Leyte Normal University

College of Education
Republic of the Philippines

The Importance of Teaching English Language as Medium of Instruction in Teaching

Special Education Children and Its Implication in Education

In Fulfillment of the Course Requirements for Research in Special Needs and Inclusive

Education-SNED 118

Submitted by:

Gerow, Matilda Faith

Rebel, Abigail

Sison, Klairence

Submitted to:

Ms. Maria Venus Estojero

January 03, 2022

 Leyte Normal University
College of Education
Republic of the Philippines

ABSTRACT

Title : The Importance of Teaching English Language as Medium of Instruction in

Teaching Special Education Children and Its Implication in Education

Researcher :

Gerow, Matilda Faith

Rebel, Abigail

Sison, Klairence

Adviser : Ma. Venus Estojero

University : Leyte Normal University

Date : December 2022

More than 400 languages are spoken by English language learners nationwide (Kindler,

2002). English language learners also vary widely in their background experiences and in their

relationship to the mainstream culture and language. In 2020 the world has faced the pandemic

situation with COVID-19 that caused a vast number of challenges for many spheres of human

life including the system of special education. Learners and special education teachers were

forced to critically change their learning style using distant technologies, Zoom and Moodle

platforms which was not always perceived positively. Nevertheless, the existing situation of

restrictions revealed larger opportunities for an increase in English learning and education

through English.

This study aims to focus on the implementation of EMI or English as the medium of

instruction in Sto. Nino SPED Center. The researchers also seek to reveal the “Importance of
 Leyte Normal University
College of Education
Republic of the Philippines
Teaching English Language as Medium of Instruction in Teaching Special Education Children

and Its Implication in Education”.

Based on the works and experiments of foreign scientists and having some experience in

using English as a medium of instruction, the authors draw the conclusion that the EMI

implementation in its pure form has certain imperfections.

INTRODUCTION

English was so entrenched as the language of power and modernity that it was reaffirmed

when the Philippines became independent in 1946, although Pilipino continued to be taught as a

single school subject. The conflict perceived in the 1990s between English as the language of

modem economic development and Filipino as the language o f national independence was a

false dichotomy. The history of language use in Philippine higher education demonstrates that

English had long been a vehicle for intense nationalist debate, and that Tagalog/Filipino had, for

even longer, been struggling to incorporate the vocabulary it would need to become a useful

modem language. In the process, the University of the Philippines had developed a sophisticated

group of bi- or multi-lingual students, faculty, and graduates with considerable linguistic skills.

The challenge would remain for these skills to be put to the service of more focused political and

educational policies and more egalitarian pedagogical practices.

In 1996 and 1997, state education agencies reported serving 3,452,073 English language

learners in public and nonpublic schools, an increase of almost 7% from figures reported in 1995

and 1996 (Macias, 1998). Almost 50% of the nation's public schools reported that they enrolled

at least one English language learner (Han, Baker, & Rodriguez, 1997). While available data
 Leyte Normal University
College of Education
Republic of the Philippines
show dramatic increases in this population, the number is likely to be an underestimate because

of the great variation in definitions and criteria used to identify students who are eligible for

special language support.

Some educators argue that if English language learners are failing in general education

classes, there is no harm in placing them in special education, where they can get individualized

instruction from teachers trained to remediate learning problems. In the current climate of

education reform, educators working with English language learners with special education

needs have had to press for the participation of these students in reform efforts. Two of these

reforms are the inclusion and the standards movements. premisession movement is based on two

premises; one involves rights and the other involves efficacy. Inclusion advocates contend that

students with disabilities have the right to be educated with nondisabled peers.

LITERATURE REVIEW

Instructional practices in segregated and inclusive education programs do not vary

significantly (Dyscn, 1999). Despite resistance to inclusion from various sectors of the education

field, we have witnessed a gradual move toward more inclusive education models. Currently,

more than 90% of students with disabilities are educated in the same schools that nondisabled

students attend. It should be noted, however, that the inclusive education movement is not

concerned only with placement in regular education contexts. Ultimately, it is interested in the

promotion of academic learning, social competence, social skills, changes in societal attitudes

toward those with special education needs, and positive peer relations among students of

different academic abilities (Lipsky & Gartner, 1999).

