BILINGUAL INSTRUCTION IN TEACHING ORAL COMMUNICATION

Abstract

In the Province of Cebu, Philippines, English is used as a medium of instruction in a classroom setting. Although, it is crucial for a school in any grade level to utilize this medium in their academic activities, still, code-switching is presumed as an asset during the giving of the lessons which includes teaching and learning interaction between the learners and the teacher. This phenomenon is also prevalent in teaching non-English majors of the Grade 11 Senior High School students of Looc Norte National High School. This research described the usage and determined the effectiveness of bilingual instruction by identifying and describing the instances that code-switching between the mother tongue and their second language and by looking into the mean gain of the pre-and post-test scores of the control (EMI) and experimental (Bilingual Instruction) groups employing a quasi-experimental method. Two classes who were under different teaching modalities with regards to the aligned competency used during the conduct of the study; had undergone observation, and audio recording, which was transcribed to analyze why and how bilingual instruction was used. The analysis of bilingual instruction revealed that both bilingual instruction and EMI are effective tools in improving the language proficiency of the teacher and understanding of the subject Oral Communication as manifested in the mean gain. Therefore, whatever medium is used, they could be effective as long as the teacher knows what he is teaching and applies appropriate strategies in the teaching and learning process. This calls for the school administrators to encourage the use of bilingual instruction since there are students that are still left behind when it comes to communicative competence and have lower cognitive skills when English is used as medium of instruction.

Keywords

• bilingual instruction
• oral communication
• sinugbuanong binisaya
• cebuano
• english as medium of instruction