RRL (JM)

A study entitled "ENGLISH AS A MEDIUM OF INSTRUCTION: CHALLENGES TO

NIGERIAN PRIMARY SCHOOLS" by Hadiza Ibrahim (2017) in which the participants of the
study were from 206 primary schools, 152 public schools and 54 private schools. The sampling
techniques used in the study were purposive and proportionate stratified random sampling to
select 220 teachers from 13 public and 8 private primary schools that were included in the
study. The study resulted to non-effective implementation of English as medium of instruction in
the primary schools which was contrary to the provision in the National Education Policy of
Nigerian Federal Government. The teachers and pupils also had different challenges related
with using English as medium of instruction, particularly due to local languages influences. This
kind of circumstances makes few students to be inactive during the discussions and decreases
their proficiency in English. Hence, their understanding to the subject components was limited.

RRL (ANGELO)

Bilingual Medium of Instruction: Effects on Students Conceptual Understanding,

Problem Solving Performance and Interest in Mathematics” by Jasmin C. Tawantawan,
Jocelyn P. Aman. This study investigated the effects of using bilingual medium of instruction
on students' general understanding and interest in mathematics. It employed quasi-
experimental design. Participants of the study consisted of two intact classes of Grade 7
students matched based on their Mathematics 7 grades during the second quarter of the
school year 2016 – 2017. The researchers constructed three research instruments such as
Conceptual Understanding Test, Problem Solving Performance Test, and Mathematics
Survey. Researchers revealed an increase of the number of students from the experimental
group from low to moderate in terms of their level of conceptual understanding and from
interested to very interested level in mathematics. Students' claims that they had better
comprehension; learned fast and were more interested in learning mathematics using
bilingual medium of instruction in teaching mathematics. These suggestions that the use of
the bilingual medium of instruction was found to be beneficial in improving students' prior
knowledge, problem solving performance, and interest in mathematics than using English
only as medium of instruction in teaching. Thus, the school administrator should encourage
their teachers to use bilingual language as medium of instruction in teaching mathematics.

RRL (JR) (PENDING)

The discursive and pragmatic effects of Code-switching in Content-based learning

Classroom code switches have been logically considered in writing. The judicious show of
CS (Myers-Scotton and Bolonyai, 2001) has been set up to attest that switches emerge from
cognitive gauges of the most noteworthy utilities. Ferguson (2009:231) claims that CS’s
educational functions are “wide-ranging and differently labeled: as a implies to rehash
fabric; to deliver explanatory emphasis; to offer incidental comments; to pick up learner’s
endorsement; to communicate solidarity; among others.” Within the Philippines, the CS
educational and down to earth capacities have been of consistent interest. Inductivo (1994)
conducted a ponder approximately the impact of code-switching to scholastic achievement.
She found out that review seven understudies who were portion of exploratory and
controlled groups through an state of mind and recognition scale and scholastic
accomplishment tests appears to appear no significant distinction between pupils’
demeanor. Be that as it may, the post-test and cooperation of the experimental bunch was
essentially higher than that of the controlled gather. Thompson (2003) too considered
instructors and understudies and found out that the respondents found it troublesome to
talk in immaculate Tagalog or unadulterated English sentences. In this way, they turn to
mixing the two dialects in arrange to communicate their messages, to encourage
comprehension and to understand with ease. The same line of conclusion was sent by Abad
(2005) when she mentioned that code switching permits understudies to precise themselves
interior the classroom. Code-switching helps the triumphant transaction of meaning of
complicated writings coded in English and makes input clear to the learners; produces a
low-anxiety classroom climate which is favourable to learning; and, keeps the understudies
centered in lesson where lessons are exceedingly specialized in nature. In a most recent
consider by Abad (2010), it is contended “that visit code-switching in exceedingly technical
subjects can be inconvenient to the learners since it can cause perplexity within the
students’ understanding of difficult concepts. This is often encourage sealed by the claim
that in the event that the English logical concepts are not bolstered by ordinary concepts
which are as a rule in their mother tongue, the scientific concepts will not be well learned.”
To analyze CS in a distinctive outline, the analysts utilized Discourse Act Hypothesis
(Searle,1969) and social work (Locher and Watts, 2005) as persuading strengths in
demonstrating the nature of participation of both instructors and understudies in this paper.
Discourse act is “composed on a communicative action (locutionary act) characterized with
reference to the purposeful of speakers whereas speaking (illocutionary constrain) and
impacts accomplished on the audience members (perlocutionary) (Precious stone,
1991:323). In addition, Austin (1992) notices two wide issues basic to the application of
discourse act hypothesis to communication investigation: (1) the recognizable proof of a
discourse act in an articulation agreeing to the rules and conditions set by the hypothesis
and (2) the successive courses of action of the discourse acts: how an starting discourse act
makes an environment in which a another discourse act is (or isn't ) appropriate.
RRL (LYNDON)

Mother Tongue as a Medium of Instruction: Benefits and Challenges In the study

entitled "Mother Tongue as a Medium of Instruction: Benefits and Challenges", in which the
study participants were students in the School of Education and Behavioral Sciences, WSU.
Second and third year students in the Department of Psychology and Educational Planning
and Management (EdPM) were in the study population. Students in the EdPM Department
were 78 (Male=43 and Female=35), while students in the Psychology Department were 98
(Male=61 and Female=37) and averaged 186 (Male=104 and Female=72). This used both
approaches of qualitative and quantitative data analysis. Discussions of the focus group and
questionnaires of self-report were used to collect student data. Descriptivestatistics were
used to identify the context characteristics of students. Independent samples of t-test were
used to analyze differences between male and female students in attitudes towards the
mother tongue as a means of instruction, and multiple regression analysis was also used
todetermine the degree of predictive power of each independent variable based on the
criterion variable. Based on the findings of the study conducted the results showed that sex
of the respondents did not reveal statistically significant difference towards mother tongue
as a medium of instruction. Majority of students have positive attitude towards mother
tongue as a medium ofinstruction at primary and secondary levels of education. Due to
limited access to job opportunities and other benefits, majority of students uncover their
needs not to place themselves in mother tongue departments if opportunities given despite
positive attitude towards it.
RRL (JIRO)

Title: English Language as a Medium of Instruction inside the Classroom: Perception of the First year
Students

Having a skill when using English amid speakers who are non-native has become a problem of
the world. Students which primary language is not English, are faced with instructors with the problem
which was needed to be addressed to. (Gibson, 2003).

A certain study crafted by Amamio (2000) on the altitudes of students, teachers and parents
toward English and Filipino as the media of instruction provided comparison. English as the medium of
instruction was the chosen language by the student and the teacher. English was the more comfortable
language for explaining ideas and concepts with the votes of the teachers. They also further mentioned
that English is an “intellectualized language” and a valuable device when sourcing information
technology. But on the contrary, Filipino was the preferred language by parents due to its way of how
the students can think and show their expressions by being their real self and it was the language that
they understand the most and in which themselves were more likely understood by others.