Bilingual instruction practices and students’ performance in teaching-learning mathematics: A case study (June 2023)

This study delves into bilingual instruction practices and their impact on students' participation patterns within a classroom environment. The research aims to understand how students engage during classes where bilingual instruction practices are employed.
Qualitative research methods were used for the purpose of data collection and analysis in this study. The selection of participants was carried out through purposive sampling, focusing on the forty-six (46) students from Grade 11 Agarao at Laguna Senior High School at Sta. Cruz, Laguna. To gather the data, a video recording and observation of a one-hour class discussion were conducted. The findings were analyzed through the application of thematic analysis.
The results reveal that code switching, encompassing extra-sentential, intra-sentential, and inter-sentential types, is a prevalent bilingual instruction practice used by teachers. Notably, intra-sentential code-switching was the most frequently utilized by the teacher. Additionally, the study identifies four distinct participation patterns: total integration, conditional participation, marginal interaction, and silent observation. The study found that a significant portion of Grade 11 Agarao students exhibited conditional participation and marginal interaction tendencies out of the total cohort of forty-six (46) students. Understanding these dynamics provides insights into how bilingual instruction influences students' involvement and contributions within the classroom.
Base on the following findings, it is recommended for schools to include bilingual instruction in their school improvement plan and school development program. It is also recommended to add another research instrument, such as an audio recorder, to easily transcribe the data and yield better results.