferences in English

language learning are particularly nuanced due to the country's

diverse linguistic landscape and colonial history. Filipinos often code-

switch between English and Filipino languages (Tagalog) based on

social context and cultural appropriateness (Gonzalez, 2019). This

linguistic flexibility reflects the influence of Filipino cultural norms and

values on English language use.

Additionally, cultural beliefs about language proficiency and

communication styles impact English language education in Philippine

schools. Filipino learners navigate between local linguistic practices

and standardized English norms taught in schools, affecting their

language fluency and academic performance (Alvarez, 2017).

Understanding cultural interferences in English language learning

from international to Philippine contexts underscores the complex

interaction between language and culture. It highlights the need for

educators to adopt culturally responsive teaching approaches that

acknowledge and leverage students' cultural backgrounds to enhance

English language acquisition and communication skills.

The acquisition and adaptation of the English language

The acquisition and adaptation of the English language can pose

significant challenges for learners, particularly those whose native language

differs considerably from English.

One of the primary obstacles that learners face is the phenomenon of

linguistic interference, which occurs when the structures, sounds, and rules of the

learner's first language (L1) influence their production and comprehension of the

target language (L2), in this case, English (Crystal, 2018). Phonological

interference is a common issue, where the learner's native language sound

system impacts their English pronunciation. For instance, Filipino learners of

English may struggle with the "th" sounds, as these dental fricatives do not exist

in the Filipino phonological inventory, leading them to substitute these sounds

with "t" or "s" (Bautista, 2019).

 Similarly, Japanese learners often have difficulty distinguishing between

"r" and "l" sounds, as their native language does not make this distinction (Flege

et al., 2016). Grammatical interference is another significant challenge. Learners

often transfer the syntactic structures of their L1 to their English, which can result

in sentence patterns that are unnatural or ungrammatical in English. For

example, Spanish-speaking learners may struggle with the placement of

adjectives, as in Spanish, adjectives typically follow the noun, while in English,

they precede it (Gonzalez-Bueno & Quintana-Lara, 2018). Lexical interference

can also hinder English language acquisition.

Learners may attempt to directly translate words or phrases from their L1

to English, leading to semantic mismatches or the use of nonexistent English

words (Laufer & Eliasson, 2017). This can be particularly problematic for

languages that have significantly different vocabulary systems, such as Chinese

and English. Pragmatic interference is another area where learners may

encounter difficulties. The cultural norms and conventions governing language

use in the L1 may not align with the pragmatic expectations of the English

language, leading to inappropriate or misinterpreted communication (Taguchi,

2017).

For instance, Filipino learners may struggle with the direct communication

style preferred in English, as their native language often relies on more indirect

and polite forms of expression. To address these linguistic interference issues,

educators and language instructors must adopt a multifaceted approach. This

includes raising learners' awareness of the differences between their L1 and

English, providing explicit instruction on the target language's phonological,

grammatical, lexical, and pragmatic features, and creating opportunities for

learners to practice and apply their knowledge in authentic communicative

contexts (Ortega, 2020).

Additionally, learners should be encouraged to actively engage in the

learning process, seeking feedback, and employing strategies to identify and

overcome their specific areas of linguistic interference. This may involve the use

of language learning tools, such as pronunciation software, grammar reference

materials, and vocabulary-building exercises (Lightbown & Spada, 2021). By

addressing linguistic interference through a combination of targeted instruction,

learner engagement, and ongoing support, educators can help English language

learners successfully adapt to and master the English language, ultimately

enhancing their academic, professional, and social opportunities (Cummins,

2017).

In conclusion, the linguistic interferences that learners encounter in

English language adaptation are multifaceted, encompassing phonological,

grammatical, lexical, and pragmatic challenges. Addressing these issues

requires a comprehensive approach that combines explicit instruction, learner

engagement, and the strategic use of language learning resources. By doing so,

educators can empower English language learners to overcome the obstacles

posed by linguistic interference and thrive in an increasingly globalized world.

 In international settings, interferences in learning English often stem from

the learners' native languages, cultural backgrounds, and educational contexts.

These interferences can manifest in several ways:

Many learners encounter challenges due to language transfer, where

features of their first language (L1) influence their English proficiency. For

instance, grammatical structures, phonetics, and sentence constructions in L1

languages can interfere with English language learning (Odlin, 2015). Cultural

norms and values also impact language acquisition. Learners may struggle with

understanding English idiomatic expressions, cultural references, and social cues

embedded in language use, affecting their communicative competence (Ying,

2018). The quality of English language instruction and resources available in

schools significantly affects learning outcomes. Inadequate instructional

materials, teaching methods not aligned with learner needs, and limited exposure

to authentic English usage can hinder language development (Liu & Xu, 2019).

