BILINGUAL EDUCATION ON LANGUAGE LEARNING: UNDERSTANDING THE

EXPERIENCE OF LEARNERS ON THE IMPLEMENTATION OF LANGUAGE POLICY

AT BONIFACIO R. TAGABAN SR. INTEGRATED SCHOOL
 I. Abstract

This study looks into the impact of bilingual education on language

acquisition, with a particular focus on learners' perceptions of language policy

implementation by examining the experiences of students from diverse

linguistic backgrounds, especially those who struggle with speaking and

understanding dominant languages, this research aims to provide insights

into the effectiveness and inclusivity of contemporary bilingual education

practices. The findings are expected to help educators’ better support

language learners and ensure equitable access to education for all students.

Key words: Bilingual education, policy, practices, linguistics, application

III. Acknowledgement
To everyone who helped us finish this action research study on bilingual education and
language learning, we would like to extend our sincere gratitude.

First and foremost, we would like to express our sincere gratitude to Doc Eden Bolido,
our subject professor, for her tremendous leadership, steadfast support, and perceptive
criticism at every turn during this project. Her knowledge and encouragement have
greatly influenced the course and design of this investigation.

We would like to express our profound gratitude to all of the research participants,
whose openness to share their experiences and viewpoints has enhanced the breadth
and depth of our findings. Their assistance has been invaluable in helping to clarify the
nuances involved in implementing bilingual education and language policy.

We owe the Bonifacio R. Tagaban Sr. Integrated School for providing the tools and
space needed to carry out this study. Their assistance has made the study's
development easier and allowed it to be completed successfully.

In addition, we would like to thank our peers and colleagues for their contributions, as
they have provided insightful advice, support, and encouragement along the way. Their
cooperation has provided encouragement and inspiration.

Without everyone listed above's assistance and combined efforts, this research would
not have been feasible, their support, encouragement, and cooperation have been
invaluable in making this endeavor a success.

Thank you.

The Researchers
IV. Context and Rationale

Bilingual education in the Philippines is characterized as teaching particular topic

areas in both Filipino and English. According to DECS Order No. 25, instruction in

social studies/social sciences, music, the arts, physical education, home economics,

practical arts, and character education will be conducted in Filipino (which was changed

to Filipino in 1987). Conversely, science, math, and technology classes are assigned to

English. The 1987 Policy on Bilingual Education, which is distributed by Department

Order No. 52, s.1987, specifies the same topic allocation.

Through the teaching of both languages and their use as instructional medium at

all levels, the policy on bilingual education seeks to develop proficiency in both English

and Filipino at the national level. In Grades I and II, the regional languages will be used

as auxiliary languages. The goal of the Filipino people is for its inhabitants to be fluent in

the language so they may carry out their responsibilities and activities and meet the

demands of the nation in the community of Natal.

When necessary, the regional languages will be utilized as first languages for

literacy instruction as well as supplemental teaching mediums. The teaching of English

and Filipino as language subjects at all levels is necessary to help students become

multilingual. Since one of the objectives of the Bilingual Education Policy is proficiency

in the use of both Filipino and English, ongoing progress in the teaching of both
languages, their use as instructional medium, and the entire educational system in the

Philippines is in charge of defining their roles in education.

The regional languages shall be used as auxiliary media of instruction and as

initial language for literacy where necessary. Filipino and English shall be taught as

language subjects in all levels to achieve the goals of bilingual competence. The use of

Filipino and English as media of instruction shall be allocated to specific subjects in the

curriculum as indicated in Department Order No. 25, s. 1974.) Degree-granting

institutions will take the lead in the ongoing intellectualization of Filipino; the program of

intellectualization, however, shall also be pursued in both the elementary and secondary

levels. Department Orders: Nos. 9, s. 1973 and (25, s. 1974). Since proficiency in both

Filipino and English is one of the goals of the Bilingual Education Policy, continuous

improvement in the teaching of both languages, their use as media of instruction, and

the specification shall be the responsibility of the whole educational system.

The National Language Commission, charged by the 1987 Constitution with

advancing and enhancing Filipino, will collaborate with the Department of Education,

Culture, and Sports. The Department of Education, Culture, and Sports will supply the

tools necessary to carry out the language policy in conjunction with governmental and

non-governmental entities. Any prior orders on the bilingual education policy that conflict

with this one are superseded. This order will go into effect right away.

Additionally, Florentino (2014) explores on integrating local literature in the

teaching of English. This study is done by looking at several factors affecting the

choices of teachers, determining the weaknesses of the learners particularly in English

grammar awareness, creating a sample appropriate activity to address the identified

weak areas and the data were collected primarily via survey, inter-rater and summative

tests and treated through descriptive statistics. The results revealed that the values

laden, motivational, in line with the subject matter, substantial, and culturally relevant

literary pieces top the line of preferred literature. It is important to develop a material

that will address the specific needs of these pupils. The local literature is selectively

integrated in the prototype lesson guide issued to the teachers in line with the objectives

and the theme embracing each of the given activities that will benefit the learners to

make them rooted to their cultural heritage thus attaining the primary objective of the

curriculum currently in place.

