PHONOLOGICAL TRANSFER AMONG INDIGENOUS STUDENTS: A Study on Pronunciation Challenges in English

This study investigates the phenomenon of phonological transfer and its impact on the English pronunciation of indigenous senior high school students at Bukidnon National High School. Specifically, it explores how the phonological features of Binukid, Higaonon, and Manobo—the students' first languages—influence their articulation of English sounds. Using qualitative methods, including interviews, pronunciation tests, and linguistic analysis, the research identifies common pronunciation challenges that stem from differences in phoneme inventories, stress patterns, and syllable structures between English and the students’ native languages. The findings reveal that negative transfer, particularly in consonant and vowel substitutions, significantly affects intelligibility and fluency in spoken English. The study underscores the importance of culturally and linguistically responsive teaching strategies in addressing these challenges. It contributes to the body of knowledge on second language acquisition in multilingual contexts and aligns with the Department of Education’s goals of inclusive and effective learning. Recommendations include targeted phonological instruction and the integration of indigenous language awareness into English language teaching.