LANGUAGE AND LEARNING: THE ROLE OF MAGUINDANAON LANGUAGE IN INTEGRATING CULTURAL VALUES AMIDST MULTICULTURAL CLASSROOMS IN LUTAYAN

Abstract

Language serves as a critical conduit for learning, identity formation, and cultural transmission, particularly in multicultural and multilingual classrooms. This study aimed to explore the role of the Maguindanaon language in integrating cultural values within multicultural classrooms in Lutayan District, Sultan Kudarat during the school year 2025–2026. Specifically, it sought to understand how teachers utilized the Maguindanaon language to enhance learning, foster cultural identity, and promote inclusive and harmonious classroom interactions. Employing a qualitative research design grounded in transcendental phenomenology, the study gathered rich narratives through in-depth interviews and observations of selected teachers. Findings revealed that the use of the Maguindanaon language significantly strengthened learners’ cultural pride, identity, and sense of belonging, while enhancing comprehension, engagement, and teacher–learner relationships. Teachers reported that incorporating the mother tongue supported moral development, promoted inclusivity, and created a culturally responsive learning environment. Despite challenges such as balancing multiple languages, limited instructional materials, and difficulties in translating academic terms, educators continued to use Maguindanaon due to its evident educational and cultural value. The study also highlighted the pivotal role of teachers as cultural mediators, modeling respectful language use and guiding students in embracing their heritage while appreciating diversity. The integration of multilingual strategies, visual aids, and collaborative activities further ensured that learning remained meaningful and accessible for all students. In conclusion, the study demonstrated that integrating the Maguindanaon language in classroom instruction supports academic learning and preserves cultural heritage, fosters social and moral values, and strengthens inclusive and empowering learning environments. The findings underscore the importance of Indigenous language use in promoting both educational and socio-cultural development in multicultural settings. Keywords: Maguindanaon language, cultural identity, mother tongue instruction, multicultural classrooms