Translated Filipino Versions of Regional Songs and Cultural Reception of Diverse Grade 7 Learners in Isulan

Abstract

Understanding how translated Filipino versions of regional songs shape cultural reception is essential for promoting inclusivity, preserving cultural heritage, and reinforcing the connection between language and identity in diverse learning environments.  This study investigated the cultural reception of Filipino-translated regional songs among Grade 7 learners in Isulan, employing a Sequential Explanatory Mixed-Methods Research Design. The research aimed to evaluate how these translations influence students’ cultural appreciation, comprehension, and inclusivity across varied ethnolinguistic backgrounds. Results showed a high level of acceptability and a positive reception toward the translated songs. Learners perceived the translations as authentic and meaningful, effectively preserving the original emotional depth, cultural essence, and regional identity of the songs. The use of Filipino as a shared language facilitated inclusive participation and equitable cultural engagement, demonstrating the potential of translanguaging practices in educational contexts. Three key factors emerged as central to this positive reception: enhanced comprehension through translation, retention of original musical elements that ensured emotional resonance, and the fostering of inclusivity through a common linguistic medium. While learners acknowledged the cultural integrity of the translations, some recommended further refinement for improved clarity and emotional impact. Based on these findings, the study advocates for the integration of translated regional songs into classroom instruction and school-based cultural programs. It further recommends collaboration with local artists and cultural practitioners to ensure authenticity, and the use of interactive, culturally responsive teaching strategies to deepen student engagement and understanding.