Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 15 no. 8 (2023)

CHALLENGES OF INDIGENOUS PEOPLE MOTHERS IN TEACHING NON-INDIGENOUS PEOPLE LANGUAGES TO THEIR CHILDREN: A MULTIPLE CASE STUDY

Aileen Villocino-Cagas

Discipline: Education

 

Abstract:

Language is a system that brings people together. It is the soul of culture that builds up the community and unites individuals from one place to another. Without this, there will never be a system of rich social interaction. It is considered as a risk when one do not know how to communicate with others using language that is common and understandable to all. The purpose of this study was to explore the challenges of IP mothers in teaching non IP languages to their children. This study utilized the multiple case study approach in which examination of processes and outcomes across many cases and the identification of how individual cases might be affected by different environments was made. Some IP mothers are exposed to situations like lying helpless in teaching their children the language including home life and social interactions. The reality is that some of the needs of learners, specifically language problems, are not catered in school and most programs require engagement beyond school including the cooperation among parents, teachers and the entire community. As a result, it was found out that they came up with their own measures. This study reveals the reasons of teaching children non-IP languages, difficulties in teaching children the new language, help provided to overcome discrimination, manner of teaching non IP language, help from other people, and assistance to IP mothers in teaching non IP languages, effective motivations to learn non IP languages, preparing children cope with language challenges. Moreover, a comprehensive intervention plan that involves all students, parents and school staff is required to ensure that all students can learn in a safe and friendly environment.



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