Abstract:

Abstract Enhancing language literacy is one of the most prioritized learning targets of the K-12 curriculum in the Philippines. Several language acquisition, learning, teaching and assessing principles to which the present Language Arts and Multiliteracies Curriculum (LAMC) is anchored on, are consistently improved to forward maximum and effective instructional efforts in enhancing learners’ communicative competence and multiliteracies. At the elementary level, teachers apply innovative pedagogical strategies to develop learners’ macro skills which are relevant to have a meaningful interaction with others in a multicultural society.  However, this language literacy enhancement is considered as a challenging task for the Indigenous Peoples Education (IPEd) teachers due to several constraints that may have influenced the indigenous learners’ language learning competence. 

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