Cultural Context and English Language Acquisition and Proficiency Among Indigenous Secondary Students: An Ethnographic Study

This qualitative ethnographic study examined the influence of cultural context on the English language proficiency of Indigenous secondary students belonging to the Mandaya and Mansaka tribes in the Municipality of Maragusan, Davao de Oro. Guided by Vygotsky’s Social Constructivism, the study aimed to explore how cultural identity, values, and shared practices shape students’ English language learning experiences. Data were collected through in-depth interviews with fifteen participants composed of five Indigenous students, five English teachers, and five parents, all purposively selected from Langgawisan National High School and Bahi National High School. Findings revealed that cultural background significantly impacts students’ language acquisition, particularly in pronunciation, vocabulary, and comprehension. While challenges such as linguistic interference, limited exposure to English, and fear of ridicule were prevalent, culturally embedded instruction, including the use of translation and localized examples, enhanced learners’ motivation and engagement. Furthermore, non-academic support from families and communities played a vital role in sustaining students’ interest in English learning. Educational programs such as Catch-Up Fridays, reading sessions, and oral communication activities were identified as effective in building learners’ confidence and linguistic competence. The study concludes that integrating Indigenous cultural elements into English language instruction not only promotes academic success but also affirms learners’ cultural identity, thereby fostering an inclusive and responsive educational environment.