Rizal Technological University

College of
Education
ENGLISH DEPARTMENT
Boni Avenue, Mandaluyong City

The Feasibility of Language Policies Implemented in Different Secondary Schools of National

Capital Region to Language Teaching Strategies of English Teachers in City of Mandaluyong
Science High School S.Y 2018-2019

RESEARCH

IN

LANGUAGE PROGRAM AND POLICIES IN

MULTILINGUAL SOCIETY

Submitted by:

Noora Joshua

Ocampo, Danica

Ocampo Ryan Renz

Oria, Stephene Grace

Ortiz, Ellaisa Marie

Pagkalinawan, Stephanie

February 21, 2019

 Rizal Technological University
College of
Education
ENGLISH DEPARTMENT
Boni Avenue, Mandaluyong City

TABLE OF CONTENTS

CHAPTER. ……........................................................ 1

Introduction. ……......................................................... 1

Background of the Study ……......................................................... 2

Research Problems ……......................................................... 2

Theoretical Framework ……......................................................... 3

Conceptual Framework ……......................................................... 4

Significance of the Study ……......................................................... 4

Scope and Delimitation ……......................................................... 5

Definition of Key Terms ……......................................................... 5

CHAPTER II ……......................................................... 6

Local Studies. ……......................................................... 6

Foreign Studies. ……......................................................... 8

Literature ……......................................................... 10

BIBLIOGRAPHY ……......................................................... 11
 Rizal Technological University
College of
Education
ENGLISH DEPARTMENT
Boni Avenue, Mandaluyong City

Chapter I

The Problem and its Background

Introduction

The implementation of K to 12 Curriculum brought radical curriculum changes in

Secondary Education Institutions (SEI). This made room for expansion of different Secondary
Schools not only in the urban areas of the Philippines but also on the provincial areas. Hence, K
to 12 has profoundly impacted the educational system of the country. Along with its
implementation, some policies still prevail in the educational system of different regions. This
study “The Feasibility of Language Policies Implemented in Different Secondary Schools of
National Capital Region to Language Teaching Strategies of English Teachers in City of
Mandaluyong Science High School (CMSHS)” views to assess the usability of the implemented
policies in developing the strategies and methods of English teachers in the instruction of the
English Language in the Secondary level. The roles that language policy and language practice
and use in education play are regarded to influence the efficacy of teaching and learning in the
school setting.

Brought forth by the rise of globalization and internationalization of services in education,

the objective of producing manpower that is equipped to the demands of the knowledge-based
economy has realigned government policies worldwide to put education at the forefront of its
development strategies. From the rise of English language as ‘the’ language for globalization calls
for a more inclusive and natively-oriented mother-tongue based multilingual education (MTB-
MLE), this study will discuss broadly the dynamics of language, implementation and influence,
and will look at the language policies of the Philippines as a critical factor in shaping the
instructional methods of English Teachers in teaching the language

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 Rizal Technological University
College of
Education
ENGLISH DEPARTMENT
Boni Avenue, Mandaluyong City

Background of the Study

It is important to learn English language especially in modernized world, this language is

the main tool that everyone can equip to communicate to foreign countries. This study reports
about a finding on how the implemented language programs in NCR affect the language teaching
strategies. This study establishes a thorough discussion on the two variables such as the
implemented language program and language teaching strategies. It mainly focuses on how
effective the language program is, and how the teachers apply it to their style of teaching
specifically in English language.

Statement of the Problem

It is hoped that the study will provide some insights about how the implemented language
programs in National Capital Region in different secondary schools affect the language teaching
strategies. In keeping with these goals, the study poses and sought to answer these questions:

1.) Do the teachers have effective strategies in teaching a language?

2.) Do the teachers follow the implemented language programs?

3.) How do the teachers make effective strategies in teaching a language?

Theoretical Framework

The Associated Learning Theory which is a strategic learning based on constructivist

perspectives: partially based on the claims of Cognitive Flexibility Theory (Sprio, 1993) which
notions that multiple situations and multiple goals within a case will promote successful teaching
and learning. The factors that constitutes with the study's goal is directed to the effectiveness of
the policies and instruction.

