Linguistic Diversity: Language Acquisition and Social Connections of Selected Multilingual Grade Seven Students of SSA-T
Keywords:
language acquisition, multilingualism, pair reading and discussion, peer interaction, social connectionsAbstract
Impacting their academic and social experiences, this study explored how multilingual grade seven students managed their skills and social connections. Conducted at St. Scholastica’s Academy – Tabunok, this research utilized a mixed-method approach, that includes interviews and pre-test or post-test assessments, to check the interaction between the students’ language acquisition and social interaction. Findings have shown and revealed that paired reading activities meaningfully enriched vocabulary acquisition of the learners, further fostering collaboration in solving problems, and peer support. This study also highlighted the importance of educational practices that are inclusive in influencing students’ linguistic repertoires, promoting both academic and social success. This research, by addressing the distinctive challenges that multilingual students faced, played a part in the development of effective learning strategies and techniques for fostering supportive, open, and inclusive learning environments.
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