TEACHING STRATEGIES AND INSTRUCTIONAL MATERIALS IN TEACHING INDIGENOUS LEARNERS: BASIS FOR MODULE DEVELOPMENT

American Journal of Humanities and Social Sciences Research (AJHSSR) 2025
A J H S S R J o u r n a l P a g e | 167
American Journal of Humanities and Social Sciences Research (AJHSSR)
e-ISSN : 2378-703X
Volume-09, Issue-05, pp-167-178
www.ajhssr.com
Research Paper Open Access
TEACHING STRATEGIES AND INSTRUCTIONAL
MATERIALS IN TEACHING INDIGENOUS LEARNERS:
BASIS FOR MODULE DEVELOPMENT
Edlyn C. Esperanza
President Ramon Magsaysay State University
ABSTRACT: This study explored the teaching strategies, instructional materials, challenges, and
recommendations for improving English instruction for Indigenous learners in Senior High School. Based from
the findings, language teachers primarily used visual aids, direct instruction, questioning techniques and culturally
relevant materials to ensure structure, clarity, and student engagement. Technology-based strategies like online
app or resources, interactive activities and digital storytelling were less utilized due to limited access to
infrastructure and digital tools. Instructional materials such as worksheets or handouts, culturally relevant texts,
and audio/visual resources were most commonly utilized, while interactive whiteboards or smartboards, language
learning software, and bilingual dictionaries were rarely used due to resource scarcities.
Language teachers most commonly integrated Indigenous culture, values, and storytelling into lessons
to foster students’ identity and belonging, and used local languages alongside English to improve comprehension.
They created contextualized, interactive, and visually supported materials, and relied on community involvement
from parents and elders. Instruction was adapted through flexible, learner-centered approaches and simplified,
low-tech materials. However, limited access to print and digital resources led teachers to depend more on printed
materials, oral storytelling, and community-based methods. Despite the efforts, language teachers faced
challenges, including language barriers, low student confidence, curriculum mismatches, limited resources, lack
of insufficient trainings and emotional burnout. Socio-economic factors further hinder attendance and
performance of the indigenous learners.
To address these issues, teachers recommended integrating Indigenous knowledge into lessons, using
contextualized materials, and employing interactive strategies. Early language support at the elementary level and
professional development in culturally responsive teaching were also suggested. Language teachers advocated for
increased community involvement and the strategic use of technology connected to the realities of Indigenous
communities. These measures aimed to enhance English instruction while preserving cultural relevance.
Following a thorough evaluation, the proposed module development could be implemented for future reference.
I. INTRODUCTION
Education is acknowledged as a basic human right and a powerful tool for societal transformation,
particularly in achieving the 2030 Agenda and Sustainable Development Goals. This is especially vital for
Indigenous Peoples (IP), who continue to face marginalization, poverty, and limited access to quality education
(United Nations, 2015). In response, the Philippines established the National Indigenous Peoples Education Policy
Framework, recognizing the need for equitable educational opportunities and the preservation of cultural diversity.
Despite these policy efforts, indigenous learners-such as the Ayta community in Zambales-continue to
face significant challenges in English language acquisition. These include limited vocabulary, low confidence,
and expressive language difficulties, which are compounded by a lack of culturally relevant and contextualized
instructional materials. Teachers often struggle to contextualize lessons and develop learners’ reading, writing,
and digital literacy skills, as well as to effectively integrate indigenous knowledge and practices into the
classroom. Furthermore, the scarcity of written resources in indigenous languages and superficial understanding
of cultural practices among teachers hinder meaningful learning experiences.
Effective teaching strategies and instructional materials are essential for all basic education
teachers; while understanding and educational results can be challenging for students, including those with
Individualized Education Programs (IEPs). The Department of Education in the Philippines will be at the forefront
of management and leadership initiatives to enhance the ability of the management system internally and
decreasing the department's exposure to risks through the implementation of new strategies and continuous
assessment of their Learning Continuity Plan (LCP) (Ulmel, et al., 2020).

In accordance with RA 10533 (Enhanced Basic Education Act 2013), incorporation of context in
instructional material is important. It is considered essential in the K to 12 curricula. It is evident that the
curriculum must have enough flexibility to accommodate. Enable schools to adapt, make indigenous, and improve
their educational materials social environments. RA 10533 specifically emphasizes that Filipino education is
focused on the learner, as the Department of Education views the local context through this lens. Past initiatives
to tackle diversity are now viewed through the lens of inclusion, which is also evident in acknowledging the
various cultures present in the nation (DepEd Order, 2015).
