Literary Analysis Of Selected Short Stories And Poems By Abrenian Writers: Basis For The Localized Grade VII English Learning Materials

Abstract

This study analyzed selected short stories and poems by Abrenian writers as basis for the development of localized Grade VII English learning materials. Recent trends in Philippine English instruction are heavily influenced by international assessments and standardized measures, often emphasizing abstract skills, foreign texts, and uniform benchmarks over local literature and students lived experiences (OECD, 2019; Rizal, 2021). Despite policies such as the Enhanced Basic Education Act of 2013 (RA 10533) and DepEd Order No. 35, s. 2016, which advocate for contextualized and culturally relevant instruction, existing Grade VII materials remain disconnected from local literary traditions, with limited empirical research on pedagogical integration (Alfonso & Torres, 2020; Dela Cruz, 2019).

Guided by constructivist learning theories (Bruner, 1996; Vygotsky, 1978) and culturally responsive pedagogy (Gay, 2010), this study employed a cultural-formalism approach to analyze themes, literary elements, stylistic features, and socio-cultural values embedded in the texts, emphasizing identity, cultural heritage, resilience, community, and social realities of Abra. These aligned with the Most Essential Learning Competencies (MELCs) outlined by DepEd (2020).

Findings indicate that the selected texts are rich in cultural and literary significance, offering authentic contexts that boost learner engagement, cultural affirmation, and critical thinking. Based on these insights, instructional materials integrating Abrenian literature were developed, featuring analytical and values-oriented activities aligned with curriculum standards.

The study concludes that systematic integration of local literature supports DepEd’s localization policy and fosters inclusive, meaningful English education, promoting relevance and cultural awareness.