Phonological Processes and Oral Language Proficiency as Moderated by Ethnolinguistic Group

In multilingual educational settings, such as the Philippines, linguistic diversity presents ongoing challenges to equitable oral language development. This study investigates the relationship between phonological processing and oral language proficiency among senior high school students at San Pablo City Integrated High School, with a particular focus on the moderating effect of ethnolinguistic background. While phonological awareness is widely recognized as essential for early reading and language acquisition, its role in secondary education, particularly in multilingual contexts, remains underexplored. This study aims to fill that gap by determining whether phonological processing predicts oral language skills and whether students’ first language affects this relationship. Using a correlational research design, 60 students were selected, equally representing Tagalog and non-Tagalog ethnolinguistic groups. Data were gathered through the Philippine Informal Reading Inventory (Phil-IRI) to assess both phonological and oral language proficiency. Statistical methods included Pearson correlation, independent t-tests, and moderated regression analysis. Results showed a significant positive correlation between phonological processing and oral language proficiency (r = 0.591, p < 0.001), with Tagalog speakers performing better overall. Moreover, regression analysis indicated that ethnolinguistic background significantly moderated this relationship (β = 0.0425, p = 0.0137), suggesting that non- Tagalog students rely more heavily on phonological skills to develop oral proficiency. The findings highlight the enduring importance of phonological awareness beyond early literacy, especially for students learning in a second or third language. This study extends current understanding of language development in secondary multilingual contexts and underscores the need for linguistically responsive teaching strategies. It calls for educational reforms that include differentiated phonological instruction and targeted support for non-dominant language speakers to address inequities in multilingual classrooms.