Getting good at English of the indigenous learners has its own set of challenges due to their different
languages, cultures, and histories because the Philippines is home to numerous indigenous communities with
unique languages, traditions, and worldviews (Justo, 2023). Integrating these knowledge and perspectives into the
formal education system is crucial for preserving cultural heritage and promoting social inclusion. Moreover,
indigenous learners in the Philippines often face unique challenges in mastering the English language due to their
cultural and linguistic backgrounds. Addressing these challenges requires the development of effective teaching
strategies that cater to the specific needs of this student population (Li, 2022).
Given the growing awareness of the importance of culturally relevant and inclusive education for
Indigenous students, this research is well-timed (Castagno & Brayboy, 2008). Conventional teaching approaches
frequently do not fully meet the specific requirements and learning preferences of Indigenous students (Nelson et
al., 2018), however, being aware of successful tactics can greatly enhance their academic success and establish a
fairer learning atmosphere.
Educating Indigenous learners in senior high school offers distinct challenges and potential advantages.
Although there is a growing awareness of the significance of culturally responsive teaching, the particular teaching
strategies and instructional materials used by English teachers to successfully involve Indigenous learners are not
well-investigated (Leano, Rabi, & Piragasam, 2019). It is essential to create teaching strategies and instructional
materials specifically for Ayta learners in an IP Community to improve their English language skills while also
respecting their cultural identity, thus enhancing their educational experience.
In Zambales, specifically in the Eastern schools of Botolan, Zambales, there is a noticeable challenge
with English proficiency skills among Indigenous learners. A lot of these students encountered major difficulties
when it comes to improving their English skills because of a lack of vocabulary and struggles with understanding
and communicating information. Studies show that Ayta learners frequently have difficulty expressing their ideas
coherently in English, resulting in confusion and miscommunication in the classroom. The Bilingual Policy in the
Philippines requires teaching in both Filipino and English, making it difficult for Indigenous learners who are
mainly fluent in their native dialects. This language barrier not just impairs their understanding of lessons but also
impacts their confidence and involvement in classroom conversations. As noted in different research studies, like
those investigating speech challenges in Indigenous students, the problem is further worsened by inadequate
teaching strategies and instructional materials. As a result, it is essential to discuss these challenges in order to
enhance the academic achievements and improved educational journey of Indigenous learners in Zambales.
There is a pressing need to develop teaching strategies and instructional materials that are not only
culturally responsive but also aligned to the unique linguistic and cultural backgrounds of indigenous learners.
Research shows that conventional approaches often fail to address these learners’ needs, leading to disengagement
and poor academic outcomes. By investigating and documenting effective practices, this study aims to bridge the
gap between current teaching methods and the actual needs of indigenous students, thereby supporting both
language development and cultural preservation.
This study aimed to investigate the teaching strategies and instructional materials used by the English
teachers in teaching English subject to Indigenous (Ayta Learners) in Senior High School in the Division of
Zambales. The study investigated current teaching strategies and instructional materials they used, and the
challenges in their education due to cultural and language differences. This study aimed to discover effective
strategies and instructional resources by examining how English teachers interact with Ayta students, in order to
develop modules tailored to meet their specific needs. This module development aimed to effectively involve
Ayta students in learning English in the IP Community of Zambales. Suggestions involve integrating this module
into educational settings to improve better the teaching strategies and promote a welcoming learning atmosphere.
Educational institutions see advantages such as increased student participation and continued enrollment, along
with enhanced academic results for Ayta learners, which helps create a fair educational environment catering to
the varying needs of all learners.
II. METHODOLOGY
Research Design
This study utilized a descriptive-explanatory research design in both the quantitative and qualitative
phases.

Descriptive-explanatory research design was a hybrid approach that combined both descriptive and
explanatory research methodologies. The main purpose of descriptive research was to provide a detailed account
of a phenomenon, focusing on what was happening without emphasizing the underlying reasons or causes. It
sought to define characteristics, patterns, or trends within a specific population or context. It involved collecting
data on the types of teaching strategies and instructional materials used by the English teachers available to
Indigenous learners.
Combining descriptive and explanatory approaches helped the researchers describe the current situation
and understand the factors causing a given phenomenon. In this study, the research started by outlining the
different teaching aids employed (descriptive) and then explored the considerations of English teachers in creating
their teaching strategies and instructional materials as well as the challenges they encountered in implementing
them (explanatory).
