Management strategies in transitioning non-Chavacano students to Chavacano medium of instruction

Abstract

Since Chavacano is not the native tongue of Visaya, Samal, and Tausug, it is a challenge for teachers to impart knowledge to their students in this medium. The purpose of this study was to identify management techniques for converting non-Chavacano students to the Chavacano language of instruction. In the study, forty educators working in Zamboanga City's kindergarten, first, second, and third grades participated. In order to identify the management strategies for transferring non-Chavacano students to Chavacano medium instruction, this study used a descriptive-quantitative approach. The results of the study demonstrated the need for distinct strategic management when transferring non-Chavacano pupils to a Chavacano language of instruction. They replied that the best way to address this issue and find a solution is to identify efficient management techniques that meet the requirements of the students. The purpose of this study is to map out the suggested solution that educators have provided in order to develop more effective management techniques for transferring Chavacano language proficiency to nonChavacano pupils.