CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

This chapter consists of the overview of the study, its difficulty, objective, scope and limitation and the significance of the study. This
chapter also aims to point out the main result of the research.

I. Introduction

When people hear the term bilingual many imagine an individual who speaks two languages perfectly. For them someone who is 'truly' bilingual
is two native speakers in one. They imagine that such a person can speak, understand, read, and write in two languages at the highest levels.
For others, the term bilingual means something quite different. When newly arrived immigrant children entering U.S. schools, for example, are
described as 'bilingual children,' the term is often used as a euphemism for 'poor' and 'uneducated'. In this case, newly arrived immigrant
children do not yet function in two languages. They are monolingual speakers of their first language and not bilingual at all. The term bilingual
here is used to convey a very different set of meanings from what linguists intend.

Multilingual classrooms are a growing phenomenon around the world, as a result of rapid increases in global mobility and migration. Within
these classrooms, students may have different linguistic and cultural backgrounds, may speak one language at home and another language at
school, or be learning the language of instruction as an additional language. International agencies such as UNICEF, UNESCO and the
European Commission contend that multilingual education can play a significant role in engaging diverse learners. As well as supporting
academic success, classrooms that promote multilingualism can foster positive identities associated with their home cultures. This position is
supported by Richard Ruiz’s notion of “language as a resource” (1984) which advocates for the use of students’ home languages as resources
for learning and teaching. In practice, a language-as-resource perspective implies that teachers should use students’ home languages as a tool
for thinking and communication while simultaneously learning and developing proficiency in the language of instruction. Nevertheless, English
still overwhelmingly dominates lessons in many classrooms throughout the world where students read, write, listen and speak only in English.
Despite considerable research pointing to the importance and benefits of incorporating multilingual pedagogies into classroom practice, there
are few materials available to educators that explain how this can be done deliberately and systematically in lesson planning and lesson
delivery.

Multilingualism – the normal human condition. ‘Speaking two or more languages is the natural way of life for three-quarters of the human race.
[This] principle … has been obscured in parts of Europe as a consequence of colonial history. We urgently need to reassert it, and to implement
it in practical ways, for, in the modern world, monolingualism is not a strength but a handicap.’ (David Crystal 2006:409)

In one sense, it might be thought that linguistic diversity is in decline. Some languages are dying out, some are spoken by smaller numbers of
people, and there are linguists who believe that the rise of English is accelerating this trend. Despite this, however, one estimate suggests that
there are still over 7,000 distinct languages spoken by substantial populations as first or mother tongues, and many more countries than is
commonly known need to operate in multiple languages. At the same time, the rise in identity politics across the world appears to be supporting
a renewed sense of confidence in and wish to maintain local, regional and national languages.

Education in a language other than the mother tongue is common. This is increasingly relevant in tertiary education, due to the growing
international mobility of students. While the advantages of foreign language skills on the labour market are well-studied, literature on the cost
of non-native learning is still not well established. To fill this gap, we explore the impact of the language of instruction on grades by using
administrative data provided by the Free University of Bozen-Bolzano. We exploit the fact that students whose mother tongue is for the most
part Italian or German learn and take exams in English, German, and Italian. Our results, controlling for student fixed effects, show that taking
an exam in a second language leads to a loss in grade points of approximately 9.5% (or 0.22 within-student standard deviations). These results
are confirmed relying on an identification strategy that leverages on course language assignments in the standard study plan, circumventing the
potential non-compliance of students selecting out of languages other than the mother tongue. A high proficiency in the non-native language
mitigates - but does not eliminate - the loss. Moreover, also the number of failed attempts increases.

Starting SY 2012-2013, the Department of Education (DepEd) introduced a Mother Tongue-Based-Multilingual Education (MTB-MLE)
program to be implemented in all public schools, specifically in Kindergarten, Grades 1, 2, and 3, as part of the K to 12 Basic Education
Program.

The language policy was designed to strengthen the use of the child’s mother tongue in the early grades with a gradual transition in Grade 3 to
Filipino and then to English.

The National Assessment Tests designated for Grade 6, 10, and 12 were mandated to be taken in English, which, by then, was the language of
instruction across all subjects.

In addition, the ILSA tests were also to be conducted in English with the assumption that the test-takers should have reached a sufficient
understanding of English to attempt these tests without encountering linguistic problems.

