English Language Acquisition and Classroom Literacy Experiences Among Elementary Learners

Abstract

English language acquisition and classroom literacy experiences significantly influence learners’ communication skills, reading comprehension, academic participation, and overall literacy development in elementary education. This study explored English language acquisition and classroom literacy experiences among elementary learners in the Santa Maria District, Isabela. Anchored on Sociocultural Theory and Emergent Literacy Theory, the study employed a descriptive qualitative research design to examine learners’ literacy experiences, classroom participation, instructional interactions, and language acquisition processes in English instruction. Participants included selected elementary learners and English teachers from public elementary schools in the Santa Maria District. Data were gathered through semi-structured interviews, focus group discussions, classroom observations, and document analysis. Braun and Clarke’s (2006) thematic analysis approach was utilized in analyzing the gathered data. Findings revealed that interactive literacy activities, contextualized instruction, collaborative learning experiences, and supportive classroom environments significantly contribute to learners’ English language acquisition and literacy engagement. Learners demonstrated greater confidence and participation when teachers utilized storytelling, guided reading, peer interaction, visual learning materials, and learner-centered literacy activities. The findings further revealed that positive teacher support and meaningful classroom interaction strengthen learners’ vocabulary development, oral communication, and reading comprehension. However, challenges such as limited vocabulary exposure, fear of speaking in English, insufficient reading materials, home language interference, and varying literacy abilities affected language acquisition and classroom participation. The study concludes that supportive and contextualized literacy environments significantly contribute to English language acquisition and meaningful literacy experiences among elementary learners. Strengthening learner-centered instructional practices, literacy-rich classrooms, and home-school literacy partnerships is recommended to improve English language learning and classroom engagement.