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 Rizal Technological University
College of
Education
ENGLISH DEPARTMENT
Boni Avenue, Mandaluyong City

The Strategic Teaching Framework can therefore be coined as one of the study's theories.
The Strategic Teaching Framework provides seven critical zones that can be useful to describe
teaching/learning environments. STF consists of seven critical zones: 1) Goals and metaphors that
drive learning and instruction: situate all learning within authentic contexts; 2) Learner
characteristics, responsibilities, and values: develop rich mental models of classrooms by
presenting examples of exemplary classes for a full class; 3) Teacher characteristics,
responsibilities, and values: provide multiple perspectives on classroom activities from various
experts; 4) Tasks that define the nature and level of achievement: anchored instruction; 5) School
characteristics (context) that support teaching and learning: provide flexibility of time and access,
and cost-effective resources; 6) Principles of sequencing: the learner work to identify their own
needs and will sequence their experience in a way which will maximize their own learning; and 7)
Principles of assessment: provide reflection opportunities

Conceptual Framework

This study focuses on assessing the usability of the Language Policies of Secondary
Schools in NCR in enhancing and developing the English language teaching strategies by
espousing the idea that the implementation of the language policies is a major factor in the strategic
planning of English teachers in CMSHS in teaching the language.

The researchers based their assumptions on the Language Education Policy known for its
multifaceted approach on education and language. For example, the policies implemented in
Secondary Schools in NCR conforms with the amendments of the constitution (external factor),
and the English teachers, which are under NCR, conforms with whatever policy the region is
implementing (external factor). However, the teachers may also differ and improvise their
methods, materials, and strategies in teaching (internal factor).

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 Rizal Technological University
College of
Education
ENGLISH DEPARTMENT
Boni Avenue, Mandaluyong City

Significance of the Study

To the teachers the given data will guide teachers on what to do to the students to really learn a
language by those implemented programs. The teachers will be able to understand how the students
perceive language and how their actions are directed by the policy that governs in the region they
are under.

To the students the result will help them to understand how language program affects their learning
process.

To the researchers there will be awareness on how the students and teacher interact by these
language programs. The given data will also help them in their on-going research related to the
study.

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 Rizal Technological University
College of
Education
ENGLISH DEPARTMENT
Boni Avenue, Mandaluyong City

To the society this research will be a help to improve and make better educators and language
programs that would be applicable for each students.

Scope and Delimitation

The aim of the study is to determine the feasibility of language programs implemented in
different secondary schools in National Capital Region to language teaching strategies of English
teachers in CMSHS. The study aims to determine the language program suitable for the students
to learn a language and to determine how effective the language program is, to the language
teaching strategies of the teachers. It targets to investigate the insights of all English teachers and
even School paper adviser who teach language in CMSHS.

Definition of key terms

CMSHS- City of Mandaluyong Science High School Feasibility- availability; can be

accomplished K to 12- an educational program aiming to produce skill and goal-oriented
secondary school graduates MTB-MLE- Mother Tongue-based Multilingual Education

NCR- National Capital Region

SEI- Secondary Education Institutions

SFLP- Special Foreign Language Program

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 Rizal Technological University
College of
Education
ENGLISH DEPARTMENT
Boni Avenue, Mandaluyong City

Chapter 2

Review of Related Literature

I. Local Studies

Education is the process of facilitating learning, or the acquisition of knowledge, skills,

values, belief, and habits. Educational methods include storytelling, discussion, teaching, training
and directed research. In most regions, education is compulsory up to a certain age.

According to Fernandez (2001), English language has been part of the Filipino culture and the
social life of Filipino since the first time Americans touched Philippine shores. Today, English still
play a dominant role in his contemporary society. English proficiency remains an acknowledged
asset for the professionals, office jobs in business and industry demand proficiency in the use of
English language for which language teachers should have prepared their students. The teacher’s
competencies are measured in terms of the performance appraisal system (PAST). The result of
the English language proficiency test and the result of the assessment on teaching
methodologies/strategies may be very useful to curriculum planners that would give them an
insight into the way on how to restructure the curriculum into a proficiency curriculum. These are
considered indicators as measures of the competencies of the teachers in handling classroom
instructions.

