Understandably, the publication of this journal is a hefty challenge, for the College of Education. Why? Because,educational research is no longer the exclusive domain of elites in the field of academic inquiry. It has become the concern of a far greater number of educators, teachers, and even individuals outside of education in search of truth. Teaching is the future will likely be more research-based in spite of limited resources. Research undertaking is one mission commonly expected of tertiary level institutions.

Today, there are pressing needs to develop new perspectives in dealing with perplexing issues related to students' academic performance. For obvious and unavoidable reason, educational research has been a study of parts, which may explain the numerous unresolved questions associated with bilingual education. We have not effectively settled the disturbing effects of bilingualism on the social and emotional development affecting student learning in schools.

This maiden issue of the OLLC journal attempts to discover how the problem of bilingualism affects student learning at OLLC. It is a common belief that through social development and emotional maturity,students begin to understand not only how to be better learners but also how to be healthy, caring, ethical, and active members of their schools and the global community.

I would like to take this opportunity to acknowledge the effort of the College of Education instructors and students for daring to explore this venue in curricular and professional development. It can be likened to a crack on the wall that allows a ray of sunlight to shine through.

My prayerful wishes for the success of your undertaking.

Adelia C. Demetillo
Directress

BILINGUALISM ITS EFFECTS ON THE SOCIAL AND EMOTIONAL DEVELOPMENT OF STUDENTS

Introduction

There are various definitions of Bilingualism. The most accepted is found in the Encyclopedia of Educational Research which defines bilingualism as the separate use of two languages alternately by the same personâ.

Bilingual education was officially adopted in 1974 through the implementation of the Bilingual Education Policy. The Implementing Guidelines is embodied in Policy No. 25, S. 1974 of the Department of Education. Its major provision is the separate use of Filipino and English as a media of instruction.

In learning a second language which in our case is English, it is necessary to put into perspective the importance of understanding the many variables involved because we are dealing with complex social and psychological aspects of human behavior.

Various research studies were undertaken to investigate the effects of bilingualism on individuals. However, while much have been written on the purpose, nature, advantages and disadvantages as s language policy relatively little has been published about its effects on the social and emotional adjustments of those who have experienced it in a formally contrived setting. For some authority on the subject, they fell that it is one almost impossible to study because of the rigor in separating conflicting relationships between the social and emotional development and language factors (not to mention economic conditions) that constitute the dependent, independent and extraneous variables.

Statement of the Problem

The researchers of this study want to find out what effects bilingualism has on the students social and emotional adjustments. Also,whether bilingual education induces concomitant beneficial or deleterious effects on the other aspects of personality development.

Limitation and Significance of the Study

The respondents of this study are the students of the three departments of Our Lady of Lourdes College i.e., Grade School, High School and College students. (2007). The results of this study will be valuable to all stakeholders of the institution, particularly the teachers and students who are the subjects of this research delving into diverse linguistic experiences. Undoubtedly, the teachers should be the most interested as their understanding of the social and emotional development of students is inextricably influenced b the pedagogical creed and psychology of learning they espouse.

INTERPRETATION AND SUMMARY OF THE FINDINGS

1. The Effects of Bilingualism in the Social Development of Students

At Home

Family background shows that majority of the respondents, which is sixty-five (65%) percent and ranked # 1, state that their families can understand English but have difficulty speaking it.

In School

Data gathered and analyzed from indicators regarding the school confirmed firstly, that the English teachers “deliver the lesson adequately whether in Filipino or English. Secondly, that the respondents “understand the lessons better if explained in both Filipino and English”. However, that only 7% of the respondents can understand well the subject of the lessons, if they are explained solely in English. A minority of the students can “answer the questions requiring them to respond in English alone”.

The Students

In campus, majority of the students “understand” but “can hardly communicate in English fluently” The school’s effort to implement the “the campaign – Speak English in Campus” is met with marginal compliance. The main reason cited is embarrassment and shyness to speak English.

2. The Effects of Bilingualism on the Emotional development of Students

Ranked #1 among all indicators included in the study of the Effects of Bilingualism on the Emotional Development is the respondents’ “belief that to speak English fluently will help them to be more globally competitive”. Also, that fluency in English as a second language develop self-confidence. (ranked #2). It is “a key to social mobility” as well. Likewise, they agree that “inability to speak the English language is an embarrassment”.

RECOMMENDATIONS

Bilingual Education was adopted to train every student to communicate in both Filipino and English alternately when needed. It is good to remind those interested and all involved in the implementation of this policy of the importance that in the process of developing English as a second language the learners receive an evaluation which is sensitive to their culture. It is also important that cultural and language diversity and principles of second language acquisition be taken into consideration when planning instruction. (Beaumont 1992).

The researchers who studied the Effects of Bilingualism on the Social and Emotional Development of Students would like to express the following observations. :

1. It is time for the Department of Education and Commission on Higher Education, as lead agencies to consolidate their attention in conducting researches relating to the effects of bilingualism on the students’ academic performance. The inability of a greater number of graduates to speak and write proficiently in English is a disturbing problem hounding our educational system.

As a shared mission, Schools, Colleges and Universities too should be concerned participants in research effort so that valid findings can readily assist practitioners in the field to understand better how students “recognize and manage their emotion, develop their caring and concern for others, establish positive relationship and handle challenging situations as maturing individuals.

The trend to steadily give less importance to the use of Filipino in t he classroom may be contrary to research findings that pupils in early grades perform better academically when provided with instruction in ther native languages. (Howard, 2002).

Additive bilingual instruction models allow students to develop skills in both native and second language without sacrificing mastery of the core academic content.

The recommendation to require students to speak English in Campus is based on the common belief that “The English language to be thoroughly; learned and mastered should be practiced constantly, (Puentevilla),

2. Together schools consolidate the effort to help students to speak English among themselves and other members of the school community despite feelings of embarassment, shyness and awkwardness. More often, students should be asked to explain what they feel about what teachers teach. Teachers be encouraged to review past researches and develop innovative approaches.

3. Without sacrificing Filipino, teaching English should be intensified for utilitarian reason such as seeking for jobs abroad, and communicating with foreigners. Educators are responsible to prepare students to meet the challenges of our interconnected world.

4. Teachers reflect even more to understand how bilingualism can inspire and stimulate students to develop self-confidence so necessary to be globally competitive.

5. For the Bilingual Education Policy to be implemented effectively, schools should substantially fund the acquisition of emerging technology and other instructional materials to support and train teachers to be fluent in both Filipino and English.

A well planned Faculty Development Program be formulated and implemented, making it clear to all that there is so much to teach and so much to learn in teaching English as a second language. We have hardly scratched the surface, as it were of the wealth of materials, suggestions, and strategies now available to the language teachers. A statesman declared “Gladly should we learn a foreign language to be competitive and gladly teach it to be sharers in our global village”.