Samer D. Utto and Marjorie Lumogdang (Authors)
Abstract
This study investigated the identities, challenges, and experiences of Maguindanaon frustrated English readers at Lambayong National High School. Using a single case study design, the research examined the linguistic and socio-cultural barriers that impeded Maguindanaon students’ reading proficiency, particularly those classified as frustrated readers according to the Philippine Informal Reading Inventory (Phil-IRI). Drawing on Krashen’s Second Language Acquisition Theory, Piaget’s Schema Theory, and Vygotsky’s Sociocultural Theory, the study explored how language learning, cultural identity, and cognitive development interacted to influence students’ reading abilities. Semi-structured interviews were conducted with ten Grade 8 students who had previously struggled with reading comprehension. The data revealed that pronunciation challenges, linguistic anxiety, inadequate learning resources, and socio-cultural hurdles significantly impacted their reading fluency. Students expressed a lack of confidence in reading aloud, apprehension about peer criticism, and difficulty transitioning between their native Maguindanaon language and English. External factors, such as a lack of academic support at home and limited access to culturally appropriate reading materials, further exacerbated their reading difficulties. Despite these challenges, the study highlighted the effectiveness of various coping strategies and interventions, including peer-assisted reading, structured mentoring, and community-based literacy initiatives. The findings underscored the need for a culturally responsive approach to reading education, incorporating translanguaging tools and social learning activities to facilitate language acquisition. Furthermore, the study contributed to the improvement of DepEd’s literacy programs, particularly in multilingual communities, by advocating for inclusive and culturally relevant reading interventions tailored to the needs of Maguindanaon learners.
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Keywords: Maguindanaon readers, Frustrated readers, Reading challenges, English as a second language, Linguistic barriers