In Accordance, Fernandez’s research, Tingcang (1998) stated that English teachers should
be undertaken to keep them abreast of the recent strategies and the techniques of teaching Reading
comprehension skills. These in study language English teachers should be made simple and
functional with topics and activities directly to the teaching needs. These should be followed up

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 Rizal Technological University
College of
Education
ENGLISH DEPARTMENT
Boni Avenue, Mandaluyong City

by courses and seminars on teaching Reading comprehension skills which are not end by
themselves it should be implemented in order for them to be useful. If the Reading teachers are to
meet the needs of the students they should adequate supply of textbooks that will be use by the
high school students. Because supplementary books will broaden and deepen the reading interest
and liabilities of the students. Teaching students to comprehend what they read demands conscious
effort on the part of the teachers to teach or re-teach of reading comprehension skills. It has to be
properly taught to be learned and continuously practiced over along period of time to be effective.
These strategies may help the students learned and stock more knowledge. English teachers have
to undergo a training in order to easily get the needs of the children and also help them to
understand the lessons.

According to Villacorte (1994). This study shows that the teachers can extend its
knowledge and its practices of teaching skills in the use of language by trainings and provision of
instructional materials and how the English teachers extend the bilingual policy that English and
Filipino use it as a medium of instruction. This study shows that in Iloilo conclude experiment,
when two native languages are taught in grade one, its instruction in both language best starts in
the first grade. Moreover it is effective and spread over two years rather than concentrated in one.
One of the studies of bilingual competence of teacher education was conducted by Barrot. It further
stated the findings of the study; 1) teacher education students had lower level of language
competence in the two languages far below the expected level. On the aggregate level, they had
significantly higher level of competence in English than in Filipino. 2) the general education
students had significantly higher level of competence in English than in Filipino, while the
vocational group had higher level of competence in Filipino than in English 3) the students aptitude
was far below the expected level and this favor was closely associated with student competence in
all level. 4) Student orientation was far below the expected level and this fact was significantly
related to students’ bilingual competence.

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 Rizal Technological University
College of
Education
ENGLISH DEPARTMENT
Boni Avenue, Mandaluyong City

This study is related to the present study because it tried to find out the training needs,
instructional materials, resources of teachers and its in-service trainings for the effective
implementation.

II. Foreign Studies

Philippine is a multilingual country with 170 languages and only two languages are made
official by the government which is Filipino and English language. Now, the government made a
new language policy in which mother tongue of a child is used as a medium of instruction. For the
learners of kinder to grade 3 can easily understand and grasp the knowledge of lesson that is being
tackled. According to Maya Khemlani David in his study (Language policies- impact on language
maintenance and teaching focuses Malaysia, Singapore and Philippines) the used of mother tongue
is also one of the best way for a child to learn and for them to easily understand what is being
tackled. The use of mother tongue is also one of the best techniques to save “threatened” languages
in the Philippines.

Hence, the implementation of the mother tongue based multilingual education policy in the
Philippines is little to be known, While studies have long supported the use of mother tongue as
the language of instruction, they have primarily been conducted in community rather than national
settings. (Burton, L. A. (2013). Mother tongue-based multilingual education in the Philippines:
studying a top-down policy from the bottom up.) For this policy is new to the country, teachers
are finding ways to approach this new implemented policy. Yet it is effective for the students who
are not fluent in the English language in which they can easily understand what is being discussed
and they will be more encourage to learn, rather than using English in which the grade schools
can’t barely understand.

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 Rizal Technological University
College of
Education
ENGLISH DEPARTMENT
Boni Avenue, Mandaluyong City

Just like any other thing, MTB-MLE also had its challenges. Even in the use of the mother
tongue as the medium of instruction, there is still challenges that the policy have gave, some of
this challenges is the use of mother tongue language as the medium of instruction in subjects that
supposed to be discussed in the English languages. Learners who are not fluent in Filipino are also
having a hard time to adjust to this policy. Teachers are also adjusting. “Yet some schools in the
Philippines find MTB-MLE effective, teachers, parents and learners appreciate the use of mother
tongue as the medium of instruction” (WILLIAMS, A., Metila, R., Pradilla, L., &Digo, M. (2014).
Investigating best practice in mtb-mle in the Philippines) Hence, the department of education is
conducting trainings for the teachers to face the new implemented MTB-MLE policy.

III. Literature

Filipinos were introduced to the English Language in 1762 by British Invaders, not
Americans and the implementation of English Language as the medium of instructions starts with
the provision in the 1987 constitution of Republic of the Philippines which embodied in Article
XIV section 6 and 7 provided the legal basis for the various language policies that are being
implemented in the country. (Portillas, A., the Implementation of English Language in the
Philippines). English as medium of instruction is being implemented on today’s education
curriculum, which became an issue to many students who are not capable to understand English
Language fluently especially the grade school students.

