Ciciro A. Reyes

Western Pacific College, Inc. (WPCI)

Received Date: July 31, 2025; Accepted Date: September 11, 2025; Published Date: October 09, 2025;

^*Corresponding author: Ciciro A. Reyes, Western Pacific College, Inc. (WPCI); Email: ciciro_reyes@yahoo.com

Citation: Reyes CA (2025) English Language Acquisition Among Non-Native Speakers: A Study of School-Aged Children in Aklan Province, Philippines. Educational Development in Various Fields: EDIVF-136.

DOI: 10.37722/EDIVF.2025102

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Abstract

      This study explored the attributes and stages of English language acquisition among 14 children, averaging 9.07 years of age, belonging to medium and high socio-economic status families in Aklan, Philippines, whose mother tongue is Aklanon. Employing a mixed-methods approach, the study combined qualitative and quantitative data collection techniques with participants selected through convenience sampling. Quantitative data were analyzed using measures of central tendency, percentages, and ranks, while qualitative data underwent thematic analysis to identify recurring patterns and insights. Findings revealed that although Aklanon is predominantly spoken at home, the children demonstrated strong comprehension and speaking abilities in English. Early and consistent exposure to English-language media, including YouTube videos, TV shows, nursery rhymes, and educational content, played a significant role in their language acquisition. Some children exhibited rapid language learning, curiosity, and enthusiasm, whereas others faced challenges with abstract thinking, sharing personal interests, and adapting to new situations. Overall, the children’s progress in English acquisition fell within expected age ranges, supported strongly by parental communication in English. This study underscores the importance of balancing exposure to both English and the mother tongue to foster bilingual fluency. The results suggest further research into the long-term effects of early English exposure and the influence of digital media on language development.

Keywords: acquisition, exposure, language, immersion, mother tongue

Introduction

     Language is understood as a medium in which speech sounds are combined to form words, and those words are organized to convey complete thoughts (Sweet, as cited in Robins & Crystal, 2025). It takes the form of written characters, which can be read aloud to convey messages, while spoken words can also be transcribed into writing (Khan Academy, n.d.). Around the world, people use language to communicate ideas, share emotions, and build personal and social connections (Holmes, n.d.). Language functions not only as a medium for sharing information but also as a reflection of one’s identity, evident in accent, vocabulary, and native language influence, and personal viewpoint, revealed through the imagery and sensory expressions used (Garcia, 2025). Beyond basic communication, language is essential to human life as it fosters mutual understanding and enables people to live harmoniously by connecting individuals across different races, customs, and traditions, especially when navigating diverse languages (University of the People, 2023). Conventionally, language is seen as a system of spoken or written symbols used by people within a shared culture to communicate with one another, while also serving to connect them with people from other cultures.  Traditionally, peoples who share the same heritage, customs, and traditions, and communicate in a common language, are more likely to share ideas, thoughts, and feelings.  Around the world, English is the most commonly spoken language alongside Mandarin Chinese, Hindi, Spanish, French, Arabic, Bengali, Russian, Portuguese, and Urdu.

It is widely used in business and academia around the world due to its accessible writing conventions and beginner-friendly language structure (WorldAtlast, 2023). For non-native speakers, learning English requires a deep understanding of its linguistic system, particularly its grammar, vocabulary, and functions. This foundation should be complemented by the development of both receptive (listening and reading) and productive (speaking and writing) skills (MEP, 2025). In reality, even proficient non-native speakers often find themselves needing to adapt or “relearn” aspects of the language when moving to English-speaking countries, particularly due to differences in accent and pronunciation that may affect communication with native speakers (Natalie, 2024).

      The Republic of the Philippines is a country with a population of 114.17 million inhabitants (O’Neill, 2025) settling on approximately 7,641 islands in which the islands are grouped and named into geographical divisions: Luzon with 88 provinces, Visayas with 27 provinces, and Mindanao with 17 provinces (Fulgar, 2023). In total, there are 132 provinces in the country. The inhabitants are called Filipinos, and their national language is also known as Filipino. There are more than 170 distinct local languages (Postan, 2020) to compose Filipino as a language, choosing Tagalog as the basis of it (Belvez, n.d.). According to the 2020 Census of Population and Housing (PSA, 2023), the ten largest spoken languages in the country are Tagalog, Bisaya/Binisaya, Hiligaynon/Ilonggo, Ilocano, Cebuano, Bikol/Bicol, Waray Kapampangan, Maguindanao, and Pangasinan/Panggalato.  Despite their national language, they use English in business, education, government, and media. Filipinos are known to be multi-lingual, being articulate in Filipino as the national language, the mother tongue, and English.  As English becomes an essential tool for communication both domestically and internationally, it becomes advantageous among Filipinos. Since many Filipinos are fluent in English, interacting with foreigners and participating in global affairs become handy for them (Dungo, 2023). In the country, Filipino is spoken as the primary language while English as the secondary language as mandated in the current Philippine Constitution as posted by Day Translations, Inc. (2025).