In the Philippines, similar challenges are observed but with unique local

factors influencing English language learning: Filipinos commonly engage in

code-switching between English and Filipino (Tagalog) or other regional

languages. This practice can sometimes lead to interference in English syntax,

pronunciation, and vocabulary use (Gonzalez, 2017).

The historical influence of American colonization has established

English as a dominant language in education and governance. However,

conflicting language policies and the dominance of Filipino (Tagalog) as the

national language present challenges in English language teaching and learning

(Manlapig, 2020).

Socioeconomic disparities affect access to quality English education,

particularly in rural and marginalized communities. Limited resources, teacher

shortages, and inadequate infrastructure contribute to uneven English proficiency

levels across regions (Tupas, 2016).

Language Acquisition

Language Acquisition refers to the process through which individuals

acquire, learn, and develop proficiency in a language. It is a complex and

multifaceted process that begins at a very young age and continues throughout

one's lifetime. Language acquisition can occur for both first languages (L1) and

second languages (L2), and it involves various cognitive, social, and cultural

factors.

Language acquisition typically progresses through stages. For L1

acquisition, infants start with babbling and progress to producing their first words,

followed by sentences. For L2 acquisition, adults often go through similar stages,

although the process may vary depending on factors like age and exposure

(Krashen, 1982).

Lenneberg's Critical Period Hypothesis (1967) posits that there is a

biologically determined window of time during which language acquisition must

occur for optimal results. While the idea of a strict critical period has been

debated, it is widely accepted that language acquisition becomes more

challenging after a certain age. Social interaction plays a vital role in language
acquisition, especially for L1. Vygotsky's sociocultural theory (1978) emphasizes

the importance of social interaction, such as conversations and interactions with

caregivers, in the development of language skills.

Krashen's Input Hypothesis (1985) suggests that language acquisition

occurs when individuals receive input that is slightly beyond their current level of

proficiency. This "comprehensible input" is essential for language learners to

make progress in their language skills.

Noam Chomsky's theory of Universal Grammar (UG) (1965) posits that

humans are born with an innate ability to acquire language. UG provides a

framework that explains how humans can learn any language to which they are

exposed.

Language acquisition is influenced by individual differences, including

cognitive abilities, motivation, and aptitude. Some individuals may acquire

languages more easily and quickly than others (Skehan, 1989). Many people

acquire and use multiple languages. Bilingualism and multilingualism are

common phenomena and can lead to cognitive, cultural, and economic benefits

(Bialystok, 2009).

Recent research in neuroscience has provided insights into the

neurobiological processes involved in language acquisition. Brain regions such

as Broca's area and Wernicke's area are associated with language processing

(Friederici, 2017).
 Second Language Acquisition (SLA) is the process of acquiring a

language after the first language has been established. It involves factors such

as language exposure, motivation, and language learning strategies (Ellis, 1997).

Issues on Language Acquisition

Language acquisition is a complex process influenced by various factors

that can lead to both challenges and successes. This discussion will address

language acquisition issues from international to Philippine settings, highlighting

key factors that affect language learning.

In many bilingual or multilingual societies, individuals often engage in

code-switching, which involves alternating between two or more languages within

a conversation. Code-switching can lead to issues in language acquisition as

individuals may not fully develop proficiency in any one language (Grosjean,

2010).

In the Philippines, code-switching is prevalent due to the country's

multilingualism. Students may switch between local languages and English, the

medium of instruction. This can hinder the development of advanced English

language skills (Gonzalez, 2014). Socioeconomic status can significantly impact

language acquisition. Children from low-income backgrounds may have limited

exposure to enriching language environments, which can affect vocabulary

development (Hart & Risley, 2015).

Further, socioeconomic disparities exist, and students from marginalized

communities may have fewer resources for English language enrichment. This

can result in unequal language development (Manarpaac & Urcia, 2019).

Language acquisition is more successful when education is culturally relevant.

Curriculum and teaching methods should align with the cultural backgrounds of

students (Gay, 2018).

On the other hand, Indigenous Peoples in the Philippines, such as the

Teduray, often face challenges in language acquisition when educational

materials and methods do not reflect their culture. This can lead to

disengagement and limited language proficiency (Garcia, 2016). The quality of

teachers plays a pivotal role in language acquisition. Well-trained and motivated

teachers can create effective language learning environments (Ingersoll &

Strong, 2011). Teacher quality is a concern in the Philippines, particularly in

remote areas. Insufficient training and resources can hinder effective language

instruction (Manarpaac & Urcia, 2019).

