CHAPTER 1

The Problem and its Background

Introduction

Language impacts the daily lives of members of any race, creed, and

region of the world. It helps express our feelings, desires, and queries to the

world around us. Words, gestures and tone are utilized in union to portray a

broad spectrum of emotion. (Leonardo De Valoes, 2014). The importance of

communication is often overlooked. Despite our great prowess in communication,

misunderstandings and mistranslations are commonplace. It is arrogant to

believe that one can travel the world and expect all of mankind to understand his

or her native tongue. In order to travel the world, whether for business or

pleasure, a desire and willingness to adapt to new cultures and methods is

necessary. Language is one of the instruments used in order to communicate in

teaching. It is used to express one self and share knowledge to the students. The

use of a language contributes to the development of learning of students

particularly if it is a secondary language used to teach a specific subject which is

English.

Second language immersion is an effective means of facilitating primary

school students' second language acquisition without undermining their

competence in their first language. Bilingual education in Asia is different from

models found in Europe or N. America. Systems are already bilingual/trilingual,

but usually do not have more than one (perhaps two) media of education. English
as a subject enters the system later with a national language of some sort as first

medium of education. Later, however, in most Asian systems English becomes

dominant partner with major roles and important domains. This is what makes

these systems different: English is the preferred 'other' language, in all Asian

countries. However, though English has appeal it is also viewed with suspicion,

and not just in post-colonial situations, or where it is used as a medium of

education, not just a subject. In Singapore, where English. is taught/learned as a

first language of schooling, in India and Malaysia, where it is not a medium of

(elementary) schooling. in Philippines where it is second language with important

roles in education

English literacy has been one of the major focuses of the Philippine

Educational System today and during the American Colonialism. According to the

history, it was between the year 1898-1946 when the English language was first

introduced to the Filipinos, and was considered as an official language.

Eventually, it became the medium of instruction in public schools as well as the

language used in newspapers, books and magazines. However, the occurrence

of The National Language Institute during the regime President Manuel L.

Quezon resulted to selecting Tagalog as a base language of communication for

Filipinos on December 30, 1937. Later on, Filipino was officially proclaimed as

Philippine National Language. The Bilingual Language Policy in the country's

education system seeks to attain Filipino and English competence at a national

level through their use as media of instruction at all levels. With the signing of the
1987 Constitution, Filipino and English are mandated to be used as media for

instruction. (Nigel Tan, 2014)

Bulacan is one of the top provinces which speak good Tagalog in the

Philippines, when it comes to articulation and other aspects of the language such

as writing and discourse. English language is taught in Elementary and

Secondary Education as it's one of the major subjects that should be met in the

curriculum. However, it's essential to know that the first language should not be

set aside, as it strengthens and supports the learning of other languages (L2),

mainly English (According to K to 12 Curriculum Guide).

Assembly Woman Felicita G. Bernardino Memorial Trade School of Lias,

Marilao Bulacan aims to produce knowledgeable and productive graduates who

will soon shape the Philippines. It also provides quality of education to the youth

through formal or non-formal channels (AFGBMT-Vision Mission). Through this

study, awareness of effective medium of instruction specifically in an ESL class

whether monolingual or bilingual language can be acquired by the students,

teachers and administrators of this school. It will help the administrators to yield

seminar, program or curriculum that will develop learners who are efficient and

globally competitive as products of effective medium of instruction based on their

academic performance and preferred teaching style. This research will also give

teachers some insights or ideas on effective teaching style, strategy and

technique through discovering proficiency in English as the target language

through the use of monolingual teaching or bilingual teaching in an English class.