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Published in
Academic Frontiers
Ethno-Literature of the Mamanwa Tribe: Basis for the Development of Lesson Exemplars in English
Academic Frontiers, 2(6), 154-162, ISSN: 3082-4400, 2026.
Recommended Citation:
Ugay, A. B., & Estoque, M. L. (2026). Ethno-Literature of the Mamanwa Tribe: Basis for the Development of Lesson Exemplars in English. Academic Frontiers, 2(6), 154–162. https://doi.org/10.5281/zenodo.20690863
Author(s)
Ugay, Arne B., Estoque, Merlyn L.
Abstract
This study identified the ethno-literary pieces of the Mamanwa Tribe in San Juan, Alegria, Surigao del Norte, as a basis for developing English lesson exemplars aligned with the Most Essential Learning Competencies (MELCs). Specifically, it examined the existing ethno-literary forms, their underlying themes and values, methods of transmission, and their applicability in classroom instruction. Using a qualitative research design, data were gathered through in-depth interviews with five (5) community elders: 4 females and 1 male, 1 female aged 40, 3 females and 1 male aged 50 and above, and through analysis of selected literary pieces, including songs, stories, and poems such as Aro-Aro, Karim-Bali, Kasilihay, Hamiling Katilingban, Bado Naong Gisi, Ani-Toy, and Haoy Isa ka Batang Mamanwa. Findings revealed that these ethno-literary pieces embody significant themes, including friendship, separation, affection, kindness, respect, Indigenous identity, cooperation and unity, consequences of greed, poverty, and hardship, social inequality, education, and suffering. The cultural values reflected include loyalty, love, generosity, respect, self-acceptance, gratitude, forgiveness, pride, determination, and humility, all of which mirror the lived experiences of the Mamanwa people. However, challenges such as modernization, declining youth interest, and limited availability of elders threaten the continuity of these cultural practices. Furthermore, the study found that the ethno-literary materials align with Grade 4–6 English competencies, particularly in Quarter 4, making them suitable for integration into classroom instruction. Based on these findings, lesson exemplars were developed to incorporate Mamanwa ethno-literature into English teaching. These exemplars promote culturally responsive, inclusive, and contextualized learning, enhancing learners’ comprehension, critical thinking, and appreciation of indigenous knowledge. The study concludes that integrating ethno-literary pieces in education is an effective approach to preserving cultural heritage while enriching the teaching and learning process.
Keywords
Ethno-literary pieces, Mamanwa Tribe, indigenous literature, lesson exemplars, MELCs, cultural preservation, culturally responsive teaching
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