We only provide here the general research information. For more detailed information contact the Research and Development Directorate of the Mariano Marcos State University.
Research Details
| Research Title | Identifying the basic sight words for multilingual Ilokano learners as a basis for developing early language learning materials |
| Researcher(s) | LEONARDO D. TEJANO, MAY FLOR C. RIVERA, LOVELY G. SIMON, ANBERT P. LAYUS, MYLENE B. RABE |
| Research Category | Study |
| Research Status | completed |
| Duration | Jan 01, 2023 to May 31, 2024 |
| Commodity | |
| Research Site(s) | |
| Source of Fund(s) | |
| Brief Description | This study employed an explanatory sequential design to analyze sight word recognition among multilingual Ilokano learners from Kindergarten to Grade 3 at Mariano Marcos State University Laboratory Elementary School. Initially, quantitative data were collected by assessing sight word frequency in teaching materials and student exercises, followed by compiling a list of frequently encountered words. Recognition tests in Ilokano, Tagalog, and English were then administered as part of regular classroom activities. Qualitative thematic analysis of the data was performed to derive principles for developing early language learning materials. The findings revealed that key sight words across languages fell into categories such as personal pronouns, common verbs, nouns, time-related words, quantifiers, descriptive adjectives, prepositions, affirmative/negative responses, common objects, and emotional states. Recognition rates showed improvement with each grade, with Ilokano and English learners demonstrating higher rates in earlier grades, while all languages reached equal proficiency by Grade 3. The study highlights the convergence of sight word recognition abilities across languages as learners advance, reflecting the impact of multilingual education on literacy development. Derived principles for developing early language materials include focusing on core vocabulary common to all languages, tailoring instruction to language-specific needs, and incorporating visual and contextual learning. These strategies, grounded in theoretical frameworks such as Krashen’s Input Hypothesis and Vygotsky’s Sociocultural Theory, aim to enhance vocabulary acquisition and overall language proficiency for multilingual learners. |
| Expected Output | The following are the expected outputs of this study: 1. List of basic sight words among multilingual Ilokano learners in Ilokano (mother tongue, English, and Tagalog) 2. Principles in developing early language learning materials for multilingual learners 3. Publication and paper for conference presentation |
| Abstract | Not Available |
