Proceedings of the 2nd International Conference on Language, Innovation, Culture and Education 2015
ISBN 978-967-13140-8-1

Towards Integrative Teaching in Filipino and English

Niña Luela P. Cleofas, Girlie S. Macapagal

Miriam College High School, Philippines


The Philippine Basic Education curriculum supports the teaching of two official languages, namely Filipino and English. In support of this national thrust and its institutional vision, mission, and goals, Miriam College High School aims to teach the two languages using globalized and integrated strategies within a student-centered environment. The study investigates how the teaching of both language and literature (Khatib & Rahimi, 2012) either in English or Filipino using various teaching strategies which adhere to implementing an Integrated Approach (Yimwilai, 2015) can be effective to students in an ESL context. This also identifies the best activities/strategies which cater to the demands of an integrated classroom. Quantitative and qualitative data which are derived from a survey and an interview among Grades 9, 10 and 11 students reveal that 584 (56.53%) out of 1,033 students of Filipino and 507 (47.47%) out of 1,068 students of English absolutely agreed that the different learning activities in class are effective and meaningful. The study reports that the same allowed learners to learn, apply, and enhance their skills. Interview data reveal the essential activities/strategies that are helpful to them. These only show that teaching language and literature of either Filipino or English using the Integrated Approach brings out student success in learning. The study provides specific implications on the management of bilingual and multilingual contexts of student-centered learning.


Integrated Approach, language and literature teaching, teaching strategies

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