Efficiency of Bilingual Method in English

Teaching: Improvement in the understanding in

English Subjects of 10th Grader Students of Quezon
City High School

A Research Paper
Presented to
The Class of Mrs. Rowena F. Bondoc
Quezon City High School

A Partial Fulfillment
of the Requirements
English 10

By:
Florino, Terence
Salazar, Brian Ashlee
Dagan, Kim Jaira
Mendoza, Irish Ann
Todio, Kliana Coline

February 18, 2016

Chapter 1. Introduction

Secondary education normally takes place in secondary schools, taking

place after primary education and may be followed by higher
education or vocational training. In some countries, only primary or basic
education is compulsory, but secondary education is included in compulsory
education in most countries. Education earned by the educators and spread by
the educated.

A student is a person engaged in study. The one who is devoted to

learning. A learner, a pupil, a scholar, especially, one who attends a school, or
who seeks knowledge from professional teachers or from books; as, the students
of an academy, a college, or a university, a medical student or a hard student.
A student or pupil is a learner, or someone who attends an educational
institution.

Students learn through taking courses. These are the individual subjects
(usually referred to by faculty and school officials) or the entire program (usually
referred to by students and outsiders). Subjects are the parts into
which learning can be divided. At school, each lesson usually covers one subject
only. Some of the most common subjects at school are English,
history, mathematics, physical education and science. Through these students
learn and put their selves into it. Wherein they develop their passion towards
studying.

Learning and students. Students who have the impression that nothing
they do will alter the results of the learning process, or who attribute success to
good luck and failure to bad luck, or who see the pedagogy and didactic practice
of the professor as the sole determinant of success or failure, will make little
effort to contribute to their own learning. What students believe about learning
and themselves as learners plays a key role in determining their success as
learners. Research evidence is very clear on this issue. If a student believes that
no matter what they do, they won’t succeed in a course, even being in a course
with a highly rated effective teacher does not change the effects of those beliefs.
They learn if they understand. It could be understood if it is understandable.

The subject of English consists of that area of the curriculum responsible

for preparing students, at any age, in the effective production and reception of
the range of possible textual representations of human experience—in short, to
become sophisticated writers and readers, broadly conceived. The ultimate goal
of all literacy learning and experience is to foster an understanding of self and
others through engagements in the wider world mediated by language. English
educators understand that to meet this goal, they must conceive of English
studies as encompassing a wide range of intellectual content, a wide variety of
communicative genres and literacy practices, pluralistic and inclusive approaches
to literacy use and instruction, and diverse ideological perspectives. English
educators value this intellectual diversity, and they strive to introduce pre- and in-
service teachers to the complexity and richness of the field.

English Reading is a complicated process, which is why so many

children struggle to become strong readers. The process of learning to read can
be particularly challenging for English language learners (ELLs), especially if they
have little or no formal schooling and they have not learned to read in their native
language. Reading is easy if the stroke of letters was learned but understanding
is beyond. Second language refers to any language learned in addition to a
person's first language; although the concept is named second-language
acquisition, it can also incorporate the learning of third, fourth, or subsequent
languages. People study through secondary language to obtain the information
coming from the neighboring countries. Until now, we’re still adapting this
learning for it is the commonly used way throughout the world.

The basic definition of bilingual education is the “use of two languages as

media of instruction.” In other words, there is agreement regarding what the
process of bilingual education is, but confusion arises when the philosophy and
goals of bilingual education are discussed.

Bilingual education involves teaching in all subjects in school through two

different languages and the practice of teaching children in their native language.
Instruction occurs in the native language and a minority language with varying
amounts of each language used in accordance with the program model. There
are many forms of bilingual education, and the implementation of these programs
in the educational system varies significantly. Often bilingual programs are set up
to facilitate the opportunity for children to progress in their subjects such as
mathematics, science, and social studies in their native tongue while they learn
their second language in a separate class.

The bilingual program, is that all the students in a bilingual class speak the
same native language. The teachers in a bilingual program are required to speak
in English, as well as foreign language. The students will be initially taught in
both languages, but as time progresses, their teachers will slowly phase out the
foreign language and teach only in English. At the end of a successful bilingual
program, they will be able to join their native English-speaking peers in regular
classes.

