| The University of Batangas has always put
premium on the total development of the person in
preparation for their ultimate deployment to their
future professional habitat. Thus, English has always
been adopted as the medium of instruction in almost
all subjects with the exception of Filipino. Given the
number of foreign students currently enrolled in the
University, the campaign to use English not only as
medium of instruction in the classroom but also as
medium of transaction in all offices has been even
more intensified.
However, it is a recognized inevitability that
problems should arise from the implementation
of such policy of using English as the medium of
instruction particularly for the non-English teachers
handling English-based disciplines such as the
Humanities, Social Sciences, Mathematics, and
others. It is not enough that the teachers go along
with the policy and in the drive toward educational
reform; they must also pave the way for the students’
acquisition of higher knowledge and skills.
It is therefore on account of the aforementioned
that the researchers have recognized the opportunity
to conduct a research and contribute to the stock
of knowledge relative to the problems encountered
by non-English teachers in teaching English-based
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Volume 3 No. 1 7
subjects. The researchers envision that the results
of this study will be helpful in getting to the root of
the matter and will be instrumental in effecting the
necessary solutions to this educational concern.
The descriptive type of research was used in this
study with purposive sampling as data gathering
technique. The researchers involved general
education teachers who answered the structured
questionnaire prepared by the researchers. The
study gave rise to the results that minimal problems
are encountered by the non-English teachers
teaching English-based subjects at the University of
Batangas. |
| Baldauf, R. B., Kaplan, R. B., Kamwangamalu, N., & Bryant,
P. (2011). Success or failure of primary second/foreign
language programmes in Asia: What do the data tell us?
Current Issues in Language Planning
Burns, A. (2010). Doing action research in English language
teaching: A
guide for practitioners. New York: Routledge.
Byun, K., Chu, H., Kim, M., Park, I., Kim, S., & Jung, J. (2011).
Englishmedium teaching in Korean higher education: Policy
debates and reality. Higher Education,
Coleman, H. (2011a). Allocating resources for English: The case of
Indonesia’s English-medium international standard schools.
Haryanto,Eddy Language Policy: Administrators and Teachers’
view on English as Medium of Instruction Implementation
in Indonesia
Jandek, R. (2003). Teachers’ Perception Towards the Use of
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English as Medium of Instruction for Mathematics and
Science Subjects.
Kyeyune, R. (2010). Challenges of using English as a medium of
instruction in multilingual contexts: A view from Ugandan
classrooms. Language, Culture and Curriculum
Shohamy, E. (2012). A critical perspective on the use of English as
a medium of instruction at universities.
Vinke, A. A., Snippe, J., & Jochems, W. (1998). English-medium
content courses in non-English higher education: A study of
lecturer experiences and teaching behaviours. Teaching in
Higher Education, |