      Meanwhile, the Province of Aklan is situated in the Visayas, with 615,475 inhabitants (based on the 2020 census), dwelling on 1,760.30 km² land area, with 17 municipalities. The 17 municipalities are composed of 327 barangays (PhilAtlas, 2025). The mother tongue is Aklanon. It is a well-preserved native language in the Philippines and is part of the Austronesian language family (Ethnologue, 2025). It is known as Bisaya/Binisaya and Aklanon/Inaklanon or simply Aklan, a Bisayan sub-group spoken by the people in the province on the Island of Panay in the Philippines (DBPedia, 2022).  The inhabitants or the people of Aklan are also called Aklanons. The people live in a progressive province, amidst a safe environment, stable, and growing economy anchored on agro-ecological tourism development that is globally competitive and sustainable under responsive and accountable governance (Patrick, n.d.).  The Republic of the Philippines Official Gazette (n.d.) posted that agriculture remains the primary livelihood, with rice and corn abundantly grown as seasonal crops harvested within the same year. Coconut, the leading permanent crop, continues to thrive without the need for replanting after each harvest. Root crops are cultivated mainly for household consumption and modest additional income. Poultry and swine farming serve commercial purposes, while the region’s terrain supports both fishpond development and expansive coconut plantations. Offshore fishing and aquaculture are common in Aklan’s eleven coastal towns, yielding diverse fish species, seaweed, and oysters. In addition to milkfish for local markets, prawns and crabs are farmed as key export products, alongside copra from coconuts. Fruits like bananas, melons, and pineapples are grown and surplus produce is shipped to Manila. The province also has an abundance of abaca, used for crafting slippers, mats, and bags. Cottage industries such as weaving, rattan and woodcraft furniture making, and hat production also thrive. Notably, Aklan is renowned for producing piña, a fine pineapple fiber cloth used in barong Tagalog, gowns, curtains, and tablecloths. Although the province boasts a thriving tourism industry and significant agricultural resources, poverty incidence among families was recorded at 6.2%, among Aklanon families (PSA, 2024).

      There are rare cases in the province where some children were observed acquiring and using English as their primary language at an unusually early age, despite Aklanon being the expected mother tongue. This phenomenon underscores the notion that language acquisition is largely influenced by environmental factors and nurturing. Notably, some of these children were identified as being on the autism spectrum disorder (ASD), while others demonstrated characteristics associated with giftedness. With all of these isolated and unusual cases, this study was undertaken to investigate the specificity of this incredibly extraordinary occurrences in the language acquisition of the children whose mother tongue is other than English.

      Building on this understanding, language acquisition is largely influenced by environmental factors and nurturing. The children are more likely to develop language skills when they are exposed to a speech-rich environment. However, while linguists and nativist theorists acknowledge the role of environmental exposure in language learning, they argue that it is not the sole factor. Effective language acquisition also relies on internal cognitive processes, with language emerging through stages—from babbling and baby talk to more structured language learning as the child grows. Language is acquired in stages, during which children gradually learn its fundamental components: phonology, morphology, and prosody. Under typical conditions, children can learn any language, depending on their environment (Speech Blubs, 2022).

      Focusing now on language acquisition, Akhtar et al. (2023) accentuated that language acquisition is more on learning words through overhearing. Since birth, children acquire words quickly through overhearing. Theoretically, they are very active participants in their language acquisition and develop it over time. The National Literacy Trust (2024) explained that play and language are closely connected, forming the basis for meaningful communication. Imaginative play develops children’s representational skills, mirroring how words symbolize objects and ideas. Through social play, children practice and expand their language abilities, supporting both vocabulary growth and social development. As children grow from infancy to early childhood, different types of play become more prominent, each encouraging distinct language input from adults. This process helps children acquire vocabulary and concepts essential for school readiness. The research of Ajaj (2020) revealed that electronic platforms offer personalized learning experiences for all students learning English as a second language. Utilizing digital tools and modern technology encourages greater use of English by enabling students to share ideas with peers, participate in educational and cultural language forums, and engage in English-speaking meetings with other learners. The study also highlights the effectiveness and value of various types of electronic platforms as important tools for language learning. The presence of an on-screen figure offering social cues may aid language learning through video. While infants and toddlers can acquire words and early literacy skills from videos, this form of learning is often less effective than interactions with live social partners. Various theories explaining the “video deficit” highlight challenges that may also apply to other digital media. Research suggests that touchscreens, like videos, can pose difficulties for young learners. One strategy to enhance word learning from video is to include on-screen speakers that offer social cues and referential support. Knight (2024) discussed how generational language differences often emerge within families, as younger members tend to favor the majority language acquired through school or peer interaction, rather than the heritage language spoken by older relatives. This shift is especially noticeable in Generation Z, whose language use has been significantly shaped by internet exposure and digital communication, resulting in patterns distinct from those of earlier generations

      Lemetyinen (2023) highlighted Noam Chomsky’s nativist theory of language development, which underscores the role of innate cognitive structures in language acquisition. Central to this theory is the concept of the Language Acquisition Device (LAD), an inborn mechanism that enables humans to naturally acquire language. Chomsky also introduced the idea of Universal Grammar, proposing that all languages share a common underlying structure understood intuitively by all humans. He emphasized the “poverty of the stimulus” argument, noting that the limited linguistic input children receive cannot fully account for their ability to master complex language rules, suggesting the presence of innate linguistic knowledge. Additionally, he supported the concept of a critical period for language development, a specific window in early life when the brain is especially receptive to learning language efficiently.