National language policies can impact language acquisition. Policies that

promote bilingual or multilingual education can be beneficial for students (Baker,

2011). The Philippines has a bilingual policy, with English and Filipino as official

languages. However, the implementation of this policy can be uneven, affecting

language acquisition among students (Tupas, 2012).

Also, parental involvement is crucial for language development. Families

that promote literacy and engage in language-rich activities can enhance

children's language skills (Sénéchal & LeFevre, 2002). In the Philippines,

parental involvement varies, and factors such as parents' own language

proficiency can influence their ability to support their children's language

acquisition (Ocden, 2011).

Synthesis

Understanding and addressing cultural and linguistic

interferences in classrooms are crucial for promoting equitable and

effective education. Educators play a pivotal role in fostering culturally

responsive teaching practices and creating inclusive environments

where all students can thrive academically and socially, regardless of

their cultural or linguistic backgrounds.

The role of English in classrooms, from international perspectives

to the Philippine context, reflects a complex interplay of educational

policies, linguistic diversity, and socio-cultural dynamics. While it offers

opportunities for global integration and academic advancement,

challenges in implementation and equity persist. Future research and

educational reforms should address these complexities to optimize

English language education for diverse student populations.

Understanding interferences in learning English requires acknowledging

diverse linguistic, cultural, and educational contexts. International research

provides insights into universal challenges, while Philippine studies highlight local

dynamics shaping English language acquisition. Addressing these interferences

requires tailored approaches that consider learners' linguistic backgrounds,

cultural contexts, and educational needs.

Chapter III
 RESEARCH METHODOLOGY

This chapter offers a description of the study’s research design

and methods of research. It also discusses the instrumentation, the

analysis method and other qualitative process used in the study.

Research Design

This study will use the Mixed Method-Exploratory Sequential Research

Design to unveil the cultural-linguistic interferences towards English language

adaptation among Teduray learners in DepEd Esperanza District III for school

year 2024-2025.

Ivankova et al. (2016) say that a mixed-methods sequential explanation

design means that quantitative and then qualitative data are collected and

analyzed in two separate steps within the same study. Some of these issues are

deciding how important or how much weight to give the quantitative and

qualitative data collection and analysis in the study, the order of the data

collection and analysis, and the stage or stages in the research process where

the quantitative and qualitative data are connected and the results are integrated.

Participants of the Study

Table 1 displays the participants' qualifications, as determined

by the criteria established by the researcher before selecting eligible

informants for the study. Hence, the study will involve a total of 15

English teachers, and 15 Teduray learners in Esperanza III, specifically in

Manobo Community in the division of Sultan Kudarat during the school year

2024-2025, who meet the researcher's specified inclusion criteria:

Table 1. Participants’ Inclusion Criteria

Qualifications

Participants: 15 English Teachers

1. Teaching Experience and Background:

- Teachers who have at least three years of experience teaching
English or other subjects to Teduray learners in the Esperanza III
Division of Sultan Kudarat. This criterion ensures that participants
have sufficient experience and understanding of the linguistic and
cultural contexts relevant to the study.

2. Proficiency in English and Local Languages:

- Teachers who demonstrate proficiency in both English and local
languages spoken by Teduray learners. This criterion ensures that
participants can effectively communicate with learners and provide
insights into language interferences and adaptations.

3. Willingness to Reflect and Share Experiences:

- Teachers who express willingness to participate in interviews or
focus group discussions to reflect on their experiences with Teduray
learners adapting to English. This criterion ensures active
engagement and contribution to the study's qualitative data
collection process.
Participants: 15 Teduray Learners

1. Grade Level and Educational Background:

- Teduray learners currently enrolled in primary or secondary
schools within Esperanza III Division during the school year 2024-
2025. This criterion ensures that participants are actively engaged in
educational settings where English language adaptation is relevant.

2. Variety of English Proficiency Levels:

- Learners representing a range of English proficiency levels, from
beginner to advanced. This criterion facilitates a comprehensive
exploration of how language interferences vary across different
proficiency levels among Teduray learners.

3. Parental Consent and Support:

- Learners whose parents or guardians provide informed consent
for their participation in the study. This criterion ensures ethical
considerations and respects parental authority in research involving
minors.

Sampling Technique

During the conduct of this study, a Purposive Sampling

Technique will be intentionally utilized to carefully select the 15

teachers , and 15 Teduray learners in DepEd Esperanza III. the division of

Sultan Kudarat during the school year 2024-2025, who meet the researcher's

specified inclusion criteria:

 Purposive sampling, alternately referred to as judgmental,

selective, or subjective sampling, constitutes a variant of non-

probability sampling. Within this approach, researchers exercise their

own judgment and discretionary acumen in the selection of individuals

from the population to partake in their survey endeavors (Alchemer,

2021).