Bilingual teachers may use both languages in class strategically. By

mixing the two languages at certain times, they can lighten the cognitive load on
students while modeling the goal of bilingual functioning. In effective immersion
approaches, languages may not be alternated in the same period. What is ideal
or optimal depends on various factors such as the motivation and willingness of
students to communicate, which may differ considerably among individuals. The
bilingual teacher always has the language choice available, or the option of using
both languages. Students will notice at the very least that the goal of bilingualism
is attainable, and may be inspired by the teacher as a model of their own goal.

Bilingual education programs are created so that students can be able to

either maintain their own cultures, identities, heritages, and languages and/or
explore new ones. Teachers are faced with the question of how to best assimilate
students that do not speak the native language into the classroom.
 There are two main goals of bilingual education. First is the development
of the academic native language and school success. The second important
issue is the heritage language. In order to promote diversity, it is crucial to
acknowledge peoples' differences and facilitate the ability for them to keep their
dignity and spirit alive while allowing the growth of present and future forms of
language programs.

A society may be judged by how it treats its minorities or protects the

human rights of its vulnerable members. Some purposes for selecting languages
to use in education may be better than others from both ethical and pedagogical
perspectives. In any case, analyzing the diverse purposes behind the languages
that appear in schools can deepen the understanding of resulting educational
systems in the world, and possibly suggest improvements in terms of bilingual
education.

A. Research Statements

The bilingual education is generally intended to discover its efficiency in

learning and teaching in a selected group of students in Quezon City High
School. To investigate the effects and results of using this method. This study
also intends to aware parents and students on what bilingualism means and how
it works to understand a particular learning process and enhance learners’
capacities in understanding and is schools should use the immersion programs
where a student’s native language plays little or no role or should school use
bilingual literacy education where the instruction is given in the native language.

The researchers aim to study the ‘Efficiency of Bilingual Method in English

Teaching’ of Quezon City High School of the School Year 2015-2016. The study
sought to answer the following question:

1. Do students learn efficiently with the use of bilingual usage of language?

2. What maybe the advantages and disadvantages of using bilingual
language?
3. How does bilingual education can help us?

B. Scope and Limitation

The scope of this study, ‘Efficiency of Bilingual Method in English

Teaching’, focuses on the responses of the students and English teaching
teachers of the Quezon City High School.
 Although the research may reach its aim, there were some unavoidable
limitations. First because of the time limit, this research was only conducted in a
small size of population of students and teachers. Second, the student’s,
researcher’s and teacher’s overloaded works. It results into the scarcity of time to
perform the activity. Finally, the materials and manpower lacks to the extent that it
might affect the participant’s interest to take part on the research.

C. Significance of the study

Learning is the aspect of development that connotes modification of

behavior, skill and knowledge that results from practice and experience which
sought for quality education.

The generalization of this study would be a great contribution to the vast

knowledge in relation to student’s achievements. This study will be a significant
endeavor in promoting good performance in the school and society. This study
will also be beneficial to the students and instructors in strategic teaching and
understanding the discussions when they employ effective learning in their
classroom setting particularly in different concepts related to the use of bilingual
education. By understanding the needs of the students in knowledge that
depends on the quality of education, which is bilingual method, the instructors will
be able to give them the right education through teaching them in easy and
comprehensible way.

Moreover, this study will be helpful to the government and the country in
educating and growing for the success in present and in future. This will also
serve as a future reference for researchers on the topic of efficiency of bilingual
education. And importantly, this study will aware everybody on what method in
teaching do students learn efficiently.

D. Definition of terms

Bilingual a person fluent in two languages.

Bilingualism Bilingualism is commonly defined as the use

of at least two languages by an individual
(ASHA, 2004). It is a fluctuating system in
children and adults whereby use of and
proficiency in two languages may change
depending on the opportunities to use the
languages and exposure to other users of the
languages. It is a dynamic and fluid process
across a number of domains, including
experience, tasks, topics, and time.
Bilingual Education involves teaching academic content in two
languages, in a native and secondary
language with varying amounts of each
language used in accordance with the
program model.

Pedagogy the method and practice of teaching,

especially as an academic subject or
theoretical concept.

Educational System generally refers to public schooling, not

private schooling, and more commonly to
kindergarten through high school programs.
Schools or school districts are typically the
smallest recognized form of “education
system” and countries are the largest.

