This study aimed to investigate Philippine indigenous learners’ speaking difficulties in English Semantics. The objectives was to identify indicators of poor vocabulary, processing and expressing of information. It was a qualitative research through case studies of five Grade 2 Indigenous Peoples (IP) learners in Echague, Isabela, Philippines. Data collection was done through observation and oral assessments activities. Instruments include checklist of speaking difficulties signified by inadequacy in English vocabulary; and constructed oral assessment activities in English. Data gathered were qualitatively analysed. Findings revealed that all the five indigenous learner-participants demonstrated English vocabulary deficiency to name depicted objects in the surroundings. They had struggles in reciting week-days, months and in citing common Philippine events. They had difficulty in conveying illustrated antonyms and synonyms. These findings denote a language intervention to improve ess.....

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This  study aimed  to  determine  the  effectiveness  of  Language  Intervention  Program (LIP)  for  Indigenous  Peoples  (IP)  learners  with  speaking difficulties  in  English.  Its  objectives  were  to:  (1)  identify  speaking  difficulties  of  IP  learners  in  English;  (2)  discover   factors   affecting   these   speaking   difficulties;   and   (3)   design,   develop,  implement,   assess   and   Language   Intervention   Program   (LIP)   that   addresses  aforementioned  problems  based  from  Social  Learning  Theory.  Qualitative  research design  was   utilised  through  a  case  study  of  five  selected  Grade  2  IP  learners,  five parents and  one teacher at Echague, Isabela, Philippines. Data were collected through observations,    oral     assessment    activities,    interviews,    and    document   analysis. Instruments included  observation .....

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This study determined the status of Headstart Program in Isabela, Philippines. Specifically, it assessed the following; (1) Headstart Program organization; (2) screening of gifted and talented preschoolers; (3) qualifying gifted preschoolers based on prescribed indicators; (4) Headstart teachers? level of competencies; (5) implementation of preferred curriculum; (6) evidence of preferred Headstart teaching and learning strategies; (7) programs and services; (8) evaluating progress of gifted and talented preschoolers; and (9) support systems of Headstart program.  Descriptive survey method was used through data collection such as interviews and documentation. Instruments comprised checklists, interview questions, recordings and documents. Participants were school administrators, teachers and parents of Headstart preschoolers in five public schools with Headstart Program in Isabela, Philippines. Frequency count, percentage, weighted mean, and rating scale with descriptive interpretatio.....

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