Reflection On Bilingual Policy Education

ANNIE LYNNE YCALINA BSED
REFLECTION ON THE BILINGUAL POLICY EDUCATION
As the bilingual educational system in the Philippines had been implemented since 1974,
Filipino students can either find it easy or difficult to study with other subjects, major or minor,
regardless of the language subjects Filipino and English, through the use of different language,
because Filipino is our national language, and also there are different dialects being spoken by
the people which depends on their location which can be positive in a certain sense that they can
embrace the jeopardy of speaking and understanding different languages and the negative thing
is that they can either be confused on which language the students will use for their own way of
studying. And as a fact, the English language has been a very dominant one as being the medium
of instruction. Most likely language can be a determinant towards the mathematical performance
of some students along with the anxiety or confidence presented by the time that they were
taking a certain test when students does not know what a word means or what the whole problem
statement is all about and also with the teacher expectation or Pygmalion effect that usually
interferes with a student’s overall academic performance. The Policy on Bilingual Education
aims at the achievement of competence in both Filipino and English at the national level, through
the teaching of both languages and their use as media of instruction at all levels. The regional
languages shall be used as auxiliary languages in Grades I and II.
The goal of bilingual education programs shall be to enable English language learners to
become competent in listening, speaking, reading, and writing in the English language through
the development of literacy and academic skills in the primary language and English. By
requiring everyone to acquire a second language, the barriers of class and ethnicity are blurred.
Bilingual education would also reduce the psychological consequences that it produces on
children who do not speak English. When they are in a classroom with students who do not
speak the same language as them, they are forced to feel isolated because they are unable to
achieve at the same level as their classmates; they believe there is something wrong with them,
that they are inferior to others. To make a true bilingual education system operate, all instructors
must be multilingual in both English and the language they would be teaching. This implies that
instructors who can speak German, Italian, Russian, Chinese, Japanese, French, or Spanish will
be in high demand. Then there'll be a demand for those who can communicate in the native
languages. Many parents may desire their children to study Lakota instead of Chinese because it
is widely spoken on most Sioux reservations in the United States. We'd also have to think about
what language acquisition means, which is the process through which children learn their first
language. Some children may acquire one or more first languages depending on the environment
in which they grow up. For example, if a child grows up in an environment where only English is
spoken, that child will only learn that language; however, if a child is exposed to both
Vietnamese and English and is heard equally, that child will learn both languages. Other
significant research has discovered that "young children do not learn another language
effortlessly," that they do not learn faster with more exposure to the new language, that their oral
fluency exceeds their academic competence, and that they require many years of grade level
academic ability in the new language" (Berman, 1997.p17). It is critical to comprehend the
success of bilingual education in the classroom in order to assist children in learning both
languages and transitioning seamlessly to full English instruction.

Multiple language acquisition has been demonstrated to have a major impact on the brain
in studies. Learning a second language delays the onset of brain disorders such as Alzheimer's
disease and dementia. People who learn generally spoken languages have significant advantages
while traveling to foreign nations. A trip may be made significantly more pleasurable with
simple communication. Improvement in the dominant language and a greater knowledge of
cultures are two more advantages. It permits the brain to think about the first language learnt
while learning a second language. English is not the official language of the United States,
contrary to popular assumption, and it should not be, given the large number of non-native
speakers that live here. There is no debate about whether type of education is better: English-
only or bilingual education. The majority of evidence, on the other hand, points to the enormous
benefits of bilingual programs. In comparison to an English-only education, bilingual education
programs are far more beneficial in life. For example, native English speakers and students who
speak another language as their first language might benefit from each other's cultural awareness.
Compare this to a classroom where all kids speak only English; there is no diversity or
opportunity for learning. When it comes to standardized testing, bilingual students outperform
their monolingual English counterparts. They are not against education in se, but rather the
activities that take place within it, such as improper student placement in classes based on the
language spoken by the students. This split would not be necessary if this was a bilingual school
that followed the 50-50 rule, with half English and half non-English students. Students would
receive classes taught in their native language as well as classes taught in English. Students from
various origins converse and learn from one another in a multilingual education. A non-native
speaker can learn quicker in a bilingual situation when chatting with peers. To put it another
way, if a Korean-speaking student listens to an English-speaking buddy who also speaks Korean,
the student is more likely to acquire the language since they have a bond. A Korean student at an
English-only school, on the other hand, will feel pushed since he or she will be surrounded by
peers who only speak English.

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What challenges do students face in an English-only classroom according to the passage?

What are some benefits of bilingual education mentioned in the passage?

ANNIE LYNNE YCALINA BSED

REFLECTION ON THE BILINGUAL POLICY EDUCATION

languages shall be used as auxiliary languages in Grades I and II.

languages and transitioning seamlessly to full English instruction.

simple communication. Improvement in the dominant language and a greater knowledge of

benefits of bilingual programs. In comparison to an English-only education, bilingual education

peers who only speak English.

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