 Leyte Normal University
College of Education
Republic of the Philippines
Inclusive education is grounded in a set of beliefs and practices. Schools that practice

inclusive education believe that all children can learn. To this end, they implement school-wide

efforts to educate students with special education needs, adapt the curricula and instructional

strategies to the needs of students with learning difficulties, encourage collaboration among

teachers, foster a sense of community, and pay attention to standards and outcomes (Lipsky &

Gartner, 1999). Despite recent efforts to develop and assess inclusive education (U.S.

Department of Education, 1999), the movement has been noticeably silent about the plight of

minority students in general and English language learners in particular, who happen to be

overrepresented in special education programs (Artiles, 2000). In fact, emergent evidence

suggests that minority students are more likely to be placed in segregated settings and less likely

to benefit from special education programs than their White counterparts (Rueda et al., in press).

Another major issue facing educators is how to include English language learners and

students with disabilities in standards-based reforms (Ortiz, 2000). The 1997 amendments to the

Individuals With Disabilities Act emphasized that special education can be made more effective

by raising expectations for students with disabilities, by giving learners access to the general

education curriculum, and by making school-wide improvements that reduce the need to label

children in order to address their learning needs (McLaughlin, Artiles, & Pullin, 2001;

McLaughlin, No let, Rhim, & Henderson, 1999; Ortiz, this volume). However, students cannot

meet high academic standards unless they receive high-quality instruction. Because of the severe

shortage of bilingual education and special education teachers, English language learners with

disabilities are often taught by the least experienced and least qualified teachers (August &

Hakuta, 1997). When accountability systems involve high-stakes testing (e.g., tests used to

determine whether students will be promoted or retained in grade, to rate teacher effectiveness,
 Leyte Normal University
College of Education
Republic of the Philippines
and to classify schools as high or low performing), English language learners are either routinely

excluded because of fears that they will depress test scores, or they are referred to special

education because a disability label makes it easier to justify their exclusion. Exclusion policies

can have far-reaching, negative consequences for learners, not the least of which is that no one

can really be held accountable for the achievement of excluded students. 

In the wake of the federal No Child Left Behind legislation, standardized tests have become

increasingly high stakes. Yet English language learners (ELLs) typically score far below native

English speakers, creating pressure to “teach to the test.” This article shares findings from an

intensive year long study in 10 New York City high schools, detailing how high-stakes tests

become defacto language policy in schools. Most schools and individual educators have

increased the amount of English instruction ELLs receive; however, some have instead increased

native language instruction as a test preparation strategy. Curriculum and instruction focus on

test content and strategies, and English as a second language classes have become more like

English language arts classes for native English speakers. In bilingual classes, tests are found to

promote monolingual instruction with test translations guiding decisions about language

allocation.

METHODOLOGY

Research Design
The researchers used descriptive method to systematically obtain information to describe a

phenomenon, situation, or population. The study is also descriptive in that it aims to describe the

respondents’ strategies and techniques in implementing English language as the medium of

 Leyte Normal University
College of Education
Republic of the Philippines
Instruction. The descriptive method often involves extensive observation and note-taking as well

as in-depth narrative. Because it does not lend itself to in-depth analysis or hypothesis testing.

Some researchers regard the descriptive method as unscientific. However, a descriptive research

design can serve as a first step that identifies important factors, laying a foundation for more

rigorous research.

Respondents of the Study

The research locale of the study is in Sto. Nino SPED Center of Tacloban, Leyte. The

respondents of the study are composed of teachers teaching in the said school, one of the vital

processes in keeping this study successful. All of the participants are selected through random

sampling. This sampling method is conducted with each member of the Sto. Nino SPED Center

that has the capability to be part of the sample.

Research Instrument

In this study, the researchers will be using the questionnaire. The questionnaire is a set of

orderly arranged questions carefully prepared to answer by a group of people designed to collect

facts and information. Questionnaire will be checked by the researcher adviser and be subjected

for approval by the research review panel of the Leyte Normal University. The questionnaire is

fairly short and can be completed in less than 5 minutes. However, to make sure all questions

were answered prior to accepting a completed questionnaire, the researcher will carefully check

for any unanswered items and will respectfully request for the respondent to complete the

questionnaire.

