Exploring the language barrier in teaching English of non-indigenous teachers assigned in indigenous communities

Abstract

The main goal of this thesis paper was to unravel the language barrier in teaching English of non-indigenous teachers assigned in indigenous teachers communities, specifically non-IP teachers participated in the study. All of them are working as a teacher in Barangay Bitaug, a community for indigenous people. Language support, collaborative learning, cultural sensitivity, language development programs, inclusive classrooms, and community collaboration are all required to address the language issues experienced by non-indigenous communities. From the result of the study, it generally suggest that teachers may have professional development opportunities that centers on sensitivity about culture, indigenous language acquisition, and inclusive teaching practices. The data was gathered by the researcher using a self-made research and a qualitative-phenomenological design.