Developing strong reading skills in children is crucial to overcoming language and academic barriers and ensuring future success in education. The extent of phonological awareness (PA) substantially affects children's reading ability (Hoff, 2014). Thus, the goal of the study was to document the success rate of ten Filipino kindergarten pupils enrolled in one public school in Calaca who underwent twenty sessions of 30-minute integrated PA intervention. The study employed mixed methods research utilizing intervention design. The quantitative results were taken from a single-group pretest-posttest, and the qualitative results were taken from a thematic analysis of interviews of educational assistants and kindergarten teachers at three-time points. Muñoz et al.’s (2018) pedagogical framework and Cummins’ (1979) Linguistic Interdependence Theory provided foundational support in analyzing how PA intervention in the mother tongue assists children in gradually promoting their reading outcomes in the mother tongue and English. Results show significant differences in PA and letter knowledge in Batangas Tagalog and English before and after the intervention. Batangas Tagalog scores show a very high significant positive correlation. Additionally, observations reveal positive changes among the pupils after undergoing the intervention. The study demonstrates that PA intervention in the mother tongue potentially provides a promising and sustainable way to improve the early reading skills of Filipino kindergarten pupils.

The study examines the use of English articles among L1 Tagalog-speaking learners within the framework of cross-linguistic influence. The study employs a descriptive research approach using content analysis to explore the nature of errors in depth. Two stages of writing tasks were administered to purposively 42 pre-service teachers aged 16–18 over 15 weeks. Grounded in error analysis, the findings revealed that addition errors were most prevalent, explained through stimulated recall interviews. These results provided reflective insights into the learners' use of the L1 feature instead of the target language. The study also identified factors such as translation, overgeneralization of rules, misunderstanding of countability, and issues with specificity and definiteness. These findings shed light on the relevance of error analysis and cross-linguistic influence in understanding linguistic challenges, informing targeted instruction, and promoting focused practice on article usage. By addressing these issues, educators can enhance learners' English proficiency and foster culturally responsive language instruction in diverse classrooms.

Western Austronesian languages, like Tagalog, have unique, complex voice systems that require the correct combinations of verbal and nominal markers, raising many questions about their learnability. In this article, we review the experimental and observational studies on both the L1 and L2 acquisition of Tagalog. The reviewed studies reveal error patterns that reflect the complex nature of the Tagalog voice system. The main goal of the article is to present a full picture of commission errors in young Filipino children’s expression of causation and agency in Tagalog by describing patterns of nominal marking and voice marking in L1 Tagalog and L2 Tagalog. It also aims to provide an overview of existing research, as well as characterize research on nominal and verbal acquisition, specifically in terms of research problems, data sources, and methodology. Additionally, we discuss the research gaps in at least fifty years’ worth of studies in the area from the 1960’s to the present, as well as ideas for future research to advance the state of the art.

Day care centers in Zamboanga City in western Mindanao, Philippines use the home language as a medium of communication as they carry out daily lessons for young children through songs, stories, games, and various social activities. Workers at the study’s day care site disclosed that the pandemic has significantly impacted language use among children in the community in favor of English. Internet connection and access to popular programs, particularly YouTube, have provided very young children easy access to English. As guardians and parents were forced to work from home at the height of the pandemic, the home became an extension of work, with most homes having a space for work using a laptop, a tablet, a cellphone, or other similar gadgets. It is within this set-up that children who were born between 2019 and 2020, who grew up within the lockdown period imposed by the deadly spread of COVID-19, and attended day care for the first time when they were around three to four years of age were observed to speak in English. Data from an experimental task where 3–4-year-old children were asked to describe animals using target language forms in Chabacano reveal that young Zamboangueño children spoke English most of the time. Excerpts from the data demonstrate how children generally spoke in English even while the task was delivered primarily in Chabacano. Demographic data and linguistic background of both the children and adults as provided by the parents or guardians of these children through a questionnaire help explain this phenomenon in greater detail. A closer look at the data reveals translanguaging at work among these multilingual children.