There are difficulties with multilingual schooling as well. Common challenges

include a lack of funding, a paucity of multilingual teachers with the necessary

qualifications, and opposition from some areas. While evidence indicates that, when

programs are well-implemented, bilingual education may not impede English language

competency and integration into mainstream culture, critics of the approach maintain

that this is the case. Bilingual education programs vary widely across countries and

regions.

Some nations, such as Canada and Switzerland, have long-standing bilingual

education policies aimed at promoting linguistic diversity and national unity. Others, like

the United States, have a more fragmented approach, with bilingual education programs

often influenced by local demographics and politics. Although bilingual education has its

share of difficulties, it is a powerful educational strategy with far-reaching effects that go

beyond the classroom because of its potential advantages for language learning,

cognitive growth, academic success, and social integration. The researcher believes
that teaching 21st century skills through bilingual education that incorporates regional

language policies would be beneficial.

V. Proposed Innovation, Intervention and Strategy

It is now a trend to strengthen the development of locally produced materials in

our educational curriculum. This includes designing, indigenize and localized the

learning resource material considering the multi-ethnicity of the learners in the

Philippines. It is call for every teacher to gear themselves to participate in the leading

innovations of the Department of Education to produce instructional materials that would

benefit their own learners in the locality.

The development of oral language has not gotten much attention in curriculum

creation, despite its importance. The goal of this initiative is to create an oral language

curriculum for all levels of immigrant pupils. Both knowledge and its application in social

contexts are provided by the innovative and didactic curriculum. The last exercise,

which focuses on poetry recitation, will enable pupils to employ words in a controlled

manner. The most effective method for learning a language is to use it constantly rather

than trying to memorize its rules. Language has significance and becomes

indispensable only when it is utilized. People use language in many different ways

because they are social beings.

Creating an environment where ELLs or emergent bilingual children can learn

effectively and comfortably may seem daunting, but there are proven strategies that can

work for any teacher. Consider the following tactics when building a curriculum that is
inclusive for learners of all backgrounds. Make native tongues a significant component

of the classroom setting.

It can be detrimental to require students to absorb new ideas just in the context of a

foreign language. A much more successful approach is to incorporate learning of native

languages within the curriculum. Students can use the following procedure to increase

their comprehension of the topic by using their native languages. Give pupils advance

notice of upcoming academic units and instruct them to research or explore them in

their own tongues. Throughout class, explain concepts in English and ask students to

study the material in their own tongues.

Results from survey questionnaires and interviews demonstrate the positive

effects of teaching and learning highly technical subjects; however, this study also

makes the case that frequent codeswitching in highly technical subjects can have a

negative impact on students by making it more difficult for them to understand complex

concepts. This study also sheds light on the ramifications of the "English and Filipino

Only" approach for instruction, which appears illogical and unrealistic. The results of this

descriptive analysis, which focused on senior high school students' perceptions of

codeswitching during classroom instruction, are presented from BONIFACIO R.

Tatagban SR. Integrated School.

R.A. No. 10533 of 2009 includes standards and principles to which DepEd shall

adhere to develop the enhanced basic education curriculum, which shall be culture-

sensitive, contextualized and global, using pedagogical approaches that are

constructivist, inquiry-based, reflective, collaborative and integrative. Additionally, the

curriculum allow schools to localize, indigenize, enhance educational and social

contexts to develop locally produced teaching materials to the regional and division

education units (DO no. 43, s. 2013, RA 10533). The examples used in lessons start

with those in the locality; names, situations, setting needed to give context to test

questions or problem-solving exercises are those of the immediate community; local

materials are used as often as possible in making instructional materials and local

stories are used in the language learning areas (DO 32, s.2015). The regional level and

division units shall encourage approving the production and development of locally

produced teaching materials.

VI. Action Research Questions

The main purpose of this action research is to know the influence of the

implementation of Bilingual Education within the Language Policy framework at

Bonifacio R. Tagaban Sr. Integrated School, focusing on language acquisition outcomes

and strategies for enhancing linguistic diversity and inclusivity in the educational setting.

Specifically, it sought to answer the following questions:

1. How does the implementation of bilingual education within the existing school’s

language policy framework influence language acquisition outcomes among

students considering factors such as:

1.1 Language Proficiency

1.2 Cultural Identity

2. How can the language policy be adapted or improved to better support bilingual

education initiatives to enhance language acquisition outcomes for students from

diverse linguistic backgrounds?

VII. Action Research Methods

In this study, this allows researchers to explore the influence of the

implementation of Bilingual Education within the Language Policy framework at

Bonifacio R. Tagaban Sr. Integrated School, focusing on language acquisition

outcomes and strategies for enhancing linguistic diversity and inclusivity in the

educational setting. This process aims to generate insights that can inform the

bilingual education initiatives and to the creation of a more inclusive and supportive

learning environment that celebrates linguistic diversity. Moreover, action research

methods were applied accordingly which are:

1.) Participants and other Sources of Data Information (Identifying Participants).

