How A Child Learns Another Language Other Than Their Mother Tongue

COLLEGE OF ARTS, SCIENCES AND TEACHER EDUCATION
How a Child Learns another Language Other Than Their Mother

Tongue:
A Case Study
A Case Study Report presented to the faculty of College of Arts, Sciences and
Teacher Education at Saint Theresa College of Tandag, INC.
In partial fulfillment of the requirements for
EL102 and EL103
Researcher:
Justine Jane B. Barrios

MAY 2024
Table of contents
Introduction ………………………………………………………………………..
Background………………………………………………………………………….
Issues statement…………………………………………………………………….
Interventions………………………………………………………………………...
Conclusions…………………………………………………………………………
Appendices ………………………………………………………………………….
I. INTRODUCTION
The use of English as a medium of instruction has been prevalent in the Philippines
for many years, extending from primary to higher education. Manalastas & Batang
(2018) believed that, as a developing nation, the Philippines recognizes the
importance of utilizing this widely spoken language to establish its presence on the
global stage. English is highly regarded not only for its practical and functional
aspects but also for the fact that proficiency in it can greatly enhance one’s
prospects for career advancement (Regala, 2017). However, for many learners, the
process of learning English can be a source of stress and anxiety, given that
language serves as a critical tool for communication and self-expression, especially
when proficiency in their first language (L1) is limited.
The increasing adoption of English-only policy in a growing number of educational

institutions, including universities, secondary schools, and primary schools, presents
challenges for students in learning English as a second or foreign language The
mastery of oral communication is a vital aspect for teacher education students, as it
is a crucial skill necessary for effective participation in conversation and
discussions.
The students tend to exhibit greater ease and proficiency in speaking their first
language (L1), which is commonly referred to as the mother tongue, compared to
English. This could be due to various reasons such as limited exposure or practice
in English, cultural and linguistic backgrounds, or personal choice. It is important to
acknowledge that fluency in one’s mother tongue does not always equate to
proficiency in other languages, such as English. Therefore, it is crucial for students
to continually cultivate their language skills in both their L1 and English for
academic and professional advancement.
Effective communication through speaking English can present difficulties for non-
native English speakers, who must demonstrate proficiency in areas such as
pronunciation, grammar, vocabulary, fluency, and comprehension (Aziz &
Kassinathan, 2021). Psychological factors, including anxiety, self-confidence, fear of
errors, shyness, lack of motivation, and lack of confidence, can negatively impact a
student’s speaking abilities in a foreign language (Gaya, 2018; Nijat, et al., 2019).
This has been one of the reasons why students are often hesitant to speak in
English in the classroom, due to factors that affect their self-confidence and fluency
in speaking the language.
Exposing students to English as much as possible is often considered an effective
method for teaching English as an L2. The English-only policy, which requires the
use of English as the only language of communication in the classroom, aims to
immerse students in an English-speaking environment and help them acquire the
language indirectly. This approach is commonly used by ESL teachers and primarily
impacts students’ speaking skills. However, it can also demotivate students to use
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COLLEGE OF ARTS, SCIENCES AND TEACHER EDUCATION

How a Child Learns another Language Other Than Their Mother

In partial fulfillment of the requirements for

EL102 and EL103

Justine Jane B. Barrios

The increasing adoption of English-only policy in a growing number of educational

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