These gives the oppurtunity to the researcher to further study this issue to have a better understanding whether it affects or not the academic
performance of the students in St. Francis National High School in using Multilingual as medium of Instruction.

Background and Overview of the Study

The reasons why the researcher conducted this research is because they want to know the Effectiveness of Using Multilingual as a Medium of
Instruction for Senior High School Students in St. Francis National High School. The researchers are curious on the Effectiveness of Using
Multilingual as a Medium of Instruction for the Students as a student that they might experience it as well.

The objectives of the researcher are to know the Effectiveness of Using Multilingual as a Medium of Instruction for Senior High School
Students in St. Francis National High School. The researcher conducted the study in St. Francis National High School on the 13th day of
January 2022. The purpose why the researcher did this research is because the researcher is concern in the Factors Affecting the Effectiveness
of Using Multilingual as a Medium of Instruction for the Students.
 II. Conceptual Framework

Effectiveness of Using Multilingual as a Medium of

Instruction for Senior High School Students in St.
Francis National High School.

1. How may the profile of the respondents be described

1. Data gathering devices
in terms of:
1.1 Age; 1.1 Questionnaire
1.2 Sex; 1.2 Unstructured interview
The researcher wants to know
1.3 Grade level; the Effectiveness of Using
1.4 Strand; and Multilingual as a Medium of
1.5 General Average (Previous Year) 2. Data Analysis
2. Effectiveness of Using Multilingual as a Medium of 2.1 Frequency
Instruction for Senior High
Instruction for Senior High School Students
2.2 Percetage
School Students in St. Francis
2.1 Positive effect
2.2 Negative effect
National High School.
2.3 Weighted mean
3. What factor does Using Multilingual as a Medium of
Instruction affect the Senior High School Students in St.
2.4 ANOVA
Francis National High School?
4. Does St. Francis National High School have a high
rate of Using Multilingual as a Medium of Instruction?

Table 1
Paradigm of the study

Table 1 shows the conceptual framework of the study. The first column shows the input of the process consists the Effectiveness of
Using Multilingual as a Medium of Instruction for Senior High School Students which includes the respondents profile in terms of sex, age,
grade level, strand, general average. Effectiveness of Using Multilingual as a Medium of Instruction for Senior High School Students. The
factors that Using Multilingual as a Medium of Instruction affect the Senior High School Students in St. Francis National High School.
The second column shows the process, the research will use Data gathering devices such as interview. The third column is the output of
the study wherein the gathered data will be analyzed and interpreted to know the Effect of Arc-Welding Hazard to the Health of Technical
Vocational Livelihood – Shielded Metal Arc Welding Strand Senior High School Students in St. Francis National High School.

III. Hypothesis of the Study

To provide more in-depth analysis of this study and make the finding clearer, the inquiry tests the hypothesis.

Alternative Hypothesis
There is a significant difference in the Effectiveness of Using Multilingual as a Medium of Instruction for Senior High School Students
in St. Francis National High School according to age, sex, grade level, strand, and general average on previous year.

Null Hypothesis
There is no significant difference in the Effectiveness of Using Multilingual as a Medium of Instruction for Senior High School
Students in St. Francis National High School in St. Francis National High School when grouped according to age, sex, grade level, strand, and
general average on previous year.

IV. Statement of the Problem

General Problem
The purpose of this study is to know the Effectiveness of Using Multilingual as a Medium of Instruction for Senior High School
Students in St. Francis National High School.

Specific Problem
Specifically, the study sought answers to the following questions:
1. How may the profile of the respondents be described in terms of:
1.1 Age;
1.2 Sex;
1.3 Grade level;
1.4 Strand; and
1.5 General Average (Previous Year)
2. Effectiveness of Using Multilingual as a Medium of Instruction for Senior High School Students
2.1 Positive effect
2.2 Negative effect
3. What factor does Using Multilingual as a Medium of Instruction affect the Senior High School Students in St. Francis National High School?
4. Does St. Francis National High School have a high rate of Using Multilingual as a Medium of Instruction?