Locale of the Study

This research will be conducted within carefully selected

secondary and integrated schools in Esperanza III, division of Sultan

Kudarat that offers complete elementary education and promotes IPEd in the

said division.

The inclusion of a map in this study serves as a geographical

reference, precisely outlining the administrative and geographical

limits within which the research will be conducted. The map provides

essential geographic context, delineating the specific administrative

and geographical area where the research will be carried out. See

google map below:

Source: Map of Sultan Kudarat (2020)
Research Instruments

The researcher in this qualitative study will use a semi-

structured interview as an investigative instrument during both in-

depth interviews and Focus Group Discussions (FGDs).

Its purpose is to facilitate an in-depth exploration of the cultural-

linguistic interferences towards English language adaptation among Teduray

learners in DepEd Esperanza District III for school year 2024-2025.

Data Gathering Procedure

Initially, the researcher will diligently seek formal

authorization from both the Superintendent of DepEd-Sultan Kudarat

and the Dean of the College of Graduate Studies (CGS). This

authorization is essential to obtain the necessary permissions for the

researcher to conduct the study, emphasizing the importance of

ethical considerations.

Following this, a secondary authorization letter will be sent to

the District Supervisor, explicitly requesting access to the specific data

required for this research. A meticulously crafted survey questionnaire

will be developed, subjected to rigorous evaluation, and then

administered to the targeted participants.

The researcher will employ a Purposive Sampling Technique

to carefully select teachers as participants in this study. Assuming

strict adherence to established health protocols, the researcher will

proceed with conducting interviews and facilitating Focus Group

Discussions (FGDs), all of which will be conducted through face-to-face

interactions.

Ultimately, the data collected from interviews and FGDs will be

systematically organized, subjected to comprehensive analysis, and

interpreted using the thematic analysis approach. This approach is

expected to provide a deeper understanding of the issues under

investigation. See the diagram below:

Seek Approval to conduct the study from CGS and

DepEd Authorities

Selection of the Participants

Ethical Considerations/Protocols

Interview and Focus Group Discussion

Data Collection, Analysis, and Interpretation

Presentation

Figure 3. Flow Process and Data Gathering Procedure

Data Transcription Process

All gathered raw data from the participants through interview

and FGD will be transcribed using the transcription process of Kvale

and Brinkmann (2009). By following these step-by-step processes, the

researcher may align their transcription approach with the guidelines

outlined by Kvale and Brinkmann (2009). This rigorous transcription

process ensured the trustworthiness and credibility of the qualitative

data, which served as the foundation for the subsequent

phenomenological analysis and the meaningful interpretation of the

gathered raw data:

Step 1: Audio Recording of Interviews

The first step in the transcription process will involve audio recording

interviews with the participants. For this study, researchers will

conduct in-depth interviews with the teacher-participants to gather data

on the cultural-linguistic interferences towards English language adaptation

among Teduray learners in DepEd Esperanza District III for school year 2024-

2025.These interviews will be recorded with explicit consent from the

participants.

Step 2: Verbatim Transcription

Verbatim transcription is crucial as it captures participants'

responses exactly as spoken, including pauses, hesitations, and

emotional expressions. Researcher will meticulously transcribe the

audio recordings, ensuring to preserve the precise language,

grammatical structures, and speech patterns of the young learners

interviewed.

Step 3: Researcher Verification

After transcription, researcher will verify the accuracy of

transcripts by carefully reviewing them for any discrepancies or

omissions. This step ensures that the written text faithfully represents

the original audio recordings and maintains the integrity of the data

collected.

Step 4: Participant Validation

Following transcription, researcher will share the transcripts with

participants for their review and feedback. Participants will have the

opportunity to validate the accuracy of their recorded responses,

providing insights or clarifications where necessary. This process

ensures that participants' perspectives are accurately represented in

the study.

Step 5: Anonymization

To protect participants' confidentiality, researcher will anonymize

transcripts by replacing any identifying information, such as names or

specific locations, with pseudonyms or generic descriptors. This

precautionary measure safeguards the privacy of young learners

involved in the study.

Data Analysis

In the context of the study on the cultural-linguistic interferences

towards English language adaptation among Teduray learners in DepEd

Esperanza District III for school year 2024-2025, Thematic Analysis will be used.

This methodology, as proposed by Flick (2014), will involve

systematically categorizing textual components such as statements,

phrases, and words into organized groupings or categories. These

categories will be either derived from established frameworks or

custom-developed to align with the study's specific objectives.

