Research Notes: Exploring English as a First Language and its Effects on Students' Vocabulary

INTRODUCTION

  • Language is crucial for human life and mother tongue shapes emotions (Riadil, 2020).
  • Mother tongue is influential in learning, fostering critical thinking and literacy (Nishanthi, 2020).
  • Meanings of "mother tongue" vary based on political ideologies, power dynamics, and cultural settings (Fall, 2020).
  • Children learn and use their mother tongue for comfortable communication.
  • In the Philippines, Filipino is commonly used, but English became a medium of instruction, especially post-American colonization.
  • DepEd's Executive Order No. 210 enforced an ‘English Only Policy’ in schools.
  • English can become a child’s first language, supplanting Filipino.

STATEMENT OF THE PROBLEM

  • The research aims to uncover the impact of English language exposure on the specific components of the mother tongue.
  • Identify which aspects of the native language are most affected and determine the key factors driving this linguistic shift.
  1. Could making English the main language help students perform better academically?
    • Critical thinking and expression
    • Transfer of skills
    • Access to learning materials
  2. What are the effects on Filipinos Vocabulary in speaking a foreign language regularly, in terms of;
    • Educational Environment
    • Social Environment
    • Level of Filipino Language Proficiency
    • Environment and Setting

SCOPE AND DELIMITATION

  • The study explores students’ ability and confidence to speak in their native language, particularly among students in NU EO.
  • It aims to identify the factors that lead Filipino students to prioritize the English language over their mother tongue.
  • The study exclusively gathers qualitative data, primarily through surveys and interviews.
  • It focuses specifically on the students of NU EO’s experiences regarding the use of English as a primary language, its effects on their vocabulary and overall linguistic competence in their mother tongue.
  • Additionally, this research is purely qualitative in nature; it does not include quantitative measurements, statistical analyses, or consider other Philippine dialects or native languages beyond Filipino.
  • Furthermore, the findings of this research are limited to the SHS students enrolled in NU EO.
  • Therefore, the results should not be considered applicable to students from other schools, regions, and educational levels.

SIGNIFICANCE OF THE STUDY

  • Explores how NU EO students’ primary use of English affects their vocabulary and confidence in speaking their native language.
  • Students: Awareness of how language preferences affect communication in their native language; encourages mindful bilingual/multilingual practices.
  • Future Researchers: Contributes to studies of multilingualism and English predominance in NU EO students.
  • Readers: Awareness of using the native language alongside English.
  • Teachers: Resource to foster English fluency while supporting native language fluency.
  • School Administration: Data to apply inclusive language programs for balanced proficiency.
  • Parents: Understanding of how English usage affects children's relationship with their mother tongue and cultural roots; guide for balanced language development at home.
  • Curriculum Developers: Data to improve language curricula for balanced learning between Filipino and English.
  • Sociolinguists and Linguists: Contributes to language development research, highlighting language preferences and their influence on cultural identity.

RESEARCH PARADIGM

  • Early teachers guide communication skills before formal education.
  • Schools play a role in continued learning and adaptation.
  • Filipino is commonly used in everyday conversations, but this is not static as people adapt.
  • Post-American colonization, English was a common medium of instruction.
  • The ‘English-Only’ policy aims to prepare students for future opportunities in a universal language like English.
  • Filipino preserves cultural identity, emotional expression, and early cognitive development.
  • Some individuals become more proficient in English due to accustomed practices.
  • Balance between the mother tongue and English is essential for overall development.

METHODOLOGY

  • Research Design: Qualitative, probing why students prefer English over Filipino.
  • Employs descriptive and non-numerical methods.
  • Descriptive type was used as the researchers aim to have an in-depth understanding on the phenomena of the topic.
  • Moreover, it is most suitable in this paper to describe the evidence gathered from the participants for researchers report.
  • Phenomenological method calls for participants who are willing to share their unique experiences (Jackson & Cox, 2020).
  • Non-numerical methods focus on understanding participant perspectives and backgrounds.
  • Phenomenology explores different perspectives on prioritizing a foreign language.

