The Use of Trilingual Instruction by Teachers on Different Instructional Phases in Selected Mathematics Classes in Central Philippines

Abstract

This research sought to determine the extent of use of trilingual instruction: English (international language), Filipino (national language), and Hiligaynon (lingua franca) in Iloilo by Teachers in selected Mathematics classes in Iloilo City located in the central part of the Philippines. Specifically, it sought to determine the following: 1) the classroom activity areas in which teachers use English, Filipino, and Lingua Franca; 2) the extent of language mixing by teachers and their reasons for the use of language “mix” and 3) the language preferred as medium on instruction. The research involved two public schools in Iloilo City representing DepEd-operated school and Chartered school. In each school, three classes were identified representing sections 1, 2, and 3, with an average class size of forty (40). A total of six (6) teachers were involved. Three research instruments were employed a survey questionnaire, audio-recordings of classroom verbal interaction, and observation checklist. The survey questionnaire included an attitudinal scale, a difficulty scale, and open ended questions. Results showed that in terms of sentences uttered, pure English still accounts for the highest number of utterances by teachers. Language mixing was minimal for the teachers. No pure Filipino sentences were uttered by teachers. This is evident because teachers were Hiligaynon speaking. In all the mathematics classes observed, the sequence of activities was almost the



Author Information
Joven Camarista Cablas, Aklan State University, Philippines

Paper Information
Conference: ACSET2015
Stream: Education and Technology: Teaching

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