TOPIC: Use of Filipino language as the medium of instruction in all

academic subjects except English

A Position Paper

Submitted to: Arnold E. Barroga

Submitted by: Vincent P. Heruela

A Final requirement in English for Academic and Professional Purposes

Second Semester
S.Y. 2022-2023
THESIS
Even though Filipino language holds cultural and historical significance, its
usage as a medium of instruction in academic subjects should be
reconsidered due to potential limitations in facilitating effective learning,
inadequate resources and materials, and the importance of preparing students
for a globalized world.

I. Introduction
The choice of a medium of instruction in academic subjects holds
significant implications for educational systems worldwide. In the Philippines,
a country rich in cultural diversity and linguistic heritage, the question of
whether the Filipino language should serve as the primary medium of
instruction has been a subject of debate. While recognizing the importance of
preserving the Filipino language, there are compelling reasons why it may not
be the ideal medium of instruction in academic subjects. This essay explores
the potential limitations of using the Filipino language as a medium of
instruction, considering factors such as its ability to facilitate effective learning,
its impact on international competitiveness, and its influence on students'
proficiency in English, a globally recognized language of communication. By
examining these aspects, it becomes evident that alternative approaches,
such as employing English as the primary medium of instruction, offer greater
benefits for students' academic growth, future opportunities, and global
communication skills.

II. Body

A. Summary of Counterclaim

Filipino language as a medium of instruction in academic subjects

emphasize several reasons for its importance. Firstly, utilizing Filipino
promotes national identity and cultural pride among students,
preserving the country's rich linguistic heritage. Secondly, it allows for
the effective transmission of indigenous knowledge and local wisdom,
fostering a sense of inclusivity and appreciation for diverse cultures.
Moreover, proponents argue that using Filipino enhances students'
language skills and comprehension, as it is their native language. This
approach also promotes equitable access to education, as it eliminates
potential language barriers that some students may face when English
is the primary medium of instruction.
 B. Argument & Evidence

Several studies point to potential limitations in using Filipino as a

medium of instruction in academic disciplines. A research study
conducted by Garcia (2018) found that students taught in English
exhibited higher comprehension and critical thinking skills than those
taught in Filipino. The study also found that students who used English
as their language of instruction performed better on standardized
assessments, demonstrating a positive association between English
proficiency and academic performance.

Additionally, an analysis of the educational resources and teaching

materials available in Filipino found them to be inadequate compared to
the resources available in English. A study by Santos (2020) found that
Filipino language textbooks, reference materials, and online resources
are severely limited, impacting the quality and variety of teaching
materials for students and teachers. This deficiency can hinder effective
teaching and learning processes.

Finally, in an increasingly globalized world where English serves as the

primary language of communication, preparing students to become
proficient in English is critical to their future prospects. A report from the
British Council (2019) highlights the importance of English proficiency in
accessing higher education opportunities, participating in international
cooperation and improving employability in the global labor market.

This evidence supports the idea that the use of the Filipino language as
a medium of instruction needs to be reconsidered to address the
limitations of effective learning, lack of resources, and the need to
prepare students for a globalized world. is backed by

III. Conclusion
The potential limitations in facilitating effective learning, the issue of
inadequate resources and materials, and the importance of preparing students
for exploring alternative approaches. It is essential to strike a balance between
preserving cultural heritage and equipping students with the necessary skills
and knowledge for success in an interconnected world.

By critically evaluating the evidence and considering the educational

landscape, it becomes apparent that incorporating English as the primary
medium of instruction offers substantial benefits. English proficiency opens
doors to a broader range of educational resources, fosters international
competitiveness, and prepares students for future opportunities on a global
scale. While preserving the Filipino language remains important, it can be
integrated into the curriculum as a subject of study, ensuring its preservation
while simultaneously addressing the needs of a rapidly changing world.

In conclusion, a balanced approach that values both cultural heritage and the
demands of a globalized society calls for reevaluating the usage of the Filipino
language as the medium of instruction. By embracing alternative approaches,
educational systems can provide students with a well-rounded education that
bridges the cultural and linguistic divide, ultimately empowering them to thrive
in an increasingly interconnected world.
STEM 11