PARTICIPANTS

  • Participants are grade 11 students from various strands whose first language is English and is used as their medium of communication.
  • A total of three (3) participants are involved.
  • Purposive sampling through pre-surveys via Google Forms.
  • Criteria: Grade 11 NU East Ortigas student (ABM, HUMSS, STEM), whose first language is English or fluent, born and raised in the Philippines, struggles with Filipino sentence construction/verbal communication.
  • Procedures: Permission letter to school administration, pre-survey, assent forms for selected participants.
  • Participants must meet the following criteria:
    • (1) must be a grade 11 student of NU East Ortigas from different strands (ABM, HUMSS, STEM)
    • (2) whose first language is English or fluent;
    • (3) born and raised in the Philippines
    • (4) students who struggle constructing a sentence or in verbal communication using Filipino.

ETHICAL CONSIDERATION

  • Researchers must consider the impacts and effects on participants.
  • Participants will be briefed on the study's purpose and procedure.
  • Informed consent ensures voluntary participation.
  • All information and data will be kept confidential, with no private or personal details disclosed.

DATA COLLECTION METHOD

  • Data collected via interviews with Senior High School students at NU EO after teacher approval.
  • Steps: Select willing participants, provide assent form, ask open-ended questions, record responses, and present data.

DATA ANALYSIS

  • Many students consider themselves more fluent in English than in Filipino.
  • According to the study of (Langga, et al., 2020) that majority of the students in Senior High School encountered lexical-semantic, cultural, pragmatic, and grammatical challenges in translating English to Filipino.
  • Errors mostly occurred in grammar, capitalization, inflections, tenses, subject-verb agreement, demonstrative pronoun use, and fragments.
  • According to the study of (Langga, et al., 2020), Senior High School students face challenges in translating English to Filipino, including lexical-semantic, cultural, pragmatic, and grammatical issues.
  • Common errors involve grammar, capitalization, inflections, tenses, subject-verb agreement, and demonstrative pronoun use.

RESULTS

FRANK (ABM STRAND)

  • Felt knowledgeable in English due to exposure to Western media at a young age.
  • Prefers writing in English due to limited vocabulary in Filipino and familiarity with English.
  • Finds English subjects easier because he is more used to them and struggles to fully comprehend Filipino subjects, impacting him academically.
  • Believes Filipino should be learned first to communicate with others, followed by English.
  • Children should learn Filipino first to communicate with people.
  • Mixes English with Filipino (Taglish) when expressing thoughts due to limited knowledge of deep Filipino words.
  • Code-switches even in Filipino subjects.
Key Themes:
  • ‘Confidence in Speaking in English’ reflects how wide is the vocabulary of the participants in their mother tongue; English.
  • ‘Factors that Affect One’s Vocabulary’ indicate one of the elements on how did the participant end up having English as their mother tongue.
  • ‘Comfortable Writing in English’ reflects on which language the participant mostly writes with.
  • ‘Limited Vocabulary in Filipino’ reflects the participants’ small-range of knowledge in the Filipino language.
  • ‘Adept in Writing in English’ indicate the participants’ skills in writing in English.
  • ‘Finding an English-based Subject Much Easier’ reflects on how deep is the knowledge of the participant when it comes to the said foreign language.
  • ‘Struggling with Filipino-based School Subjects’ reflects on how the participant views the Filipino language.
  • ‘Prioritizing Learning Filipino First’ indicates that the participant views the Filipino language as a vital aspect to one’s life.
  • ‘Thinking About How to Communicate with Others Efficiently’ reflect how important it is for someone to communicate effectively when using one language.
  • ‘Filipino Should Be Every Kid’s First Language’ indicates that a kid’s mother tongue should also be appropriate in what is their native language.
  • ‘Code Switching in Expressing Thoughts’ reflects the participant’s comfortability with the two languages as a way of expressing themself.
  • ‘Code-Switching in Writing Academic Papers’ reflects the participant’s struggles with solely writing with one language.

