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INTRODUCTION

Intellectualization of the Filipino language is one of the issues in the educational

society. It is the process of standardizing the Filipino language to be used in controlling

domains in the country. For many years, scholars and the government are trying to make

ways of improving and establishing the use of Filipino language. They made resolutions,

ordinance and laws. According toMopera, in the field of Education, Medicine and

Science and Technology, it is undoubtedly visible that we are still far in achieving the

over-all goal of intellectualizing and standardizing Filipino. (Mopera, 2013).

Language is described as a tool in promotion of learning. Filipino, as the national

language of the Philippines, takes the function of bridging knowledge in different areas of

learner’s competency. For many professionals, using Filipino in teaching science is

difficult. The attitudes of teachers towards the use of Filipino language in teaching

science is a very important matter when it comes to the intellectualization of Filipino in

controlling domain of Science and Technology. The attitudes of teachers come to the fore

as they reflect upon the language that they use in teaching. Consciously or unconsciously,

their attitudes play a crucial role in language’s “growth or decay, restoration or

destruction.” (Baker, 1988). In line with this, Vizconde in her study, stated that the

teacher’s preparation should not just be in terms of knowledge and skills in their

specialization but also in their attitude towards the tools that they will use in their

specialization but also in their attitude towards the tools that they will use in teaching

their subjects. (Vizconde, 2006). The attitudes of the teachers towards the use of Filipino

as a medium of instruction in teaching science shows relevant in the success of teaching

science programs in school.


The attitudes of the teachers towards the language is important not only because it

plays an important role in the success of teaching the science subject but also in

intellectualizing the language used as the medium of instruction. In the Philippines, the

intellectualization of Filipino language in controlling domain of Science and Technology

is minimal. Many professionals, abominate the use of Filipino language in teaching

science because there is lack of terminologies, lexicons and vocabulary to explain the

concepts of Science in Filipino. There are many factors that contributes to the slow

process of intellectualization of Filipino language. Some of these are inadequacy of

teaching materials, difficulty in translation, acceptance and sufficient knowledge to

language.

However, Filipinos encourages the use of Filipino in teaching science subjects to

be widely implemented. To further widen this topic, the researchers conducted a research

entitled “Attitudes of Teachers towards the Intellectualization of Filipino Language in

Teaching the Science Subject in Bartolome Sangalang National High School.” This study

aims to identify and describe the attitudes of teachers towards the intellectualization and

use of Filipino language in teaching science.

A. Statement of the Problem

This study is primarily conducted to determine the attitude of the teachers towards

intellectualization of Filipino language in teaching the science subject in Bartolome

Sangalang National High School, with the end goal of understanding the effectiveness of

using Filipino as a medium of instruction in teaching science. To attain this goal, answers

to the following specific problems were sought:


1. What are the opinion of the teachers towards the use of Filipino language in

teaching Science?
2. Can Filipino as a language ever replace English as a medium of instruction in

teaching Science?
3. Will it be more effective and credible if teachers would use Filipino in

teaching Science?
4. What are the perceptions of the teachers about those teachers who speak

Filipino during Science class?

B. Objectives of the Study

This study has the following objectives:

1. To identify the attitudes of teachers towards intellectualization of Filipino

language in teaching Science?


2. To determine the opinion of the teachers about the use of Filipino in teaching

Science?
3. To find out the effectiveness of using Filipino as a medium of instruction in

teaching Science?

C. Significance of the Study

To the Researcher

This study will help the researchers to know the possible benefit of Filipino

language in teaching Science. It is the hope of the researcher that information gathered

from this endeavor shall provide a discernment for language educators and develop

students logical intelligences by the use of Filipino language in teaching.

To the Students
This study will give a realization to the students in terms of what language they

learn best. It will provide them with some knowledge on how they learn using the

Filipino language in teaching science and on how to develop their learning style.

To the Teachers

This study will serve as their training ground to develop some instructional

materials in order to cope with the cognitive demand of students in a classroom setting.

Furthermore, this study will help them identify in what way would the students excel in

terms of using Filipino in teaching science.

To the School Administrators

This study will provide insight for language educators to develop the students

linguistic ability and join forces to have a language planning in terms of modes of

teaching science with the use of Filipino language.

D. Scope and Limitation

This research study aim to determine the attitude of the teachers towards

intellectualization of Filipino language in teaching the science subject in Bartolome

Sangalang National High School. This study is limited only on the analysis and

comparison of the collected data from the 15 Science Teachers who will be the

participants and subject for the written interview conducted. This study was conducted

from April to May at Central Luzon State University, Science City of Muñoz,

NuevaEcija. The survey will be done at Bartolome Sangalang National, High School, St.

John, Guimba, NuevaEcija.