Definition of the Topics and Terminologies

FIRST LANGUAGE: this term refers to the language a person learns from birth.

MOTHER TONGUE: Ones first language. It is used for the language that a person learnt at home

(usually from his parents)

TARGET LANGUAGE: the language to be learned.

L1: the mother tongue or first language

L2: a term used to refer to both foreign and second language.

FOREIGN LANGUAGE: a language which is not normally used for communication in a particular

society. For example: Spanish is a foreign language in the USA or English is a foreign language in

Argentina that is to say, non-native speakers who are learning English language in a non-native

English speaking environment.

SECOND LANGUAGE: this term is used to refer to a language which is not a mother tongue but

which is used for certain communicative functions in a society. It is learned after the first language

(L1) or mother tongue. For example: English is a second language in Nigeria or French is a second

language in Tahiti. This term refers to non-native speakers who are learning, for example, English

language in an English language environment. There are usually programs designed for students

learning a certain language as an additional language.

English as a Second Language (ESL or TESL) is a traditional term for the use or study of the

English language by non-native speakers in an English-speaking environment. That environment may

be a country in which English is the mother tongue (e.g., Australia, the U.S.) or one in which English

has an established role (e.g., India, Nigeria). Also known as English for speakers of other languages.
English as a Second Language also refers to specialized approaches to language teaching designed

for those whose primary language is not English.

BILINGUALISM

Bilingualism is commonly defined as the use of at least two languages by an individual (ASHA, 2004).

It is a fluctuating system in children and adults whereby use of and proficiency in two languages may

change depending on the opportunities to use the languages and exposure to other users of the

languages. It is a dynamic and fluid process across a number of domains, including experience,

tasks, topics, and time.

Simultaneous bilingualism occurs when a young child has had significant and meaningful

exposure to two languages from birth. Ideally, the child will have equal, quality experiences with both

languages.

Sequential bilingualism occurs when an individual has had significant and meaningful exposure to

a second language, usually after the age of 3 and after the first language is well established. These

second language learners are referred to as "English language learners" in U.S. schools.

The "bilingual" experience is unique to every individual. There is variability in the amount and quality

of exposure to the languages the individual learns, as well as the experiences he or she has using the

languages when interacting with others.

Bilingual Education

The biggest differences between ESL vs. bilingual education are:

In a bilingual program, the non-native English speakers all have the same language background,

and the teacher speaks both languages as a means of content instruction.

In the ESL classroom, the students come from various language backgrounds, and the teacher

only speaks English.

 There are two types of bilingual education, and both have a main goal of teaching English to non-

native speakers while also teaching the necessary grade-level or course curriculum.

One-Way Developmental Bilingual Education

In a one-way bilingual program:

The students are placed into classes based on their native languages.

The teacher teaches both in that language and in English, slowly phasing out the students native

language and eventually teaching only in English.

The idea is that the students will be comfortable in the learning environment throughout the process,

but they will soon enough be ready to join the language majority in regular classes.

One-way bilingual classes:

Strongly resemble content-based classes

The teacher speaks two languages, whereas content-based ESL teachers only speak English.

Two-Way Bilingual Education

In a two-way bilingual class:

The student population is 50% native English-speaking and 50% minority language-speaking. A

Spanish/English bilingual program, then, would be half English-speaking and half Spanish-speaking.

The teacher would be bilingual and would teach the entire course half in English and half in

Spanish.

In addition to content instruction, the purpose of such a class is threefold:

Transition - The Spanish speakers are learning English so that they may thrive in an English-

speaking educational environment.

Development - The English speakers are developing understanding and fluency in a second

language.

Resources:

National Association for Bilingual Education (NABE), Union Center Plaza, 810 First Street, N.E.,

Washington, DC 2000. National Clearinghouse for Bilingual Education (NCBE), 1118 22nd Street,

N.W., Washington, DC 20037, (800) 321-NCB.

 Conceptual and Theoretical Framework

The Effective Medium of Instruction in an ESL Classroom: Monolingual Teaching vs. Bilingual

Teaching

Preferred Teaching Academic Performance

Style in an ESL of Grade 10 students in
classroom English

Monolingual vs. Bilingual

This illustration shows the Effective Medium of Instruction in an ESL Classroom: Monolingual

Teaching vs. Bilingual Teaching. The box represents the preferred teaching style of the students in an

ESL classroom. The straight line going to the second box shows the academic performance of Grade

10 students in English. The horizontal bar which connects the first box to the other one represents a

direct relationship. The rectangular figure which is connected by an arrow from the second box shows

the intervention of using monolingual and bilingual teaching in an ESL class that signifies the

relationship between the two boxes. The other arrow which is connected to the first box represents

that it is a cycle.
 Research Hypotheses

Based from the Researchers' observation during their respective field studies, Public

Secondary Teachers have their own ways and strategies in facilitating their lessons on the English

Subject. They resemble to each other when it comes to their methods of classifying as to whom they

should apply Monolingualism and Bilingualism in teaching. It showed that the medium of instruction

they were using in the higher sections differs from those who are in the lower sections. The class who

appeared to be the overachievers took the discussions purely on the second language (L2).

Oppositely, underachievers received instructions and lectures through the first and the second

language (L1&L2) wherein passages from L2 were translated or explained to L1 to provide better

understanding of ideas. However, it did not state whether such methods were really been helpful to

the part of the students or it only propagated more discomfort in utilizing the English language.

With these, it is quite visible that the teachers' selection of the medium of instruction in

teaching L2 was predetermined based on the group the learners belong and not by its effectiveness in

the teaching-learning process.

Null:

1. There is no significant relationship between the students' academic performance and the teachers'

medium of instruction.

2. There is no significant relationship between the students' academic performance and the students'

preferred teaching style.