CHAPTER 1

INTRODUCTION

Background of the Study

Multilingual reading comprehension are one of the problem that are focusing now specially
of grade 5 students. Our school have used different languages like bisaya, Filipino, English
especially in elementary and that they used every day. Unfortunately, not all students of
grade 5 can understand on multilingual texts. In this chapter, we’ve been discuss about
multilingual reading comprehension of teaching to student. Students may be required to
engage with reading materials, textbooks, and assessments to help them to improve their
skills and to help them to understand more about what they can read. Reading is important
not just only the school but also outside without reading there is no understanding what the
words they can used. Some students are not aware that multilingual reading comprehension
is important.

The role of language experience in bilingual children's reading development, and the
contexts in which these experiences occur, have been important considerations in recent
years. For example, variations in home language experiences, such as home L2 usage
(Mancilla-Martinez et al., 2020) and literacy practices at home (Peets et al., 2019), have
been demonstrated to predict bilingual children's in L2. Similarly, indirect associations
between home language environment and English RC were reported with morphological
awareness and vocabulary as modulators in bilingual children who speak English as their L2,
such that greater English use at home enhanced morphological awareness and vocabulary
knowledge in L2, leading to improved RC in L2 (Relyea et al., 2019). Furthermore, more
dynamic and contextualized bilingual experience (i.e., higher L2 usage and exposure across
the context of home and school) has been demonstrated to be positively associated with
children's executive functions including attention and monitoring (Oh et al., 2022).
Researchers have also advocated using approaches that go beyond the bilingual-
monolingual dichotomy by adopting multi-factorial, individual differences approaches
(Takahesu Tabori et al., 2018). Together, exploring how diverse language experience
manifests in component skills of reading will lead to a more nuanced understanding of
reading development in bilingual children.

Consequently, Uchikoshi and Maniates called for more empirical work on the quality of
program implementation "to understand the explanatory variables for academic success in
bilingual programs". Likewise, Valentino and Reardon underscored that research on various
bilingual instructional models has left unanswered the question of which components make
the programs work.

To achieve the effectiveness of reading comprehension of the learners there is an institution

that is mandated by the law of education and theories on how to achieve multilingual
reading comprehension, understanding, and participation are the keys to involving the
multilingual reading comprehension program of an institution.

This study of Multilingual Reading Comprehension involve investigating the individual

understanding. The researcher are implemented to high school ,senior high ,college .But in
the elementary level there is no evidence that is relevant to this study. Multilingual reading
comprehension of grade 5 students are necessary because they can develop their own
understanding, develop their skills, improving their learning, flexible thinking, improving
their grammar. This practices lay the foundation for a more multilingual conscious and it’s
responsible for future generation.

Through this research, the researchers hope, to generate ideas, that this Research explicitly
addressing the subtleties and difficulties related to reading comprehension among Grade 5
students in a multilingual context is scarce, despite the increased emphasis in multilingual
education. There is a knowledge vacuum about how multilingualism especially affects
reading comprehension at the Grade 5 level because the majority of the work currently in
publication concentrates on general language learning or wide reading comprehension
skills.

The primary goal of the research study on "Multilingual Reading Comprehension" is to learn
more about how grade 5 student develop their skills of multilingual reading and to improve
their understanding of this process. This research may aim to investigate various factors
influencing reading comprehension across different languages, develop and assess
multilingual reading comprehension models, and potentially propose strategies or tools to
improve reading comprehension skills in a multilingual context. Ultimately, the goal is to
contribute valuable insights that can benefit language learners, educators, and researchers
in the field of multilingual education and natural language processing. By focusing on grade
5 learners, this study seeks to gain insights into their skills, understanding, and knowledge
that is related to multilingual reading comprehension.

Statement of the problem

This study aims to determine the Multilingual Reading Comprehension of Grade 5 learners.

Specially, this study will seek answers to the following question:

1. What is the profile of the grade 5 learners-respondents in terms of:

• Sex

2. What is the level of reading comprehension in English, Filipino, Bisaya when taken as a
whole or what grouped according to age and grade?

3. What is the level of multilingual reading comprehension according to the aforementioned

variable?

4. What recommendations can be proposed to improve multilingual reading comprehension

of grade 5 student?

Theoretical Framework

In this study, the primary theory that will direct the exploration of the multilingual
reading comprehension construct choice are the Lev Vygotsky Constructivist learning
theory approach to teaching, lesson should be student- oriented

Social Cognitive Theory focuses on the role of individual beliefs, self-efficacy, and
observational learning in shaping health behaviors, which is relevant to this study. In
the context of our study issue, these theories offer a through framework or analyzing
the variables that affect people health habits.

According to Bandura’s social cognitive theory, human behavior and learing are
based on an integrated casual system in which “sociostructural influences operate
through psychological mechanisims to produce beavioral effects” (Bandura,
2001,p.6). This theory explains human bahavior (psychosocial functioning) as
consitituted by internal personal facts, behaviral patterns, and environmental agents
which influence one another bidirectinally (Bandura, 1986).
Bandura model of social learning emphasize the important influences of modeled
and observe behavior on learning. Mastery of a cognitive or social task brings to the
child a developing sense of competence as an individual. Cognitive social learning
theory takes into account the mutual influences of the individual, the physical and
psychosocial environment and the task or behavior to be learned. All these factors
are important in learning.

Piaget’s theory of cognitive development can be applied in teaching in classroom by

considering the different stages of cognitive development in children. Teachers
should design programs that promote reflective practices in trainees by
interconnecting the concrete and formal operational stages into a cyclical mode.

A major theme in the theoretical framework of Bruner is that learning is an active

process in which learners construct new ideas or concepts based a upon their
current/past knowledge. The learner selects and transforms information, contracts
hypotheses, and makes decisions, relying on a cognitive structure to do so. Cognitive
structure provides meaning and organization to experiences and allows the
individual to “go beyond the information given”.

As far as instruction is concerned, the instructor should try and encourage students
to discover principles by themselves. The instructor and student should engage in an
active dialog. The task of the instructor is to translate information to be learned into
a format appropriate to the learner’s current state of understanding.

Bruner’s constructivist theory is a general framework for instruction based upon the
study of cognition. Much of the theory is linked to child development research
(especially Piaget).