2.) Data Gathering Methods (Step by Step Procedures and Ethical Guidelines).

3.) Data Analyisis and Discussion of Results and Reflection (Narrative).

VIII. Participants and other Sources of Data and Information

The study will utilize the qualitative data collection method interviews, this

seeks to engage students in meaningful dialogue to explore experiences regarding

bilingual education and language acquisition. The participants will undergo an in-

depth interview. An in-depth interview is done to the selected Junior High School

and Senior High School students who are enrolled in the academic year.

Purposive sampling will be used in this study, the participants were ideally the

five Junior High School Students.

Inclusion criteria Exclusion criteria

Age 13-15 years old Students who are fluent in English

Male or Female 16 years old above

Participant can be involved in diverse 12 years old below

linguistic backgrounds particularly the Able to provide a well written letter

pure blooded B’laan who have difficulties Able to elucidate text

in speaking and comprehending English

and Filipino language.

Willing to participant in all study

components

These students were selected based from the recommendation and judgment

of their respective English and Filipino teachers.

The study will be conducted in Bonifacio R. Tagaban Integrated School, the

first Integrated School offering Kindergaten to Grade 12 in the Division of South

Cotabato, Region XII. Moreover, the school has a total of 334 learners including

Kindergarten, Elementary, Junior High School and Senior High School who are

enrolled for the school year 2023-2024. From the total population 70% of the

learners belong to Indigenous Tribe “B’laan” and the remaining 30% from other

tribes. Furthermore, Kindergaten and Elementary has a total population of 133 while

the Junior High School has a total population of 157 and Senior High School with a

total population of 44 students.

 Moreover, the researchers demonstrate the Confidentiality and Anonymity. It's

critical to protect the participants' anonymity and confidentiality. To protect the

participants’ identities, researchers must take the necessary precautions in

connection to Data Protection Act of 1998. An Act to make new provision for the

regulation of the processing of information relating to individuals, including the

obtaining, holding, use or disclosure of such information.

This study will gather primary data wherein information gathered directly from

the participants through an interview. This includes their experiences, and insights

regarding the influence of Bilingual Education and Language Acquisition. The

secondary data are the guidelines and policies issued by the Department of

Education particularly the DO 52, s. 1987- The 1987 Policy on Bilingual Education,

for the purpose of communication and instruction. The goal of this research was to

understand the implementation of bilingual education within the existing language

policy framework of the school and to generate insights that can inform the

enhancement of bilingual education initiatives and language acquisition outcomes

for students from diverse linguistic backgrounds and contribute to the creation of a

more inclusive and supportive learning environment, and to enhance.

IX. Data Gathering Methods

The action research will undergo a procedure that will guide the researchers

in conducting the study about the Bilingual Education within the Language Policy

framework at Bonifacio R. Tagaban Sr. Integrated School, focusing on language

acquisition.
 Submission of Letter to The Principal. The researchers will ask permission

to the Principal of Bonifacio R. Tagaban Sr. Integrated School by writing a formal

letter duly noted by the action research adviser, Dr. Eden Stephanie Bolido.

Ask Permission to Conduct a Study. After the approval, the researchers

will now ask permission to the students or parents to conduct a study through an

informed consent.

In this action research, Ethical Guidelines were observed in the conduct of

this significant endeavor. According to Bryman and Bell (2007), the following are the

principles related to ethical considerations and guidelines.

1. Research participants should not be subjected to harm in any way or

whatsoever.

2. Respect for the dignity of research participants should be prioritized.

3. Full consent should be obtained from the participants prior to the study.

4. The protection of the privacy of research participants has to be ensured.

5. Adequate level of confidentiality of the research data should be ensured.

6. Anonymity of individuals and organizations participating in the research

has to be ensured.

7. Any deception or exaggeration about the aims and objectives of the

research must be avoided.

8. Affiliations in any form, sources of funding, as well as any possible

conflicts of interest have to be declared.

9. Any type of communication in relation to the research should be done with

honesty and transparency.

 10. Any type of misleading information, as well as the representation of

primary data

findings in a biased way must be avoided.

X. Discussion of Result and Reflection

We designed our research as a qualitative case study (Yin, 2008) to investigate

language policy
in practice at Bonifacio R. Tagaban Sr. Integrated School (all names are pseudonyms).
Scholars describe the
qualitative case study as a favored approach to “delve into language education policy
implementation, to gain the rich understandings of the language policy processes”
(Menken &
Garcia, 2011). To investigate the figured world of bilingual teaching within this bounded
case of Bonifacio R. Tagaban Sr. Integrated School , we collected and analyzed various
sources of qualitative data
to understand the institutional, interpersonal, and personal planes at Bonifacio R.
Tagaban Sr. Integrated School (Erickson,
1986; Rogoff, 1995;