Abstract

This research explores Indigenous Peoples (IP) Industrial-Technical students’ perspectives on their native language and its significance to their lives, examining how their first language shapes their sense of identity and educational experiences. Using criterion sampling, eight participants were selected following consultations with their teachers. Data were gathered through interviews, audio recordings, and student-created sketches, with participants explaining how their artwork reflected their indigenous tongue and illustrating its use in classroom settings. The study identified four core beliefs and five cultural dimensions among the students, centered on the Kankanaey phrase “Gawis mi”—meaning “our wealth” or “our treasure”—which serves as an acronym for Gratitude, Affirmation, Wisdom, Identity, and Solidarity. Findings highlight how navigating multiple languages influences students’ self-image and social interactions, underscoring the need for inclusive language policies that promote linguistic diversity and support the use of native languages in school, while also emphasizing the vital importance of sustaining and transmitting indigenous beliefs and cultures across generations.

Full Article

DOI: 10.56901/edawa2025V5I2-15

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