      Noala Ltd. (2023) presented the stages of language acquisition. The early childhood, language acquisition typically progresses through five key stages. From birth to six months, infants communicate through sounds like cooing, crying, and laughing. By six to nine months, they begin babbling, producing both consonant and vowel sounds with varying volume. Between nine and eighteen months, toddlers enter the one-word stage, using simple words like “mama” or “dada” meaningfully. At 18 to 24 months, they begin combining two words into basic phrases such as “doggie run,” and their vocabulary grows rapidly. From 24 to 30 months, children enter the telegraphic stage, forming short multi-word phrases that convey meaning but often lack proper grammar, like “mama home car” or “dadda go park.” While language acquisition follows a general sequence of stages in early childhood, individual differences in language acquisition can be influenced by various factors. Galatro (2022) emphasized that while it is difficult to determine the exact factors that most significantly influence advanced language acquisition in children, early exposure plays a crucial role. Delays during this critical period may lead to lasting challenges, as the brain’s neural pathways for language gradually lose their flexibility over time. The Access Center (2025) posted that literacy-rich environment highlights the value of speaking, reading, and writing in every student’s learning process. It includes thoughtfully choosing materials that support language and literacy development, designing the classroom to promote engagement, and providing purposeful instruction and guidance from teachers and staff. It can be individualized to meet student’s needs, teachers are able to create both independent and directed activities to enhance understanding of concept of print and word, linguistic and phonemic awareness, and vocabulary development.

      The research of Khan et al. (2024) revealed that students from higher socio-economic backgrounds tend to experience lower levels of anxiety when speaking or writing in English, likely due to their access to better educational resources and greater parental support. In contrary, those from lower socio-economic backgrounds often face higher levels of anxiety in English communication, which may stem from attending under-resourced schools and receiving limited support at home. For the time being, the research of Terasawa (2024) revealed that while there is generally a strong link between English proficiency and socioeconomic status (including factors like employment type, income level, and place of residence) across much of Asia, the strength and nature of this relationship differ notably between regions. Understanding socio-economic status (SES), it is a person’s standing in society based on their education, income, and occupation. SES is generally divided into three levels: low, middle, and high. Individuals from low SES backgrounds often face limited access to financial support, quality education, healthcare, and other essential resources. Those in the middle SES group typically enjoy moderate financial security, stable jobs, and can meet basic needs without major economic pressure. Meanwhile, people in the high SES category usually benefit from substantial financial means and easy access to high-quality education, healthcare, and various life opportunities. The classification of SES is not static and may vary according to cultural, geographical, and economic conditions (NIH, n.d.). Zoleta (2021) identified that the family with middle SES has family members typically hold stable job, salaried positions in sectors such as retail, transportation, communications, and government, including roles like sari-sari store owners, tricycle and jeepney drivers, bus conductors, call center agents, teachers, clerks, and other public or private employees. Their higher levels of education often lead to better job opportunities, and they tend to have smaller families with fewer children. They also invest more in their children’s education by enrolling them in private schools and providing tutoring support.

      According to Akiestar (2021), in families with high SES, English is predominantly spoken at home, serving as a clear marker of social standing in the Philippines. Historically, Spanish was the language of prestige until World War II, after which English became firmly associated with the elite. Today, most affluent native Filipino families are bilingual, speaking both their native language and English. Fluency in English often reflects one’s place in the social hierarchy. For example, people coming from an upper-middle or upper-class family in Manila speak both Tagalog and English fluently, far more proficiently than many others. However, a shift is noticeable among younger generations in elite families, many of whom now struggle with Tagalog as English increasingly becomes the dominant language at home.

      In relation to language acquisition, WHO (2023) explained that the children with ASD could be manifested among the children to having often co-occurring conditions, including epilepsy, depression, anxiety, and attention deficit hyperactivity disorder as well as challenging behaviors such as difficulty sleeping and self-injury. They are facing a complex developmental condition involving persistent challenges with social communication, restricted interests, and repetitive behavior.  On the other hand, Klein (2023) explained that giftedness has an early and enduring passion for communication, a remarkable capacity for concentration, persistence in pursuing a task, emotional intensity, perfectionism, and anxiety over separation in new situations. The children with giftedness may experience overachievement or underachievement, socialization issues, the ability to act older than their chronological age, and the belief that they are smarter than peers and elders. Davidson Institute (2025) continued that they usually manifest common characteristics such as ability to comprehend material several grade levels above their age peers, surprising emotional depth and sensitivity at a young age, strong sense of curiosity, enthusiastic about unique interests and topics, quirky or mature sense of humor, creative problem solving and imaginative expression, absorbs information quickly with few repetitions needed, and self-aware, socially aware, and aware of global issues.

