Abstract

This research investigated the first language interference in teaching English language in

Junior high school teachers at Bicol college. The subject of the study were three English teachers

from Bicol College. This research ascertained that the students at Bicol College, regardless of

year level, had similar common problems when it comes to learning English language. The

students at Bicol College Junior High School had common interferences regardless of year level.

They had similar problems in their reading comprehension, grammar, difficulty in spelling,

struggling readers and slow learners are the interferences that the teachers encountered while

teaching English language to the students. However, teachers at Bicol college junior high school

from grades seven, eight, nine and ten still prefer to use English language and the L2 which is

Filipino as a mechanism or strategy to teach English language. On the other hand, while the

researcher believed that the first language serves to facilitate in learning English language and

that the students should be allowed it to use their first language during discussions in English

class, to provide students the opportunities to practice speaking in the target language. This

study will make recommendations for the improvement of English language teaching and will

provide a learning model that can be sued inn the future to improve the English language skills

of Junior high school students of Bicol College.