Integrating Endangered Indigenous Languages into Higher Education Pedagogy: The Case of Sulu State College

Abstract

This study examined the integration of endangered Philippine languages—specifically Tausug, Sama, and Yakan—into higher education pedagogy at Sulu State University, focusing on curricular representation, instructional strategies, student engagement, and systemic institutional barriers. Employing a qualitative descriptive design, data were collected through semi-structured interviews, focus group discussions, classroom observations, and documentary analysis of syllabi and instructional materials. Findings reveal that local languages remain marginally represented in formal curricula, heavily overshadowed by English and Filipino as primary mediums of instruction. Although faculty recognized the cultural significance of native languages, pedagogical integration was largely unsystematic, restricted to incidental code-switching, informal translations, and ad hoc classroom exchanges. Nevertheless, faculty demonstrated instructional resourcefulness through culturally responsive strategies—such as storytelling, oral history documentation, and mother-tongue creative tasks—which significantly enhanced student comprehension, active participation, and cultural pride. Students consistently reported higher motivation and confidence when indigenous languages were validated in academic settings. However, widespread implementation remains constrained by rigid curricular frameworks, a dearth of localized learning materials, limited faculty development, and heavy teaching loads. The study concludes that while strong educator and student readiness exists, sustaining language revitalization requires institutional policy reforms, localized material development, targeted teacher training, and strategic community partnerships that align local linguistic heritage with 21st-century learning competencies.