      It is also worth noting that early indicators of ASD may be observable before the age of one, with more pronounced symptoms typically emerging between the ages of two and three. It is classified as a low-incidence disability, affecting approximately 20% of individuals with disabilities, and is characterized by atypical language acquisition when one or more foundational developmental factors are impaired as well as social communication, including limited sharing of interests, reduced emotional insight, avoidance of eye contact, impaired use of non-verbal gestures, scripted or stilted speech, literal interpretation of language, and difficulty initiating or maintaining peer relationships (American Psychological Association, 2025). The American Psychiatric Association (2025) posted that autistic children may experience restricted interests and repetitive behaviors, such as resistance to change, intense focus on specific topics, sensory sensitivities, and stereotypic behaviors like hand-flapping, rocking, or arranging objects in specific ways.  Notably, some children may demonstrate early word reading without comprehension or exhibit strong memory skills but poor responsiveness to spoken language or their own names. Children with ASD find it difficult to learn existing language in their environment than the normal children (Mostek, 2022). Furthermore, as they are influenced by individual differences in cognitive and social development, these children may exhibit atypical sensory processing and repetitive behaviors as coping mechanisms (Brain Balance, 2025). According to the NIH (2020), children with ASD often exhibit uneven language development, with speech and language abilities that do not align with typical developmental patterns. Their progress can be inconsistent for some may quickly acquire an extensive vocabulary related to a specific interest or display strong memory skills for recently seen or heard information. While some children may learn to read words at an early age, they often struggle with comprehension. Additionally, they may not respond to others’ speech or even to their own names.

      On the flip side, Quinn (2023) noted that while gifted children are widely recognized for their exceptional intellectual abilities, they represent a highly diverse group with a broad range of characteristics. A key marker of giftedness is advanced intellectual development. These children often display a deep curiosity and a strong desire to learn, eagerly exploring the world around them. Their capacity to comprehend and apply complex ideas often exceeds that of their peers, enabling them to grasp advanced concepts at an early age. Another notable trait is an outstanding memory, they can recall facts, sequences, and events with impressive accuracy, often surprising adults with how well they remember information. This strength enhances their ability to learn and helps them make meaningful connections across different areas of knowledge. In addition to intellectual strengths, gifted children frequently show a high degree of creativity. They enjoy tackling problems from unique angles and are skilled at thinking imaginatively. Their creative thinking is often accompanied by an ability to recognize patterns, understand abstract ideas, and form insightful connections, skills that are uncommon among children their age. They are highly expressive with words, numbers, or symbols. Davidson Academy (2024) posted that gifted children often exhibit distinct emotional characteristics that reflect a high level of emotional intelligence, the capacity to recognize, interpret, and manage their own emotions as well as those of others. These characteristics include heightened empathy and sensitivity to others’ feelings, strong internal motivation and persistence, advanced self-awareness and a tendency toward deep reflection, effective emotional self-regulation, and well-developed interpersonal skills that aid in communication and conflict resolution. They often display heightened sensitivity, advanced abstract thinking, strong memory, perseverance in areas of interest, and a preference for depth and complexity, though these traits may vary and can present challenges in structured settings.

      In a similar line of inquiry, Silvertant (2025) found common characteristic and traits between autistic and gifted children. Autistic children without intellectual disability and gifted children often share several key traits. Both may exhibit early verbal fluency and have exceptional memories, allowing them to retain and recall information with ease. They commonly develop intense, focused interests in specific topics, often accumulating vast amounts of factual knowledge in those areas. Sensory hypersensitivity is also frequently observed in both groups, making them highly reactive to sounds, textures, or lights. Their passionate interests can sometimes lead to social challenges, as they may dominate conversations or overwhelm peers with detailed, nonstop discussions. A strong fascination with letters or numbers is also common, often emerging at a young age. Additionally, these children may ask endless questions or provide unusually long, specific answers, sometimes making it difficult for them to shift topics or stop talking. Additionally, TWC (2024) explained the overlapping traits between autistic and gifted children. Both groups may show intense focus and deep interests in specific subjects, advanced problem-solving skills, and heightened sensitivity to sensory input. They can also experience asynchronous development, where intellectual abilities are well ahead of social or emotional maturity, and may exhibit strong emotional intensity, including heightened empathy, perfectionism, or difficulty regulating feelings. Recognizing these shared traits is essential for understanding and nurturing their unique strengths and needs.

      As a final note, this study was limited to school-aged children, selected through convenience sampling, whose first language was English rather than Aklanon. The parents of these children served as the primary respondents, providing insights into their children’s language acquisition experiences. This research explored the process of English language acquisition among children who are non-native English speakers, aiming to gain deeper insight into how they acquire the language in natural, everyday settings. Specifically, it examined the methods and strategies these children use to learn English, as well as the developmental stages and patterns they follow throughout the acquisition process. By focusing on real-life environments rather than controlled or formal instructional settings, the study highlights the importance of context, interaction, and exposure in shaping language learning outcomes. The findings aimed to inform educators, parents, and policymakers about effective, developmentally appropriate approaches to support second language learners during their critical early years.