Procedure
 Leyte Normal University
College of Education
Republic of the Philippines
Research procedure will be divided into two phases namely, (1) gathering phase and (2)

analysis phase.

Data Gathering

First on the gathering phase, the researcher observed all the required protocols to gather data

in Sto. Nino SPED Center. All data gathered will be treated with utmost confidentiality and

anonymity.

Analysis Phase

Second on the analysis phase, the researcher will use MS excel to tabulate the data and

produce figures (graphs and tables). Data gathered will be interpreted in the light of the review of

related studies and literature, were conclusions and recommendations will be derived.
 Leyte Normal University
College of Education
Republic of the Philippines

APPENDICES
 Leyte Normal University
College of Education
Republic of the Philippines

APPENDIX: LETTER PERMIT

The Importance of Teaching English Language as Medium of Instruction in Teaching
Special Education Children and Its Implication in Education

January 2022
Department of Education
STO Nino SPED Center, Tacloban Leyte

Sir/Madam,
We would like to request your office to allow us to conduct survey for our study entitled “The
Importance of Teaching English Language as Medium of Instruction in Teaching Special
Education Children and Its Implication in Education” in your school namely Sto. Nino
SPED Center. This is in partial fulfillment of our course in Bachelor of Special Needs in
Education, Tacloban Leyte. The study aims to focus on the implementation of EMI or English as
the medium of instruction in Sto. Nino SPED Center and reveal its importance.

In line with this, researchers need to have the cooperation of the principal and teachers at the said
school. The survey will be conducted at the most amenable time of respondent teachers so as not
top interferer on their daily teaching tasks. It is with utmost sincerity that we are hoping for your
favorable response regarding this matter. Thank you very much.

Sincerely yours,
Matilda Gerow
Abigail Rebel
Klairence Sison
Researchers

Noted by:
 Leyte Normal University
College of Education
Republic of the Philippines

Ma. Venus Estojero

Research Adviser

APPENDIX: INFORMED CONSENT

The Importance of Teaching English Language as Medium of Instruction in Teaching
Special Education Children and Its Implication in Education

Dear teachers:
This questionnaire is intended for Sto. Nino Sped Center teachers. The questionnaire
intends to identify your background and opinion regarding the implementation of English
language as the medium of instruction and its implication in education. There is no right or
wrong. Rest assured your answers will be treated with utmost confidentiality.

Thank you and God bless you!

Respectfully yours,

Matilda Gerow
Abigail Rebel
Klairence Sison
Researchers
 Leyte Normal University
College of Education
Republic of the Philippines
Part I: Personal Background
Directions: Please check honestly and correctly the following questions by putting check mark
(/) or by writing your answer on the space provided.

Name (Optional) :______________

Age :______________
Sex : ( ) Male ( ) Female
Civil Status : ( ) Single ( ) Widow/ Widower
( ) Married ( ) Separated
Part II: Questionnaire

Directions: Kindly put a check (/) in the option that best describes your degree of agreement on
the following statement questions provided below.

Strongly
Strongly Disagree
No. Agree (4) Neutral (3) Disagree
Agree (5) (2)
(1)
1.      Use of English
language in Teaching special          
education class is necessary.
2.      English language as
the medium of instruction will
         
allow me to communicate
effectively with my class.
3.      English language is
effective and efficient to be
         
used when handling students
with special needs.
4.      Implementing
English language is beneficial
         
and can be considered as an
advantage.
5.      I prefer English
language in teaching
         
educational content than
Waray-waray or Tagalog.
 Leyte Normal University
College of Education
Republic of the Philippines

REFERENCES:

Artiles, A. J., & Ortiz, A. A. (2002). English Language Learners with Special Education

Needs.

Gaerlan, Barbara S.   University of California, Los Angeles ProQuest Dissertations

Publishing, 1998. 9823507.

Menken, K. (2006). Teaching to the test: How No Child Left Behind impacts language

policy, curriculum, and instruction for English language learners. Bilingual Research

Journal, 30(2), 521-546.

Patrikakou, Evanthia N. (2008) The Power of Parent Involvment: Evidence, Ideas, and

Tools for Student Success. Center on Innovation and Improvement: USA