Benedick M. Naceno | Rommel V. Tabula
Language, as a means of communication, is interwoven with culture and the degree by which it is used. This descriptive research aimed to determine the incidental interface of other languages in the teaching of content area subjects. It also delved into the frequency of incidental use of these languages and the reasons why teachers incidentally use them. Both quantitative and qualitative research methods were utilized in eliciting the data. Classroom observations, recording and transcribing were done to identify the other languages used in the teaching of content area subjects. A content validated researcher-made questionnaire was floated to 28 teachers and 40 students to obtain their perceived frequency of incidental use of other languages. Tang’s (2000) questionnaire was adapted to gather information why teachers use other languages in the teaching of content area subjects. An interview with the students was also utilized to validate their responses. Results revealed that content area subject teachers used Ilokano and Filipino as auxiliary languages. Teachers admitted that they sometimes used Ilokano and Filipino while students claimed that teachers use these languages often. It was also disclosed that most teachers use other languages to help them explain difficult concepts or ideas and to aid comprehension greatly while the least use these languages to break the monotony. Interestingly, students also believed that the use of other languages could aid comprehension greatly. Thus, teachers’ incidental use of other languages is favored by both teachers and students.