Promoting Linguistic Sustainability in Barayti at Baryasyon ng Wika: Developing Culturally Anchored Instructional Modules through Learner Perspectives

Abstract

This study developed and evaluated a culturally embedded instructional module for the Barayti at Baryasyon ng Wika course to improve student comprehension of Filipino language variations and promote linguistic sustainability. Addressing a lack of localized resources and persistent student difficulty in distinguishing sociolinguistic concepts, a qualitative descriptive design was employed. Data gathered through semi-structured interviews, written reflections, and narrative reviews with purposively selected students and educators underwent reflexive thematic analysis. Results revealed: (1) abstract examples cause significant conceptual confusion when students differentiate terms like dialect, sociolect, register, and idiolect; (2) the culturally integrated module improved comprehension by connecting theoretical frameworks to familiar linguistic contexts; and (3) evaluators affirmed the module’s clarity, instructional coherence, and cultural resonance in reinforcing Filipino identity. Ultimately, culturally anchored materials not only enhance academic understanding but also foster positive attitudes toward linguistic diversity. This highlights the critical need for localized, research-based resources tailored to the cultural and cognitive needs of Filipino learners, actively supporting linguistic preservation amid rapid societal shifts.