Data Collection
Before conducting the study, the researcher secured all necessary permits and approvals from university
and school officials, and obtained consent from participating school principals. The study used a mixed-methods
approach: a validated survey questionnaire gathered quantitative data on teaching strategies and materials used by
senior high school teachers for Indigenous students, while semi-structured interviews provided qualitative insights
into teachers’ lesson design considerations and challenges. Both the survey and interview tools were reviewed by
experts for validity. Data from these methods were analyzed and used to develop a module tailored to the needs
of English teachers working with Indigenous learners.
Data Analysis
In the quantitative phase, a Likert scale, descriptive statistics, and inferential statistics were used to
analyze the level of usage of teaching strategies and instructional materials. In the qualitative phase, thematic
analysis was used to assess the responses of participants in the interviews. Below were the tools used:
A Likert scale was used as a rating tool that allowed participants to indicate how frequently they used
different teaching strategies and instructional materials in the classroom, giving a clearer understanding of usage
patterns.
Descriptive statistics were used to summarize the Likert scale responses, helping to identify how often
teachers used different strategies and materials. The mean was calculated to determine the average frequency and
effectiveness of each teaching strategy and instructional material.
Thematic analysis was used to interpret interview data by identifying and organizing key themes from
participants’ responses. This method ensured teachers’ unique perspectives and challenges were accurately
captured, helping to develop culturally appropriate teaching strategies for Indigenous students.
III. ANALYSIS
This analysis utilized a descriptive-explanatory research design in both the quantitative and qualitative
phases. Thematic analysis was used to identify recurring themes to identify the consideration in designing the
teaching strategies and instructional materials as well as the challenges they encountered in teaching indigenous
learners. Additionally, the analysis explored the recommendations of language teachers in lesson designing.
Finally, all the data gathered from the most used teaching strategies and instructional materials were used as the
basis in crafting module as well as the considerations and recommendations of language teachers in creating a
culturally relevant lesson design.
Table 1
Teaching Strategies Used
Teaching Strategies
Used
Weighted
Mean
Qualitative Rating Rank
1. Direct Instruction 4.48 Very Often Used 2
2. Collaborative Learning 4.16 Often Used 5
3. Project-Based Learning 3.88 Often Used 8
4. Questioning Strategies 4.48 Very Often Used 2
5. Use of Visual Aids 4.52 Very Often Used 1
6. Scaffolding Techniques 4.08 Often Used 6
7. Differentiated Instruction 4.24 Very Often Used 4
8. Experiential Learning 3.88 Often Used 7
9. Digital Storytelling 3.32 Sometimes Used 12
10. Use of Culturally Relevant Materials 4.40 Very Often Used 3

11. Peer Teaching 3.68 Often Used 9
12. Interactive Activities 3.52 Often Used 11
13. Use of Technology (Online apps or
resources)
3.48 Often Used 10
14. Role-Playing 3.72 Often Used 8
15. Use of Local Contextual Example
4.16 Often Used 5
Teaching strategies used in Indigenous education showed a strong preference for structured, teacher-led
approaches. The most frequently used strategies were the Use of Visual Aids (4.52, Rank 1), Direct Instruction
(4.48, Rank 2), Questioning Strategies (4.48, Rank 2), and use of culturally relevant materials (4.40, Rank 3).
Visual aids were especially important for bridging language gaps, while direct instruction provided clarity and
structure. Questioning strategies encouraged participation and critical thinking, and culturally relevant materials
helped connect lessons to Indigenous students’ identities and experiences.
Table 2
Instructional Materials Used
Instructional Materials
Used
Weighted Mean Qualitative Rating Rank
1.Digital Resources (Apps or
Websites)
3.24 Sometimes Used 5
2. Audio/Visual Materials (e.g.,
videos, podcasts)
3.80 Often Used 3
3. Handouts and Worksheets 4.56 Very Often Used 1
4. Culturally Relevant Texts 4.28 Very Often Used 2
5. Manipulatives or Real Objects 3.4 Sometimes Used 5
6. Interactive Whiteboards or
Smartboards
7. Graphic Organizers 3.44 Often Used 4
8. Games and Simulations 3.44 Often Used 4
9. Flashcards 2.92 Sometimes Used 7
10. Language Learning Software 2.44 Rarely Used 9
11. Posters and Charts 3.16 Sometimes Used 6
12. Bilingual Dictionaries or
Glossaries
The most frequently used instructional materials were Handouts and Worksheets (4.56, Rank 1),
Culturally Relevant Texts (4.28, Rank 2), and Audio/Visual Materials (3.80, Rank 3). Teachers relied on printed
materials for structure and clarity, especially where digital access was limited. Culturally relevant texts were often
used to connect lessons to Indigenous culture, while audio/visual materials helped engage students with limited
reading proficiency. Interactive and technology-based resources, such as games, graphic organizers, and
manipulatives, were used less often, and digital tools like language software and bilingual dictionaries were rarely
used due to infrastructure challenges. Overall, teachers favored traditional, tangible materials, with limited
integration of digital and interactive resources.