Methodology

      This study employed a descriptive research design, incorporating surveys, observations, and case studies to gather both quantitative and qualitative data. While descriptive research does not establish cause-and-effect relationships, it provides valuable insights that can guide future investigations (Sirisilla, 2023). According to McCombes (2023), this method is particularly effective for identifying characteristics, frequencies, trends, and categories, especially in areas with limited prior research. To support these goals, the study utilized quantitative methods to collect and analyze numerical data, allowing for the identification of patterns, calculation of averages, testing of hypotheses, and generalization of findings to broader populations (Bhandari, 2023). Additionally, qualitative methods were employed to explore participants’ concepts, thoughts, and lived experiences through interviews, focus group discussions, case studies, and ethnographic approaches. As emphasized by the University of Newcastle (2023), qualitative research enables a deeper understanding of complex ideas, social dynamics, and the meanings individuals attach to their emotions and behaviors.

      A convenience sampling procedure was used in selecting participants. It is also known as accidental sampling, a non-probability method in which participants are chosen based on their ease of access, such as proximity, availability, or willingness to participate (Nikolopoulou, 2023). To expand the researcher’s access to the target population, Bachelor of Special Needs Education (BSNEd) students from Libacao College of Science and Technology (LCST) were involved and trained to interview parents of school-aged children who were conveniently identified as having unique or isolated developmental profiles. A structured questionnaire was designed, drawing from established sources and previously validated tools to ensure reliability and relevance. Information on the family’s socio-economic status was adapted from the National Institutes of Health (NIH, n.d.); behavioral indicators for children with ASD were drawn from both the American Psychological Association and the American Psychiatric Association (2025); and the character traits of gifted children were based on the Davidson Institute (2023). To assess language acquisition, the five stages of language acquisition outlined by Noala Ltd. (2023) were applied to determine the children’s current stage within the acquisition process. The methods of language acquisition were incorporated into the questionnaire to explore how English became the dominant language for these children from the information of One On One Children’s Therapy. (n.d.).

      A three-scale frequency survey was used in this study. It was based on Likert Scale Examples for Surveys (Eliot, 2021), which are frequently, rarely, and seldomly.  Frequently refers to the behavior or activity that occurs very often or is part of a routine, while rarely indicates that the behavior or activity occurs occasionally, but not regularly, and seldomly denotes that the behavior or activity occurs infrequently or almost never.  For data analysis, quantitative responses related to the extent of needs questions were processed using measures of weighted mean to identify central tendencies. Status and classification questions were analyzed using percentages, ratios, and proportions, while prioritization items were evaluated through rank-order analysis. In addition, a thematic analysis was conducted on open-ended responses to identify common strategies parents use to support their children’s English language acquisition, offering deeper qualitative insights into home-based language learning practices.

Results and Discussion

      This section presents the findings of the study based on the collected data, which were systematically organized and analyzed. To enhance clarity and facilitate comprehension, each interpretative discussion is followed by a corresponding table that supports the analysis, highlighting key trends, patterns, and implications aligned with the research objectives.

Table 1 presents the age distribution of the 14 children included in the study. The children’s ages ranged from 4 to 9 years old, with the majority falling between ages 5 and 7. Specifically, four children each were aged 5, 6, and 7, respectively, while only one child each was aged 4 and 9. No children were reported at age 8. The calculated mean age of the participants was 6.07 years, indicating that most children were in early childhood or early school age, an important stage for language development and cognitive growth. This age range supports the study’s focus on early English language acquisition.  

Table 01: Demographics of the Children as to Age

Age in years	f=14	Summation
4	1	4
5	4	20
6	4	24
7	4	28
8	0	0
9	1	9
Mean		6.07

      Table 2 presents the socio-economic status (SES) of children who acquired English early in life, rather than their mother tongue, indicating that they all came from medium (71.43%) to high (28.57%) SES families. No participants from low SES backgrounds were represented. This suggests a possible link between socio-economic status and early English language acquisition, where children from more advantaged households are more likely to be exposed to English at an early age, either through formal education, media, or family environment. The absence of children from low SES families may indicate limited access to such early exposure, highlighting an important gap in the sample. As a result, the findings may reflect the experiences of children who had greater support and access to resources for learning English, thereby limiting the study’s ability to generalize to learners from less privileged socio-economic backgrounds. This aligns with Akiestar’s (2021) observation that individuals in the upper strata of Philippine society often speak both the mother tongue and English, with the latter serving as a distinct marker of social status.

Table 02: Socio-economic status (SES) of children’s family

Socio-economic status	f=14	Percentage
Low level	0	–
Medium level	10	71.43
High level	4	28.57
Total	36	100.00

The data in Table 3 revealed a multilingual environment where Aklanon was the most frequently spoken language at home, yet English emerged as the language most clearly understood by the children. While Aklanon ranked highest in usage, English consistently ranked first in both current and general comprehension, indicating a shift toward English dominance likely influenced by education, media, and early exposure. Tagalog, though present, ranked lowest across all categories, suggesting minimal use and limited understanding among the children. Similarly, the children’s growing comprehension and preference for English suggest that early exposure and educational influences are shaping language acquisition in ways that mirror the wider societal emphasis on English as a valuable linguistic tool. This coincides with Dungo’s (2023) observation that Filipinos are known to be multilingual, articulate in Filipino as the national language, their mother tongue, and English. As English continues to serve as a key medium for both domestic and international communication, its perceived advantage becomes evident, particularly among Filipinos who are increasingly fluent in the language. Overall, the findings highlighted a growing preference for English in children’s language acquisition, even in households where a regional language was primarily spoken.

