CULTURAL IDENTITY: CONTEXTUALIZING AND SCAFFOLDING LANGUAGE LEARNING PROCESS
Volume 5 - Issue 4, April 2022 Edition
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Gaylee G. Masangcay1
contextualization, cultural identity, language, scaffolding, grounded theory
The K to 12 Curriculum recognized the existential relationship of language and culture thus establishing contextualization as its guiding principles. Hence, the study identified the significant impact of the local culture to language, perceptions of English teachers towards contextualization and factors on establishing meaningful situations in both oral and written discourse. Grounded theory and semi-structured interview, thematic analysis were utilized in the study which involved seven English teachers from the Division of Batangas City. Findings revealed that cultural identity plays a significant role as learners display Batangueño culture, identity, local beliefs through meaningful communication situations. Contextualization promotes improvement of learning outcomes, mastery and linguistic communicative value. Teachers shall consider the socio-cultural context of the learners, functional language and use of localized materials as they immerse their learners from local to indigenized situations and scaffold from simple to complex and specific learning context. The researcher proposed 3Is (Identify-Immerse-Indigenize), a three-level theoretical approach to contextualizing and scaffolding language learning process which is subjected for evaluation and validation.
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