Secondary Education normally takes place in secondary schools,

taking place after primary education and may
be followed by higher education or vocational
training.

Chapter II. Review of Literatures and studies

This chapter presents the related literature and studies both in foreign and
local sources. This also includes of the synthesis of the art, gap bridged study
and the theoretical framework are defined conceptually and operationally for
clarify.

Review of the related literatures

The evidence on the effectiveness of dual immersion (or two-way)

bilingual education programs is even more compelling. In dual immersion
programs, half of the students are native speakers of English and half are native
speakers of another language. Instruction is provided through both languages
and the goal of these programs is for all students to become proficient in both
languages. In her research, Kathryn Lindholm-Leary, a professor of child
development in the College of Education at San Jose State University, found that
in developing proficiency in the English language, both English and Spanish
speakers benefit equally from dual-language programs. Whether they spend 10
to 20 percent or 50 percent of their instructional day in English, students in such
programs are equally proficient in English. Mathematics achievement was also
found to be highly related across the two languages, demonstrating that content
learned in one language is available in the other language. Despite limited
English instruction and little or no mathematics instruction in English, students
receiving 90 percent of their instruction in Spanish score at or close to grade
level on mathematics achievement tests in English. Furthermore, bilingual
education offers great opportunities to both language-majority and language-
minority populations. It is an educational approach that not only allows students
to master academic content material, but also become proficient in two
languages–an increasingly valuable skill in the early twenty-first century.

“A person who speaks two languages is worth two persons,” With our
changing society has come a clearly defined increase in the number of language
minorities (Omark and Erickson 1983). Demographic variables show evidence
that there will be an expansion of groups eligible for services through bilingual
education. However, bilingual education often means different things to different
people. In order to understand the basic concepts of bilingual instruction, certain
terms need clarification. Likewise, many children attend schools that teach in a
language in which they are not proficient, and this trend is growing due to rising
international migration. Linguistic barriers to learning in regular classrooms put
these students at risk of poor education outcomes. Hence, the best method of
bilingual education “immerses” children without “submersing” them. Typical rules
specify the use of many contextual clues (pictures, body language), separation of
languages, and excellent coordination and planning among teachers that
includes careful repetition of key vocabulary in both languages. For new children
starting such a program at a later stage in their school careers, intensive tutoring
is required in order to give the child a jump-start in the new language, and
rigorous testing in the new language must be delayed for some time to allow the
child a chance to catch up with the others (which he or she will certainly do).

Bilingual education continues to receive criticism in the national media.

This Digest examines some of the criticism, and its effect on public opinion,
which often is based on misconceptions about bilingual education's goals and
practice. The Digest explains the rationale underlying good bilingual education
programs and summarizes research findings about their effectiveness.
Furthermore, bilingual education gets the best results, writes researcher Claude
Goldenberg in a recent issue of American Educator. This is one of the simplest
lessons about teaching ELLs that Goldenberg draws from two recent major
reviews of the research, one by the National Literacy Panel (NLP) and the other
by the Center For Research on Education, Diversity, and Excellence (CREDE),
both completed in 2006. When schools provide children quality education in their
primary language, they give them two things: knowledge and literacy. The
knowledge that children get through their first language helps make the English
they hear and read more comprehensible. Literacy developed in the primary
language transfers to the second language. The reason is simple: Because we
learn to read by reading – that is, by making sense of what is on the page (Smith,
1994) – it is easier to learn to read in a language we understand. Once we can
read in one language, we can read in general.
 As the world’s minority language speaking populations continue to rise,
children who are taught to speak multiple languages will become a hot
commodity on the job market and once a person has opened their mind enough
to take in a second language, it becomes even easier for them to learn a third
and a fourth. Becoming bilingual increases, a person’s ability to focus on learning
new tasks and also triggers increased concentration. Multitasking also becomes
much simpler for those who are bilingual. While skeptics believe that bilingual
education will only serve to confuse a young student, studies prove that learning
a second language enhances the mind and provides the student with a much
brighter future, making it easier for them to understand and relate to other
cultures throughout the world. However, one of the most common criticisms of
bilingual education is that it provides foreign language students with an
opportunity to avoid complete and total assimilation into the culture where they
currently live. In order to fully adapt to the current culture of the country where a
person resides, a person needs to make certain sacrifices. Also, when a child is
made to spend a great deal of time learning a second language, this can hinder
their ability to develop the skills that they need in other areas. Specializing in one
particular area is considered to stunt the child’s overall development and can
actually lead to a lack of well-rounded learning.

