CULTURAL IDENTITY AND PEDAGOGICAL RELEVANCE: A NEEDS ANALYSIS ON MANSAKA POEM IN ELT CLASSROOMS
DOI:
https://doi.org/10.46827/ejel.v11i2.6647Keywords:
Mansaka poems, contextualization, English Language Teaching, needs analysis, indigenous literature, cultural responsiveness, mixed-methods researchAbstract
This study sought to assess the level of perceived awareness and need for the integration of Mansaka poetry within ELT among BSED English students, English teachers, and a Mansaka/IP leader through the collection of data from both the initial and subsequent means of data acquisition through an online survey and interview. A researcher-made needs analysis questionnaire was first given to 115 respondents to gain the required quantitative data; then, 2. a more focused sampling of 15 participants was performed to gain qualitative data. The results of both data collection means indicate that, regardless of the level of presumed awareness by each of the groups, the three parties in question were all much aware, aware, or somewhat aware of such Mansaka poems. The secondary findings that emerged as relative to the themes compiled in the substantiated findings are as follows. For example, the fact that the citation for the theme of integration of Mansaka poems in the K-12 curriculum is based upon the integration that the researcher has done based on her advocated efforts to include Mansaka cultural elements into the culture of the Mansakas means that no other integration of reading poems of other cultures to other cultures takes place within the district’s learning environment as a result of the K-12 level of education; rather, the findings suggest that such facilitation from the district learning is required for any beneficial learning to be gained by the Mansaka students. Thus, this study concludes that the research provided effective results and legitimate recommendations for the integration of Mansaka poems within the BSED curricula. The recommendations as to how to facilitate such integration include the provision of training to ensure that teachers can effectively facilitate the developmentally appropriate and culturally appropriate resources, as well as ensuring that multimodal and documented resources become available to provide Mansaka students with engaged learning and community involvement opportunities.References
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