Table 3.  Ranked languages spoken and understood by children at home

Category	Rank 1	Rank 2	Rank 3	Total	Rank
Languages spoken at home
Aklanon	7	5	2	23	1
Tagalog	1	5	6	29	3
English	8	5	2	24	2
Languages that the children understand at home
Aklanon	1	6	5	28	3
Tagalog	1	4	6	27	2
English	11	2		15	1
Languages that the children presently understand at home
Aklanon		7	4	26	2
Tagalog		5	7	31	3
EnglishGrowth and Reproductive Performance of Oreochromis Shiranus (Boulenger 1896) Broodstock Fed on Diverse Diets Under Intermittent Harvesting Regime	12			12	1

      The thematic analysis in Table 4 reveals three key themes in the strategies used to support children’s English language acquisition: media-based learning, environmental exposure, and interactive practice. The most prominent theme, cited by 57.14% of respondents, was media-based learning, which involves the use of English-language videos, YouTube content, TV shows, movies, and other online materials. This indicates a strong reliance on digital and audiovisual media as a means of exposing children to English in a passive or semi-active manner. Ajaj (2020) strongly supports this theme, highlighting that electronic platforms significantly enhance English language acquisition by offering personalized learning and enabling students to actively engage in meaningful communication through digital interactions, forums, and peer collaboration. The presence of an on-screen figure offering social cues may aid language learning through video. The remaining responses were evenly divided between environmental exposure (21.43%), which entails immersing the child in an English-speaking environment, and interactive practice (21.43%), where caregivers or educators engage children in spoken English. These findings suggest that while many adults prioritize accessible and entertaining media as a language tool, fewer emphasize the importance of creating immersive or interactive English-speaking experiences.

Table 04: Strategies used to support children’s English language acquisition

Factors	f	Percentage
Watching video, YouTube, TV shows, movies, and online contents in English	8	57.14
Immersing the child to an English-speaking environment	3	21.43
Speaking with them in English	3	21.43
Total	14	100.00

Table 5 presents the observed behaviors of the children. The findings show that all behaviors occurred only occasionally, falling under the “Rarely” category, which indicates a generally low frequency of autism-related behaviors among the group. These behaviors included interpreting abstract ideas literally, decreased sharing of interests with others, arranging things in a particular manner, and fidgeting or stimming. Among the three behavioral domains, social communication deficits were the most noticeable (2.04), followed by restricted interests (1.88), and repetitive behaviors (1.64), which were the least observed. The overall average weighted mean of 1.85 supports the conclusion that such behaviors were infrequent among the children assessed.

Table 5. Children’s behavior

Children’s Behavior	Weighted Mean	Interpretation
Social Communication Deficit	2.04	Rarely
Restricted Interests	1.88	Rarely
Repetitive Behavior	1.64	Rarely
Average Weighted Mean	1.85	Rarely

Table 6 presents data on indicators of giftedness among children, with results suggesting that such traits were occasionally observed overall (2.20). The most frequently noted characteristics were rapid information absorption (2.64), strong curiosity about unique topics (2.57), and advanced comprehension beyond grade level (2.50), all of which reflected cognitive aspects commonly associated with giftedness. In contrast, creative expression (2.29), a mature or quirky sense of humor (1.64), and especially awareness of self, others, and global issues (1.42) were less apparent. This pattern may indicate a stronger presence of intellectual giftedness over social-emotional or creative traits, possibly shaped by the learning environment, assessment focus, or cultural attitudes toward gifted behavior. The findings underscore the importance of adopting a broader definition of giftedness in educational settings, one that recognizes and nurtures not only academic strengths but also emotional intelligence, creativity, and social awareness.

Table 06: Giftedness

Behavior	3	2	1	Total n=14	Weighted Mean	Interpretation
1. Comprehending material several grade levels above their age peers.	8	5	1	35	2.50	Frequently
2. Comprehending material several grade levels above their age peers.	6	6	2	32	2.29	Rarely
3. Strong sense of curiosity and enthusiastic about unique interests and topics	9	4	1	36	2.57	Frequently
4. Quirky or mature sense of humor	2	5	7	23	1.64	Rarely
5. Creative problem solving and imaginative expression	8	4	2	34	2.42	Rarely
6. Absorbing information quickly with few repetitions needed	10	3	1	37	2.64	Frequently
7. Self-aware, socially aware, and aware of global issues	2	2	10	20	1.42	Seldomly
Average Weighted Mean					2.20	Rarely

      Table 7 presents the stages of English language acquisition among children with an average age of 6.07 years. The data show that children typically communicated primarily through vocalizations such as cooing, laughing, and crying by 2.5 months. By 7.4 months, their vocalizations became more developed as they began babbling consonants and vowel sounds without clear meaning. At 9.7 months, children were able to say their first words, commonly “mama” and “dada,” using them in various ways. Interestingly, at 16.7 months, children were already combining two words (e.g., “mama eat” or “doggie run”), which is slightly earlier than the typical range of 18 to 24 months. By 25.7 months, they increasingly formed complex sentences incorporating morphemes to express ideas more clearly. While the children’s language acquisition generally fell within the expected age ranges, the earlier-than-typical achievement of Stage 4 suggests that some children in the sample demonstrated accelerated language development. This variability is common in early language acquisition, particularly in multilingual environments or among children with early exposure to English, which delineates with what was mentioned by Silvertant (2025) that children with ASD and giftedness may exhibit early verbal fluency and have exceptional memories, allowing them to retain and recall information with ease. It is also important to consider that the mean age reflects an average that may be influenced by early developers, and additional statistics like the median or range could offer a clearer picture of individual variation.