Using a thematic analysis, the following themes and subthemes were developed to address the
considerations of language teachers in designing teaching strategies and instructional materials in preparing their
lessons to indigenous learners in senior high school. Additionally, it also analyzes challenges of the teachers in
teaching indigenous learners and their recommendation towards lesson designing.
Table 3 Considerations in Designing Teaching Strategies and Instructional Materials
Code Subtheme Theme Supporting Quotes
CH-1, CH-5
Integration of Indigenous
Culture; Traditional
Knowledge and Indigenous
Storytelling
Cultural
Sensitivity and
Integration
Informant 1 (CH-1): “I incorporate
cultural values and traditions in my
lessons.”
Informant 4 (CH-5): “I integrate

Indigenous stories and history to
make lessons more relatable.”
CH-2, CH-10
Use of Local Language in
Instruction; Addressing
Limited Access to
Technology
Language and
Communication
Informant 2 (CH-2): “Using their
native language alongside English
helps improve comprehension.”
Informant 2 (CH-10): “Since they
have limited access to technology, I
use printed materials and hands-on
activities.”
CH-3, CH-7
Contextualized Learning
Materials; Visual and
Interactive Resources
Resource
Utilization and
Engagement
Informant 6 (CH-3): “I design
materials based on their environment
and daily experiences.”
Informant 7 (CH-7): “I use images,
videos, and interactive tools to make
lessons more engaging.”
CH-4, CH-5
Community Involvement in
Learning; Traditional
Knowledge and Indigenous
Storytelling
Community
Involvement
Informant 2 (CH-4): “I engage
parents and elders to reinforce
learning beyond the classroom.”
Informant 4 (CH-5): “I integrate
Indigenous stories and history to
make lessons more relatable.”
CH-6, CH-11
Flexible and Adaptive
Teaching Strategies;
Differentiated Instruction
Based on Student Needs
Adaptability
and Flexibility
Informant 3 (CH-6): “My teaching
strategies change based on the
students' learning pace and style.”
Informant 5 (CH-11): “Not all
students have the same English
proficiency level, so I adjust my
teaching based on their needs.”
CH-8, CH-12 Encouraging Student
Participation; Learner-
Centered Approach
Learner-
Centered
Approach
Informant 9 (CH-8): “Encouraging
students to actively participate helps
them gain confidence.”
Informant 10 (CH-12):
“Understanding their background
allows me to tailor my teaching
approach.”
Language teachers teaching strategies and instructional materials for Indigenous learners focused on
cultural sensitivity, integrating Indigenous culture, values, and storytelling to foster identity and belonging. They
used local languages alongside English to support comprehension and relied on contextualized, interactive, and
visually supported materials. Community involvement, adaptability to students’ needs, and learner-centered
approaches were also key considerations. Accessibility challenges, such as limited technology and resources, led
teachers to simplify lessons and use practical, low-tech materials. Overall, teachers emphasized the need for
culturally relevant, flexible, and accessible instruction that connects with students’ backgrounds and involves the
broader community.
Table 5
Challenges Encountered by Teachers in Implementing Strategies and Instructional Materials
CH-1,
CH-3
Language Barriers and
Limited English Exposure;
Comprehension Difficulties
in Reading and Listening
Language
Barriers and
Comprehension
Difficulties
Informant 1: “Students struggle because they
have limited exposure to English outside the
classroom.”
Informant 3: “Some learners cannot fully
understand instructions in English, making it
hard to follow lessons.”
CH-2,
CH-11
Fundamental English
Proficiency Issues (Grammar,
Writing, Vocabulary);
Academic
Challenges in
English and
Informant 6: “Many students struggle with
sentence construction and grammar, making it
hard to express their ideas clearly.”

Student Low Confidence in
Expressing Themselves in
English
Confidence
Issue
Informant 5: “Students are afraid to speak in
class because they lack confidence in using
English.”
