The effect of previously processed grammatical structure on its subsequent production is referred to as structural priming to explore syntax representations in bilingual brains. This psycholinguistic inquiry investigated the active-passive alternation syntactic category and whether bilingual representations of the first language (Cebuano) and second language (English) are more integrated considering the L2 proficiency. This study conducted two structural priming experiments on 60 Cebuano-English bilinguals from a randomized population exposed to a prime type with verb type manipulation. Research subjects formed their responses concerning the target response drawings. Responses were classified as active, passive, and other to assess priming effects. Additionally, this study followed the mixed between-and-within-subjects design. Priming effects were established in the two studies using the mixed-effects logistic regression analysis. Cross-linguistic priming was found in Study 1 (English to Cebuano) in both verb types with a p-value of (< .001). However, cross-linguistic priming was not found in Study 2 (Cebuano to English) in both verb types with a p-value of (0.242). Active utterances were profound in both studies rather than passive structures. The L2 proficiency of the research subjects was statistically significant in Study 1 and not significant in Study 2. This further means that second language proficiency affects Cebuano language production more than English. With the greater likelihood of active utterances, research subjects have not integrated the syntax of both languages, mainly attributed to different language experiences, constituent word order, and unbalanced bilingual proficiency capabilities.

This research intends to track the first language acquisition descriptions of a three-year-old child speaking the Cebuano (Dabawenyo Bisaya) language in the Philippines. This research used naturalistic observations and interviews to gather data. The descriptive qualitative approach is the methodology employed in this study. Some important characteristics of the child’s language development were revealed. The child acquired the language through the principle of language innateness coupled with socio-factors. The exhibition of linguistic and communicative inputs of the child was derived from the representation of environmental sounds and speech intelligibility from the adult speeches. Primarily, the child used modeling and imitation to acquire language inputs used in household-level interactions. Cognitive, affective, competence, and performance factors were demonstrated to be enablers of the first language development of the child. However, there were also factors that inhibited the child from forming comprehensible language inputs such as phonological errors, and incorrect utterances, among others. The child also showed features of comprehension through the framework of sentential levels of adult speech. Clearly, a child’s earliest years are greatly influenced by nature and the surroundings. Language learning development is crucial in the earliest years so parents and early childhood educators ought to have crucial roles as vehicles in the formation of speech and comprehension of the children.

This study was conducted to examine the challenges of the learners on the instructional approaches employed by their English teachers in teaching literary texts. It also sought the impressions of the learners towards these instructional approaches and practices. The study employed qualitative realistic phenomenology as design and utilized researcher-made probing questions to elicit responses from the participants. Using In-Depth Interviews (IDI) and Focus Group Discussion (FGD) among the learners with Framework Method as the unit of analysis on the responses, the researcher found several themes that emerged and were categorically charted respectively. The challenges hindered learners from learning and appreciating literary texts. It also revealed the favorable impressions of the learners on the instructional approaches and practices of the teachers upon evaluating the teachers' approaches. With the study's limitations, it was recommended to investigate other lived realities of the learners to bank new knowledge and practices in literature education.