V. Significance of the Study

 The significance of the study is to have an insight about the Effectiveness of Using Multilingual as a Medium of Instruction for Senior
High School Students in St. Francis National High School. Specifically:

To the students: Becoming aware of the situation and knowing what to do about the Effectiveness of Using Multilingual as a Medium of
Instruction for Senior High School Students. The research will tackle the Effectiveness of Using Multilingual as a Medium of Instruction for
Senior High School Students and what they can do to avoid being put in a similar situation. It will also create a much more enjoyable
environment for everyone, without fear or pressure.
To the Parents: Producing research that entails the Effectiveness of Using Multilingual as a Medium of Instruction for Senior High School
Students, parents can take precautionary measures like encouraging and giving some advice on how to choose college course for their children.
To the School: The community can benefit off of this research because of information that details the Effectiveness of Using Multilingual as a
Medium of Instruction for Senior High School Students. Although there have been other researchers who have tackled the concept of the
Effectiveness of Using Multilingual as a Medium of Instruction for Senior High School Students in St. Francis National High School. It is
similar to idea of different country means different methods.
To the Researchers: The importance of this investigation to the researchers is very substantial. The investigation will focus digitally, the
researchers will examine and analyze any information regarding the Effectiveness of Using Multilingual as a Medium of Instruction for Senior
High School Students to compile together a comprehensive study.
To the Future Researchers: May this investigation serve as an additional reference towards the cases of the Effectiveness of Using
Multilingual as a Medium of Instruction for Senior High School Students within the school campus of St. Francis National High School. It aims
to give comprehensive research data to further expand the knowledge of those seeking an answer or solution related to the Effectiveness of
Using Multilingual as a Medium of Instruction for Senior High School Students. The researchers hope that the investigation will be able to
provide alternative insights in terms of how the information will be concluded.

V. Scopes and Delimitations

This study will involve the school of St. Francis National High School, specifically the students of the senior high school department.
The students across different grade levels from grade 11 to grade 12 students are covered as respondents on this study. The profiling information
of the respondents covers the age where it ranges from adolescents, and also sex was included to determine the disparity of the Effectiveness of
Using Multilingual as a Medium of Instruction for Senior High School Students between different genders.
This study aims to deepen the students knowledge on the research about the Effectiveness of Using Multilingual as a Medium of
Instruction for Senior High School Students in St. Francis National High School.
Having random respondents will ensure that the data gathered will be non-bias and shall be from an objective standpoint which in turn
will be validated. It also allows for other possible information that is related towards the subject in research to be included in the study to cover a
vast area for understanding.

VI. Definition of Terms

Conceptual Definition
Barrier hindrance that makes multilinguals difficult to understand
Commingled combined languages in late medieval and early modern cities
Contemporaneous exist in Latin and French Period
Diversity different types of people who speaks different kinds of languages
Juxtapose literary works that was placed together with contemporaneous Latin and French civic records
Language what you used to speak everyday
Multilingualism the ability to speak and understand two or more different languages
Perception a student’s own insight about something
Socio Linguistic factors considered in multilingualism
Threshold change in levels for vocabulary and basic competencies that learners must meet before being ready to transition to
learning

Theoretical Definition
Barrier something such as fence or natural obstacle that prevents or blocks movement from one place to another
Commingled to blend thoroughly into a harmonious whole
Contemporaneous existing or happening during the same time period
Diversity the quality or state of having many different forms, types or ideas
Juxtapose to place different things together to create an interesting effect or to show they are the same or different
Language the system of words or signs that people use to express thoughts and feelings to each other
Multilingualism able to speak and understand several languages
Perception the way you think about or understand someone or something
Socio Linguistic the study of linguistic behavior as determine by socio cultural factors
Threshold a piece of wood, metal or stone that forms the bottom of a door and you walk over as you enter a room or building

VII. Notes on Chapter 1

Multilingualism by Guadalupe Valdés. Retrived from https://www.linguisticsociety.org/resource/multilingualism

romoting multilingual approaches in teaching and learning. Ollerhea and Taylor-Leech (2019). Retrived from
https://learningportal.iiep.unesco.org/en/blog/promoting-multilingual-approaches-in-teaching-and-learning

The Impact of Multilingualism on Global Education and Language Learning. King (2019). Retrived from
https://www.cambridgeenglish.org/Images/539682-perspectives-impact-on-multilingualism.pdf
The effect of the language of instruction on academic performance. Bernhofer (2022). Retrived from
https://www.sciencedirect.com/science/article/pii/S0927537122001099

Language as a Key Element of Quality of Learning. de la Fuente (2021). Retrived from https://www.teacherph.com/language-key-element-
quality-learning/