To execute this analytical process, a series of essential steps

will be diligently followed:

Initially, all data sources, including interview transcripts, notes

from Focus Group Discussions (FGDs), and relevant documents, will be

meticulously organized and prepared for analysis. This phase will

ensure the systematic arrangement and accessibility of the data.

Subsequently, the researchers will deeply engage with the data

by conducting a thorough review of interview transcripts and FGD

notes. This immersive process will aid in gaining a comprehensive

understanding of the content and context embedded within the

collected information.

The third step will involve initiating a systematic coding process. Initial

codes will be generated by identifying meaningful segments or

patterns within the data, capturing essential concepts, ideas, or

themes related to the cultural-linguistic interferences towards English

language adaptation among Teduray learners in DepEd Esperanza District III for

school year 2024-2025.

Following coding, the identified codes will be grouped into

preliminary themes based on shared meaning or relevance. This step

aims to establish an initial structure for organizing the data and

exploring the cultural-linguistic interferences towards English language

adaptation among Teduray learners in DepEd Esperanza District III for school

year 2024-2025.

Next, the emerging themes and their corresponding codes will

undergo a process of review and refinement. Researcher will ensure

the consistency and clarity of these themes, making necessary

adjustments as they interpret the data in the context of the said study.

Relevant data excerpts, such as quotes or segments extracted

from interviews and FGDs, will be selected and associated with the

respective themes. These excerpts will serve as supporting evidence

for the identified themes, enhancing the credibility and depth of the

analysis.

Finally, the thematic analysis will extend beyond surface-level

identification. Researcher will interpret the meaning and implications

of each theme within the context of the study's objectives. They will

seek patterns, connections, and variations within the themes to

provide a comprehensive understanding of thecultural-linguistic

interferences towards English language adaptation among Teduray learners in

DepEd Esperanza District III for school year 2024-2025.

Ethical Considerations

In preparation for the conduct of the study, all proposed plans

and recommendations will be formally presented to East-West

Mindanao Colleges Inc. to ensure adherence to prescribed procedures

and protocols. Within the context of this research, which will focus on

exploring the cultural-linguistic interferences towards English language

adaptation among Teduray learners in DepEd Esperanza District III for school

year 2024-2025.

Prior to commencing this study during the school year 2024-

2025, the following ethical principles will be meticulously observed:

Informed Consent:

Explicit and informed consent will be diligently obtained from

all parents or guardians of participating students. They will be fully

informed about the study's objectives, methodologies, potential risks,

and benefits. Participation will be voluntary, and participants will have

the autonomy to withdraw at any time without consequences.

Anonymity and Confidentiality:

To protect the identities and responses of participants,

stringent measures will be implemented to maintain anonymity and

confidentiality. Pseudonyms or codes will be used instead of actual

names, and all collected data will be securely stored with limited

access restricted to the research team.

Avoiding Harm:

Sensitive topics related to socio-emotional well-being and social

media exposure will be handled with careful consideration for potential

emotional and psychological impacts on participants. Strategies will be

in place to minimize distress, and support services will be readily

accessible as needed.

Researcher-Participant Relationship:

The researcher will maintain a professional and respectful

relationship with all participants, ensuring their dignity and well-being

throughout the research process. Actions that can exploit or harm

participants will be strictly avoided.

Data Protection:

Stringent adherence to data protection regulations will be upheld to

safeguard all personal information collected during the study. Secure

storage and transmission protocols will be implemented to prevent

unauthorized access.

Voluntary Participation:

Participants will be assured that their involvement in the study

is voluntary and free from coercion or external pressure.

Researcher Bias:
 The researcher will remain vigilant against biases that could

influence data collection and analysis, promoting objectivity and

transparency in reporting findings.

Institutional Approval:

Ethical clearance will be sought from relevant institutional

review boards or ethics committees prior to initiating the study.

Honesty and Integrity:

Research findings will be reported truthfully and accurately,

without manipulation or distortion, to uphold the integrity of the study.

Beneficence:

Potential benefits of the research to educational practices and

policies will be carefully considered, aiming to contribute positively to

the enhancement of the education system.

Cultural Sensitivity:

The researcher will demonstrate cultural sensitivity by

respecting local customs, beliefs, and practices within the research

setting, avoiding imposition of external values on participants.

Inclusion and Diversity:

The study will prioritize inclusivity and diversity in participant

selection, aiming to encompass the cultural-linguistic interferences towards

English language adaptation among Teduray learners in DepEd Esperanza

District III for school year 2024-2025.

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