When limited English proficient students are still learning English, it may
be better to teach other subjects in their primary language. To the extent that the
course content is more accessible when taught in the native language, limited
English proficient students will not fall (as far) behind in these other subjects
while they are catching up in English. Receiving instruction at school in the native
language may also improve students’ skills in their native language. Additionally,
parents of limited English proficient students, who themselves typically lack
proficiency in English, may be better able to assess their children’s school
progress, help with schoolwork, and communicate with teachers in a bilingual
education setting. Instruction in the native language might develop general
language skills that facilitate learning new languages. For example, some
strategies developed for reading in the native language may be applicable for
reading in English. Nevertheless, because some instruction is in the native
language, bilingual education students receive less exposure to English at school
than students in English-only programs. This might delay and weaken their
acquisition of English language skills, which could in turn affect the academic
tracks they can pursue later. Sometimes the inputs needed for bilingual
education programs are not available. First, it is difficult to recruit enough certified
bilingual education teachers for some districts, languages, and grades. While
teaching in English-only programs also requires special training, there is a larger
pool of candidates since proficiency in a non-English language is not necessary.
Second, teaching and learning materials are not available in many native
languages, subjects, and grades. Thus, implementing bilingual education
programs as intended becomes more difficult. Because bilingual education
programs provide some content instruction in the native language, limited English
proficient students with the same native language and in the same grade tend to
be grouped together in self-contained classrooms, unlike in most English-only
programs. On average therefore, limited English proficient students placed in
bilingual education programs have less exposure to other students as well as to
limited English proficient students of other native languages, and there could be
peer effects associated with this.

Consequently, bilingual education may help limited English proficient

students keep up in other subjects while they learn English. Bilingual education
helps limited English proficient students develop language skills in their native
(non-English) language, skills in students’ native language may facilitate their
development of skills in English and supports cultural inclusion and diversity. Still,
bilingual education segregates limited English proficient students from other
students, which may have social and academic impacts. Second, by reducing
exposure to English, bilingual education may slow the acquisition of English
language skills. Next, Appropriate teaching and learning materials may not be
available in all native languages. Lastly, a shortage of certified bilingual education
teachers makes it difficult to implement bilingual education programs as
intended.

Chapter III. Methodology

This chapter shall discuss the research methods available for the study
and what is applicable for it to response for the statement of the problem in
Chapter 1, which is directed towards the Efficiency of Bilingual Method in English
Teaching.
Likewise, this chapter presents the various procedures and strategies in
identifying sources for the needed information on the analysis and evaluation of
the Bilingual teaching efficiency.
Thus this part of the study specifies the method of researched used,
research design, respondents of the study, data collection, instruments used,
validation and administration of the instrument, conducted self-structured
interview, data representative and reliability, description of the study, statistical
treatment of data and analysis of the gathered data.

Research Design

The researchers used the Qualitative method to determine the efficiency

of Bilingual Education. This method sees to describe and understand the nature
of each respondent’s opinion about the ‘Efficiency of Bilingual method in English
Teaching’, especially the students of Quezon City High School.

Respondent
 The target of this study consists of 66 students from the 10% of the 10 th
Graders population of Quezon City High School. Every student had the chance to
be selected on the survey through the random selection, using the fish bowl
method. The selected respondents will answer the survey questionnaires made
by the researchers.

Instrument used

The instrument that will be used in the study is through survey approach.
Survey questionnaires made by the researchers will be answered by the selected
respondents. We used this method in order to properly assess the thoughts,
feelings and opinions of the respondents. The researchers used this method
because it’s low cost and can obtain an easy accessible information.

Data Gathering Procedure

Data will be collected through survey questionnaires that will be answered

by the random selected 66 10th Grader students in the Quezon City High School.
A significant percentage of respondents are members of a certain section of 10 th
Grader students.

Statistical Treatment of Data (Compilation)

After collecting of data needed, the researchers will tabulate and analyze
the gathered data from the survey with the help of statistical tools.

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