SJIF(2020): 5.702

International Journal of Advanced Research and Publications

High Quality Publications & World Wide Indexing!


Volume 5 - Issue 4, April 2022 Edition
[Download Full Paper]

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.
[1] Ali, Sheeraz & Kazemian, Bahram & Mahar, Israr. (2015). The Importance of Culture in Second and Foreign Language Learning. DINAMIKA ILMU: Journal of Education. 15. 1-10. 10.2139/ssrn.2656713.

[2] Barrot, Jessie. (2018). English Curriculum Reform in the Philippines: Issues and Challenges from a 21 st Century Learning Perspective. Journal of Language, Identity & Education. 18. 1-16. 10.1080/15348458.2018.1528547.

[3] DepEd-CALABARZON unveils Pivot 4A TV to expand learning delivery (2021). Accessed in http://bitly.ws/dw3I

[4] Deped Order No. 32, S. 2015 (2015). Adopting the Indigenous Peoples Education Curriculum Framework. Department of Education.

[5] DePoy, Elizabeth &Gitlin, Laura N. (2016). Introduction to Research (Fifth Edition). University of Maine.

[6] Drummond, Rob. (2010). Sociolinguistic variation in a second language: the influence of local accent on the pronunciation of non-native English speakers living in Manchester. 10.13140/RG.2.1.4878.6806.

[7] K to 12 English Curriculum Guide May 2016. (2016). Learning Materials are uploaded at http://lrmds.deped.gov.ph/.

[8] Kim, Deoksoon & Vorobel, Oksana. (2016). Discourse Communities: From Origins to Social Media. 10.1007/978-3-319-02322-9_33-1.

[9] Kramsch, Claire (1998). Language and Cultur. Oxford University Press: UK

[10] Lorbis, John Carlo C. (2019). Utilization of Contextualized Teaching and Learning (Ctl) Approach in Grade Two Araling Panlipunan. Southern Luzon State University

[11] Mernagh, Luke. (2018). Language, Culture, Identity and Difference Within an Educational Context. 10.13140/RG.2.2.32612.01920.

[12] Mojares, Juvy. (2013). Teaching Strategies in English- The case of Batangas state University Malvar, Philippines.

[13] Perin, Dolores (2011). Facilitating Student Learning Through Contextualization. CCRC Working Paper No. 29 Teachers College, Columbia University

[14] Reyes, Joseph D., Insorio, Alvin O., Ingreso, Ma. Lourdes V., Hilario, Florabel F., Gutierrez, Chona R. (2019). Conception and Application of Contextualization in Mathematics Education. Philippine Normal University, Manila, Philippines. International Journal of Educational Studies in Mathematics, 2019, 6(1), 1-18

[15] Sumaryono K, Ortiz FW (2004). ‘Preserving the cultural identity of English language learner.’ Voices from the middle, 11:16-19.