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 specially in elementary and that they used everyday.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 its 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 students?

Statement of the Hypothesis

1. There is no significant difference in the level of reading comprehension in English, filipino, Bisaya of the respondents when
grouped according to

1.1 Sex

Conceptual framework

The conceptual framework below is featuring the interaction of the component parts in the four rectangular figures and the frame box as
they interrelate the study.

For the input, this frame box shows the profile of the respondents according to sex ( male,female)

For the process, in the second frame box is the method on how the researchers distributed survey questionnaires to the respondents in
mount carmel college, and collected to seek answers for the stated problems of this study including the level of multilingual reading
comprehension.

For the output, the third frame box shows to conduct information Education and communication for awareness of multilingual reading
comprehension

Lastly, the fourth frame box shows the outcome to improve the multilingual reading comprehension of the respondents.

Process Output Outcome

Input

Distributed Conduct Information Improve the multilingual

1.1 Sex
survey questionnaire Education and reading comprehension
Communication for
to the respondents awareness of
were collected to multilingual reading
comprehension
determine the level of
multilingual reading
comprehension

Definition of terms:

Multilingual reading comprehension - Multilingual reading comprehension refers to the ability to understand and comprehend written
text in multiple languages
Subtleties - subtleties is key to developing a deeper understanding of texts in multiple languages. It requires not only linguistic
proficiency but also cultural sensitivity and awareness to fully grasp the nuances of communication across different linguistic and cultural
contexts.
Scarce - it refers to situations where there is a limited availability or shortage of resources, information, or opportunities across different
languages or linguistic contexts.

Vacuum - could refer to a situation where there is a significant lack or absence of resources, support, or opportunities for individuals to
develop their multilingual reading comprehension skills effectively

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.

Logos Verlag Berlin, (2019). Globalization has not only changed our society, It has also had a profound on education.
Many schools deal with student populations that due to migration have become increasingly multilingual. Reading is certainly
regarded as a key laerning skill, however, the question arises as to how the students’ life-world multilingualism is taken into
consideration. Furthermore, being considered part of teachers’ professional (beliefs) have been the focus in several different
academic fields.

Julia Festman, John W Schwieter (2019), Cognitive representation and beliefs are wath comprise an individual’s self-
concept. A positive self-concept is related to and influences academic achievement, and the relationship between a domain-
specific self-concept and achievement in the same domian is positive and strong. However, insufficient attention has been pait to
these issues among multilingual children. More importantly, since instruction strongly contributes to the development of
metacognition and executive function(EFs), and since the bilingual advantage hypothesis holds that the constant management of
multiple languanges entails benefits for EF, we bring together these important issues in the present study.

According to Muhid et al. (2020), a study on the impact of metacognitive strategies on students’ raeding comprehension found a
positive effect on students’ reading abilities. By implementing metacognitive reading strategies in the reading process, the
students will gain strategic cometence and become strategic readers. Strategic readers can organize, monitor, and evaluate their
reading performance according to their involvement in practicing metacognitive strategies.

Consistent with the current study, Thongwichit and Buripakdi (2021) also studied the impact of direct instruction on strategies
and its positive effect on improved reading performance. Thus implementing metacognitive strategies instruction is vital for
promoting the effective reading process among Grade 5 students. It also adds to the student’s performance in reading
Comprehension.