V (STEM STRAND)

  • Considers himself more knowledgeable in English as it's the language he grew up with and intakes the most.
  • Prefers writing in English as it allows him to process thoughts more specifically.
  • Finds English subjects easier as he tends to find English translations to understand Filipino.
  • Believes English is more important in the current economy for better job opportunities.
  • However, he thinks children should learn their mother tongue first for socialization and understanding people around them.
  • More comfortable expressing thoughts in English due to greater knowledge.
  • Mixes English and Filipino in speaking, evidenced by the "conyo" language, often seeking English translations for Filipino words.
Key Themes:
  • ‘Proficiency in English’ reflects the participant’s skills with speaking in English.
  • ‘English As The Accustomed Language’ indicate the participant’s language they used growing up.
  • ‘Comfortable Writing in English’ reflects on which language is the participant most efficient with.
  • ‘Views English as a Medium to Express Thoughts’ indicates that English is the language where the participant is most comfortable with.
  • ‘Views English as an Easy School Subject’ reflects on the participant’s wide-range of vocabulary in the English language.
  • ‘Struggles in Understanding Filipino Words’ reflects on the participant’s small-range of vocabulary in their native language.
  • ‘Views the English Subject as a Stepping Stone’ reflects on how the participant views the English language as a key to having a stable job.
  • ‘Views Filipino as an Important Language’ indicates that the participant sees the Filipino language as an essential language.
  • ‘Learning Filipino to Feel a Sense of Belongingness’ indicates that the participant views the Filipino language as a vital aspect in socializing.
  • ‘Regular Usage of English’ reflects on what language the participant is much comfortable with.
  • ‘Need for Translation to Understand’ reflects on how deep is the participant’s knowledge in Filipino.

R3 (HUMSS STRAND)

  • Considers herself more knowledgeable in English since it was the language she grew up learning, influenced by her mother and reading English books.
  • Prefers writing in English because it's what she's most comfortable with.
  • Finds English subjects occasionally hard, but generally easier than Filipino due to comprehension issues.
  • Believes both English and mother tongue are equally important, with the latter being a source of pride.
  • Thinks language learning should be up to the individual, without mandatory prioritizations.
  • Feels more comfortable expressing thoughts in English because she feels more focused and struggles to find the correct Filipino words.
  • Mixes English and Filipino (Taglish) unconsciously, sometimes resorting to Filipino words to express what she wants to say.
Key Themes:
  • ‘Extensive Vocabulary in English’ reflect on how wide the vocabulary of the participant.
  • ‘English Becoming Filipinos Mother Tongue’ reflects on how English had become the superior language that most of the kids have become an English speaker.
  • ‘Parents’ Initiative to Learn the English Language First’ shows the impact of the parents' initiative to their children.
  • ‘Reading Books in a Foreign Language’ shows how reading books also plays a huge role in developing one’s vocabulary.
  • ‘Prefers Doing Written Tasks in English’ shows that the participant is much comfortable in using English especially in academic-related things.
  • ‘Occasionally Finds the English Subjects Hard’ shows that there are still times that the participant finds English hard.
  • ‘Views Both Languages as a Vital Language’ indicate that both languages should be equally learned.
  • ‘Filipino Language a Foundation to Every Filipino’ shows that the native language is the backbone of one’s country.
  • ‘Everyone has the Freedom to Learn Any Language’ shows that there is no right and wrong on which language should be learned first.
  • ‘Feels more Freedom in Expressing Thoughts in English’ reflects how efficient the participant is in English.
  • ‘Broad Vocabulary in English’ shows how extensive the vocabulary is in English.
  • ‘Code Switching Unconsciously’ shows how comfortable the participant is in expressing their thoughts in both languages.
  • ‘Using Filipino Language to Express Feelings More’ reflects on the knowledge of the participant is in Filipino.