Socioecological Determinants of English Language Acquisition Among Mountainous Learners in the Philippines
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- Englisch ausgewählt
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Beschreibung
Produktdetails
Einband
Taschenbuch
Erscheinungsdatum
03.03.2026
Verlag
GRINSeitenzahl
20
Maße (L/B/H)
21/14.8/0.2 cm
Gewicht
45 g
Auflage
1. Auflage
Sprache
Englisch
ISBN
978-3-389-18252-9
Essay from the year 2026 in the subject English Language and Literature Studies - Culture and Applied Geography, , course: Master of Arts in Education Major in Language Teaching, language: English, abstract: Teaching in a mountainous school in the Philippines has given me firsthand insight into the challenges learners face in acquiring English, a language crucial for academic achievement and socio-economic mobility. Beyond classroom instruction, non-educational factors-socio-economic conditions, linguistic-cultural environments, geographic isolation, and psychosocial influences-profoundly shape language outcomes. Drawing on Bronfenbrenner's ecological systems theory, Vygotsky's sociocultural perspective, and Bourdieu's socio-economic capital framework, this essay explores how environmental constraints, household poverty, parental education, limited exposure to English, and community language practices affect learners' motivation, engagement, and proficiency. Geographic remoteness restricts access to media, technology, and extracurricular platforms, while psychosocial stressors such as anxiety, low self-efficacy, and environmental vulnerability further impede learning. Empirical studies in Southeast Asia, Latin America, and the Philippines confirm that structural disadvantages consistently undermine English acquisition, regardless of instructional quality. By highlighting non-educational determinants, this analysis emphasizes the need for holistic interventions, including community-based literacy programs, culturally responsive pedagogy, improved infrastructure, and psychosocial support. These findings suggest that fostering English proficiency among mountainous learners requires policies that address structural barriers alongside classroom reform, acknowledging that language development is not merely an academic endeavor but a socio-ecological process intimately shaped by learners' lived realities.
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