CH-4,
CH-11
Classroom Management and
Student Engagement Issues;
Student Low Confidence in
Expressing Themselves in
English
Classroom
Engagement
and
Management
Informant 6: “Some students become
disengaged when they struggle to understand
English, making it hard to keep them
focused.”
Informant 5: “Students are afraid to speak in
class because they lack confidence in using
English.”
CH-5,
CH-10
Mismatch Between
Curriculum and Indigenous
Culture; Limited Parental
Support in Learning Process
Cultural
Sensitivity and
Community
Involvement
Informant 7: “Some topics in the curriculum
do not reflect Indigenous traditions, making it
harder for students to relate.”
Informant 2: “Many parents are unable to
assist their children with English assignments
due to their own language limitations.”
CH-6,
CH-10
Socio-Economic Challenges
Affecting Attendance;
Limited Parental Support in
Learning Process
External Socio-
Economic and
Community
Factors
Informant 4: “Financial issues force some
students to miss school, which affects their
learning progress.”
Informant 2: “Many parents are unable to
assist their children with English assignments
due to their own language limitations.”
CH-7,
CH-8
Limited Teaching Resources
and Learning Materials; Lack
of Professional Training for
Indigenous Education
Resource
Constraints and
Professional
Development
Needs
Informant 8: “There are not enough books,
learning modules, or visual aids designed for
Indigenous learners.”
Informant 9: “We need more training on how
to effectively teach English to Indigenous
learners.”
CH-9,
CH-12
Teacher Emotional Struggles
and Burnout; Difficulty in
Adapting to Differentiated
Instruction
Teacher Well-
Being and
Adaptability
Challenges
Informant 10: “Teaching Indigenous learners
is fulfilling but also emotionally challenging
when I see them struggle with the material.”
Informant 3: “Not all students have the same
level of English proficiency, so I have to
adjust my teaching strategies accordingly.”
Teachers reported that Indigenous learners face major challenges such as language barriers, limited
English exposure, and comprehension difficulties, making it hard for students to follow lessons and participate
confidently. Academic struggles with grammar, writing, and vocabulary, as well as low student confidence,
further hinder engagement. Classroom management is affected when students become disengaged due to these
language issues. Other challenges include a mismatch between the curriculum and Indigenous culture, limited
parental support, socio-economic difficulties affecting attendance, lack of teaching resources, insufficient
professional training, and teacher burnout. Addressing these issues requires comprehensive teacher training,
culturally relevant materials, curriculum adaptation, and stronger school-community partnerships.
Table 1
Recommendations and Insights Toward Enhancement of Teaching Strategies and Instructional Materials
RI-1,
RI-3
Enhancing Oral
Communication;
Strengthening English
Foundations at Early
Levels
Language
Development
RI-1: Informant 1: “Strengthen oral
communication skills and increase opportunities
for students to speak and listen in English. Role-
playing, interactive group discussions, and real-life
scenarios should be integrated into lessons.”
RI-3: Informant 3: “Strengthen the foundation of
learners in English at the elementary level by
implementing phonics-based instruction and early
language immersion strategies.”
RI-2,
RI-4
Integration of Local
Stories, Traditions, and
Cultural Sensitivity
and Integration
Informant 2: 'Incorporate local stories, traditional
and cultural practices into English lessons.

Indigenous Knowledge;
Culturally Responsive
Teaching
Combining native language and English helps
support comprehension.'
RI-6,
RI-7
Adaptability and
Flexibility
Considering
Students’ Language
Proficiency;
Innovative
Teaching Methods
RI-6: Informant 6: “Always consider their level of
understanding by tailoring lessons based on their
English proficiency and using scaffolding
techniques when introducing complex concepts.”
RI-9,
RI-8
Technology-Enhanced
Learning
Incorporating
Digital and
Technology-Based
Resources;
Simplified and
Easily Accessible
Learning Materials
RI-9: Informant 9: “Integrate technology-based
resources such as educational videos, digital
storytelling, and interactive learning apps that align
with Indigenous culture.”
RI-8: Informant 8: “Create simplified instructional
materials with clear, concise language and visual
supports to help students grasp concepts more
easily.”
RI-
10,
RI-
11
Community and Parental
Involvement
Community
Collaboration;
Encouraging
Parental
Involvement and
Support
RI-10: Informant 10: “Develop more culturally
relevant and contextualized learning materials by
working with local elders and community
members to incorporate their stories and traditions
into the curriculum.”
RI-11: Informant 11: “Encourage parental
involvement in learning by providing family-based
literacy programs and engaging parents in
storytelling or home-based language activities.”