In that case, DepEd started to implement the Mother Tongue Based-Multilingual Education
(MTB-MLE) for the grade school students. Recently, the results from the study by Hopkins
International Partners, the institution authorized to conduct the Test of English for International
Communication (TOEIC) in the Philippines, showed that the English proficiency of the college
students in the Philippines is lower than the target proficiency of high school students in Thailand.
(Montemayor, Ma.T, Mother Tongue Based learning doesn’t affect English Proficiency. March 7,
2018).

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 Rizal Technological University
College of
Education
ENGLISH DEPARTMENT
Boni Avenue, Mandaluyong City

“In the said program, together with the experts, students will be encouraged to read more
and the will be given exercises to improve on this and on writing as well.” (Tonisito Umali, DepEd
Undersecretary). The Mother Tongue Based-Multilingual Education (MTB-MLE) is a feature of
the enhanced basic program which mandates the use of the language that students are familiar with
as their medium of instruction to allow them to grasp basic concept easily. This language program
is being implemented to the most public schools in Manila especially in the primary level.

Special Foreign Language Program (SFLP) is one of the language program implemented
by DepEd in the secondary public schools. This language programs includes the teaching of
“Hangeul” or the Korean language, this language program is implemented only for the secondary
students. The implementation of SFLP became a hot issue because of the people’s misconception
about it, People thought that the Korean Language will be the replacement of Filipino Language
because DepEd plans to remove the Filipino subjects in the tertiary level but the DepEd clarifies
that SFLP Korean classes and other foreign language is only an options given for the students and
it is just one of their electives. It is also not intended to replace the Filipino subject in the basic
education curriculum. “The Education Chief consistently underscored the importance of history,
culture and the arts in understanding, appreciating and preserving the soul of Filipinos as a people.
Thus, the Department continuously strengthens the teaching and learning of Filipino as part of the
K-12 program” DepEd said in its statement.

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 Rizal Technological University
College of
Education
ENGLISH DEPARTMENT
Boni Avenue, Mandaluyong City

BIBLIOGRAPHY

I. Local Studies

Books:

Fernandez, T. D., (2001). English Language Teaching Competencies of the Public Secondary
School Teachers in Region III: Basis for Faculty Development Program.

Tingcang, A. B., (1998). Strategies Used by Public Secondary School English Teachers in the
Division of Siquijor and Dumaguete City to Improve Students Reading Comprehension.

Villacorte E. M., (1994). Bilingual Education Policy Implementation: Its Relationship to the
Academic Performance of the Elementary School Pupils in Area IV of Leyte Division.

I. Foreign

Online Sources:

Burton, L. A. (2013). Mother Tongue-Based Multilingual Education in the Philippines: Studying

a Top-Down Policy from the Bottom up. Retrieved From
https://conservancy.umn.edu/handle/11299/152603

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 Rizal Technological University
College of
Education
ENGLISH DEPARTMENT
Boni Avenue, Mandaluyong City

David, M. K. (2008). Language Policies-Impact on Language Maintenance and Teaching Focus

on Malaysia Singapore and The Philippines. Retrieved From
https://www.researchgate.net/publication/287311128_Language_Policies_-
_Impact_on_Language_Maintenance_and_Teaching_Focus_on_Malaysia_Singapore_Brunei_an
d_the_Philippines_1

WILLIAMS, A., et al, (2014). Investigating Best Practice in MTB-MLE in the Philippines-Phase
1 Progress Report: Strategies and Challenges in MTB-MLE Implementation in the Early Years.
Retrieved From https://actrc.files.wordpress.com/2013/07/mtb-mle-phase-1-progress-report.pdf

II. Literature

Online Sources

ABS-CBN News (2018, November 18). DepEd Clarifies: Korean, Other Foreign Language Only
Electives Not Replacement to Filipino. Retrieved from https://news.abs-
cbn.com/news/11/18/18/deped-clarifies-korean-other-foreign-languages-only-electives-not-
replacement-to-filipino

Montemayor, Ma.T.,(2018, March 7). Mother Tongue-Based Learning doesn’t affect English
Proficiency: DepEd. Retrieved from http://www.pna.gov.ph/articles/1027726

Portillas, A., The Implementation of English Language in the Philippines. Retrieved from
https://bsuexegesis.wordpress.com/authors/english-language/the-implementation-of-english-
language-in-the-philippines/

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