      The Editorial Team (2023) emphasizes that understanding the typical phases of language development is crucial for identifying and addressing any issues that may arise at each stage. Recognizing these developmental benchmarks allows parents, educators, and health professionals to detect potential delays or atypical patterns early, enabling timely intervention and personalized support. When children deviate from typical timelines, either through early advancement or delayed progress, these patterns can reveal critical insights into cognitive, social, and emotional development. In educational contexts, such awareness can guide the creation of age-appropriate instructional strategies that align with the child’s current language abilities. Ultimately, tracking the stages of language acquisition not only supports individual learning outcomes but also deepens our understanding of how environmental, cultural, and linguistic factors shape early language acquisition.   

Table 7.  Stages of language acquisition

Stages	Months	Your child (how old) n=14	Mean
Stage 1, Infants communicate primarily through vocalizations, including cooing, laughing, and crying.	0 to 6 months	35	2.5
Stage 2, Vocalizations become more developed, and infants start to babble, both consonants and produced vowel sounds and syllable structures with no clear function or meaning.	6 to 9 months	104	7.4
Stage 3, Toddlers are able to say their first words and use them in different ways, like mama and dada as the first common first words	9 to18 months	137	9.7
Stage 4, Toddlers are able to combine two words (“mama eat” or “doggie run).”	18 to 24 months (1 ½ years to 2 years old)	234	16.7
Stage 5, Toddlers are able to increasingly create complex sentences that allow them to better communicate their ideas and start to incorporate morphemes to make more semantically sound phrases.	24 to 30 months (2 years and 2 ½ years)	361	25.7

      Table 8 highlights the significant role parents play in their children’s language acquisition, with data showing strong parental involvement in fostering communication through various supportive methods. Parents were rated as excellent in establishing an open system of communication (4.71) and very good in creating opportunities for language experimentation, encouraging expressive dialogue, modeling adult language, and providing a semantically rich environment. These findings align closely with Chomsky’s nativist theory, as discussed by Lemetyinen (2023), which emphasizes the presence of innate cognitive structures for language learning. While Chomsky proposed that children are biologically predisposed to acquire language through mechanisms like the Language Acquisition Device (LAD) and Universal Grammar, the results in Table 8 suggest that parental input and a language-rich environment significantly complement these innate capacities. This supports the idea that while language learning is rooted in biological readiness, meaningful interaction and exposure, such as those provided by engaged parents, are essential in activating and enhancing a child’s language development, particularly during the critical period of heightened linguistic receptivity.

Table 8.  Language acquisition methods

Methods	5	4	3	2	1	Total n=14	Weighted Mean	Interpretation
Provide a good example/model of adult language for your child.	6	6	2			60	4.20	Very Good
Provide many opportunities for your child to experiment with language, learn communication strategies, and turn-taking.	7	6	1			62	4.42	Very Good
Aim the length and complexity of your speech to just above the child’s level; avoid over-correcting your child, but imitate his utterance with the expansion of it into adult speech.	2	9	3			55	3.93	Very Good
Provide an open system of communication where the child is.	10	4				66	4.71	Excellent
Encourage the child to express his/her thoughts and feelings (negative as well as positive).	5	5	4			57	4.07	Very Good
Encourage talking in your child by using expansion.	6	7	1			61	4.35	Very Good
Encourage talking in your child by using self-talk and parallel-talk.	4	8	2			58	4.14	Very Good
Provide a semantically rich environment with a lot of opportunities to talk about things and directly experience them.	4	7	3			57	4.07	Very Good

      The key facilitators and challenges of English acquisition are shown in Figure 1. As shown, successful acquisition of the English language is not determined solely by classroom instruction. Rather, it is influenced by a range of factors including the learner’s environment, personal traits, and the support systems surrounding them. The figure compares key facilitators and challenges that either promote or hinder English acquisition. Understanding these contrasts provides a clearer picture of how to support learners effectively. One major facilitator is the learner’s curiosity and early interest in learning. This natural motivation often drives students to actively seek out opportunities to use English, accelerating their language development. However, this advantage can be undermined by limited real-life English interaction. Without practical settings in which to apply the language, such as conversations, group activities, or real-world tasks, even highly motivated learners may find their skills stagnating. Another essential support is parental involvement at home. When parents actively engage in their child’s learning, helping with homework, encouraging practice, or showing interest in progress, it reinforces lessons learned in school and builds learner confidence. In contrast, a common challenge is learners’ difficulty coping with change. Sudden shifts in teaching methods, school environments, or learning expectations can create stress and disrupt the language acquisition process, especially if students lack emotional or academic support. Frequent exposure to English media also plays a significant role in supporting English acquisition. Listening to songs, watching movies, or playing English-language games provides consistent and engaging contact with the language, enhancing vocabulary, comprehension, and pronunciation in an informal way. Yet, this must be balanced carefully. A major challenge arises when learners reduce or are discouraged from using their native language. Suppressing the first language can interfere with identity, learning confidence, and even comprehension, as strong native language skills often support the learning of a second language.