Language teachers emphasized the importance of language development by strengthening oral
communication and foundational English skills, especially through role-playing, group discussions, and early
language immersion. They recommended integrating local stories and Indigenous knowledge for cultural
relevance, adapting lessons to students’ proficiency levels, and using simplified, contextualized materials.
Technology-based resources and visual supports were encouraged to enhance engagement, while community and
parental involvement were seen as vital for reinforcing learning and cultural continuity. Overall, teachers
advocated for student-centered, culturally responsive, and flexible strategies to support Indigenous learners in
English instruction.
IV. DISCUSSION
1 Teaching Strategies Employed and Instructional Materials Used
The study revealed that teachers most often used visual aids, direct instruction, questioning techniques,
and culturally relevant materials because these approaches provided structured learning and actively engaged
students, especially through guided discussions. In contrast, strategies involving technology, interactive
activities, and digital storytelling were used less frequently, mainly due to limited access to digital tools and
insufficient teacher training in technology integration.
For instructional materials, teachers favored handouts, worksheets, culturally relevant texts, and
audio/visual resources, as these supported structured learning and helped contextualize lessons with Indigenous
narratives. However, materials like interactive whiteboards, bilingual dictionaries, and language learning
software were rarely used, reflecting ongoing resource constraints, lack of training, and inadequate technological
infrastructure in Indigenous communities.
2 Considerations of English Teachers in Designing Teaching Strategies and Instructional Materials
Language teachers prioritized culturally sensitive strategies by integrating Indigenous culture, values,
and storytelling into lessons to foster students’ identity and belonging. They used local languages alongside
English to improve comprehension and bridge linguistic gaps. Teachers also focused on creating contextualized,
interactive, and visually supported materials relevant to students’ daily lives. Community involvement, including
participation from parents and elders, was seen as essential for reinforcing learning beyond the classroom.
Adaptability was addressed through flexible, differentiated instruction tailored to diverse learning needs, and
teachers promoted learner-centered approaches that encouraged active participation. Due to limited access to print
and digital resources, teachers relied more on printed materials, oral storytelling, and community-based teaching
methods.

3 Challenges Encountered by English Teachers in Implementing the Strategies and Instructional
Materials
Language teachers addressed challenges in Indigenous education by using bilingual support and clear,
direct instructions to scaffold language development and improve comprehension. They fostered student
confidence and participation through supportive, differentiated instruction and made lessons engaging by
integrating Indigenous culture and stories. Teachers preferred accessible, hands-on, and printed materials,
promoted community involvement, and recognized the need for more culturally appropriate resources and
professional training to better meet Indigenous learners’ needs.
4 Recommendations and Insights Toward Enhancement of Teaching Strategies and Instructional
Materials Used
Language teachers most often recommended strengthening oral communication and foundational English
skills through interactive activities, while integrating Indigenous culture and local languages to make lessons
relatable. They tailored instruction to different proficiency levels, used simplified and contextualized materials,
incorporated technology where possible, and encouraged community and parental involvement-all aiming to
create an engaging and inclusive environment for Indigenous learners.
5 Developed Module in teaching English to indigenous learners in Senior High School
A teaching module was developed based on study findings, featuring direct instruction with clear, step-by-
step modeling, guided and independent practice, and systematic skill introduction to support students with lower
English proficiency. It used questioning strategies to promote understanding and active participation, integrated
culturally relevant materials such as Indigenous stories and traditions, and included handouts, worksheets, and
audio/visual resources for accessibility. The module emphasized cultural sensitivity, language development,
resource engagement, community involvement, adaptability, and learner-centered approaches to create an
inclusive, responsive learning environment for Indigenous learners.
V. CONCLUSION
English teachers of Indigenous senior high students primarily use visual aids, direct instruction, and
culturally relevant materials due to their structure and clarity. These teachers prioritize cultural sensitivity,
language proficiency, and available resources when designing lessons, adapting content to reflect Indigenous
traditions and using simplified language. However, they face challenges like language barriers, low student
confidence, curriculum mismatches, and limited resources. To cope, teachers use localized materials, flexible
strategies, and community involvement. Recommendations include integrating Indigenous knowledge,
providing early language support, offering professional development, and engaging parents and elders. The
proposed module was crafted using the most frequently used teaching strategies and instructional materials
aligned with the considerations and recommendations of language teachers in crafting culturally relevant
materials tailored with the educational needs of the indigenous learners.
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