      In light of these findings, it becomes clear that improving English acquisition involves more than just delivering formal instruction. Educators and parents should encourage curiosity and early engagement, promote frequent and meaningful exposure to English, maintain strong and active connections to the learner’s native language, and provide stable, supportive environments that reduce anxiety and allow for real-life English use. Addressing both the facilitators and the challenges will lead to more effective and inclusive language learning outcomes.

Figure 1. Facilitators vs Challenges of English Acquisition

Facilitators	Challenges
Curiosity and early interest in learning	Limited real-life English interaction
Parental involvement at home	Difficulty coping with change
Frequent exposure to English media	Reduced use of native language

      Table 9 summarizes Tables 1 to 8 to show the overall picture of the study. The demographic data indicates that the children in the study have an average age of approximately 6 years, ranging from 4 to 9 years old. Most children come from families with a medium to high socio-economic status, comprising over 70% of the sample, while nearly 29% belong to high socio-economic status, and none from low SES. Regarding language environment, Aklanon is the most commonly spoken language at home, followed by English and Tagalog, although children tend to understand English better than the other languages. Strategies to support English language development primarily involve exposure to English media such as videos, YouTube, and TV shows, which accounts for over half of the methods used, with immersion in English-speaking environments and direct English conversations also contributing but to a lesser extent.

      Behaviorally, the children generally show low incidence “Rarely” of social communication deficits, restricted interests, and repetitive behaviors, indicating relatively typical development in these areas. Some giftedness traits are observed occasionally, especially in curiosity and quick information absorption, although the overall presence of gifted behaviors is moderate. The progression of language acquisition stages aligns with typical developmental milestones, with children showing expected advancement from vocalizations to more complex sentence formation over time.

      Finally, the methods used to promote language acquisition are rated from very good to excellent in effectiveness. The most highly rated strategy is providing an open communication environment for the child, while other strategies such as offering good adult language models and encouraging expressive language are also well regarded. Overall, the data suggests a supportive and enriched linguistic and socio-economic environment conducive to both language acquisition and typical social behaviors among the children studied.

Table 9. Summary of Tables

Table	Topic / Variable	Key Data / Summary
1	Demographics: Age of Children	Mean age = 6.07 years
2	Socio-Economic Status (SES)	Medium level 71.43%, High level 28.57%, Low level 0%
3	Languages Spoken & Understood at Home	Spoken: Aklanon (Rank 1), English (2), Tagalog (3) Understand: English most understood, followed by Tagalog, Aklanon
4	Strategies Supporting English Development	Watching English media 57.14%, English environment 21.43%, Speaking 21.43%
5	Children’s Behavior	Overall “Rarely” for deficits or restricted/repetitive behaviors
6	Giftedness	Average Weighted Mean = 2.20 (Rarely)
7	Stages of Language Acquisition	Mean months per stage: Infants (2.5), Vocalizations (7.4), First words (9.7), Two-word combos (16.7), Complex sentences (25.7)
8	Language Acquisition Methods	Weighted Means: 3.93 to 4.71 (Very Good to Excellent)

Conclusion

      The study reveals that children from middle to high socio-economic families, develop strong English proficiency despite Aklanon being spoken at home. It is an outcome largely shaped by consistent exposure to English-language media such as YouTube, TV shows, and online content. Their early language development, curiosity, and fast learning pace reflect traits of giftedness, further supported by active parental involvement in fostering rich, communicative home environments. These findings carry practical relevance for curriculum designers and teacher training programs, highlighting the need to integrate media-based learning, support for early language stimulation, and strategies tailored to advanced learners and family engagement to better support language acquisition and cognitive growth.

Recommendations

      Based on the findings, it is recommended that parents, educators, and caregivers continue to provide rich, meaningful exposure to English through age-appropriate media, interactive activities, and real-life communication opportunities. Encouraging curiosity and supporting children’s unique interests can further nurture their giftedness. Although autism-related behaviors were rarely observed, monitoring children’s responses to changes and social settings remains important to ensure appropriate and timely support when needed. Language acquisition can also be enhanced through structured play, storytelling, and peer interaction. In addition, community and institutional support, such as language immersion programs, after-school clubs, or culturally enriched learning environments, can provide consistent, real-world exposure to English, while also fostering socio-emotional growth and inclusive interaction. Schools and communities are encouraged to adopt initiatives that not only strengthen language proficiency but also promote well-rounded development. Finally, the crucial role of parental involvement, as highlighted in this study, should be a central component of future language acquisition efforts, as a supportive and communicative home environment greatly contributes to children’s cognitive and linguistic growth.

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