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PROFESIONAL READINGSPROFESIONAL READINGSPROFESIONAL READINGSPROFESIONAL READINGS Attitudes and Instructional Practices in the Use of Filipino Language as a Medium of Instruction in Teaching Values Education Author: John Lester D Combong Journal of Natural Language and Linguistics 3 (1), 144-151, 2025 The use of the Filipino language as a medium of instruction in Values Education presents both challenges and opportunities within the Philippine education system. While Article XIV, Section 6 of the 1987 Philippine Constitution designates Filipino as the national and official language (Official Gazette, 1987), its implementation remains inconsistent, particularly in culturally and linguistically diverse regions. Recent initiatives such as the Basic Education Development Plan (BEDP) 2030 and the MATATAG Curriculum emphasize the importance of contextualized instruction in Filipino to cultivate civic and moral values (Department of Education [DepEd], 2022, 2023). However, current policy shifts — such as the 2024 Senate's decision to remove the mother tongue mandate in early grades — create ambiguity in the direction of language use in education (Second Congressional Commission on Education [EDCOM II], 2024), particularly for subjects grounded in identity and ethics like Values Education. This study is grounded in Vygotsky's (1978) Sociocultural Theory, which posits that language mediates cognitive development and the internalization of cultural norms, making it an essential tool in the teaching of values. 25
PROFESIONAL READINGSPROFESIONAL READINGSPROFESIONAL READINGSPROFESIONAL READINGS This theoretical base is supported by three complementary models: Gardner's (1985) Socio- Educational Model, which underscores the influence of language attitudes on motivation and learning; Cummins' (2000) Linguistic Interdependence Hypothesis, which emphasizes the cognitive benefits of first-language instruction; and Krashen's (1982) Affective Filter Hypothesis, which highlights how affective factors such as anxiety and teacher disposition affect student comprehension. Together, these theories propose that teacher attitudes toward Filipino significantly shape the instructional effectiveness of Values Education. Teacher attitudes toward the use of Filipino in classroom instruction have significant implications for student engagement, cultural understanding, and clarity of instruction. Studies have shown that positive language attitudes enhance learning, particularly in subjects with strong cultural components. For instance, Magadan and Limpot (2023) found that favorable perceptions of Filipino promoted active classroom participation, while Vargas et al. (2024) demonstrated improved comprehension of abstract concepts when Filipino was used. However, most research has focused on early education or general language instruction, with limited exploration of its role in secondary-level Values Education. 26
PROFESIONAL READINGSPROFESIONAL READINGSPROFESIONAL READINGSPROFESIONAL READINGS This study addresses this gap by examining how teacher attitudes shape instructional practices and learning outcomes in the context of recent language policy changes. This study aims to examine teachers' attitudes (independent variable) toward the use of Filipino in teaching Values Education, how these attitudes influence their instructional practices (mediating variable), and how both relate to the perceived effectiveness of instruction (dependent variable) (Badayos, 2008; Magadan & Limpot, 2023). By comparing data from two public secondary schools in General Santos City, the study also explores regional variation in language policy implementation and classroom practices. The findings are expected to contribute to both local and global discourse on language. 27
PROFESIONAL READINGSPROFESIONAL READINGSPROFESIONAL READINGSPROFESIONAL READINGS REFLECTION: Reading this article made me realize how important the Filipino language is in teaching Values Education. It is not just a subject we learn in school — it is the bridge that helps students truly understand and appreciate moral and cultural values. When teachers use Filipino well and have a positive attitude toward it, students become more active and understand lessons better. I also learned that language policies are important, but what really matters is how teachers actually use the language inside the classroom. It can be challenging at times, especially in places with diverse cultures, but using our own language makes lessons more relatable and meaningful for every learner. As a future educator, this reminds me to value and be proud of our language, because it is through it that I can best connect with my students and teach them values that truly matter. https://scholar.google.com/scholar? hl=en&as_sdt=0%2C5&q=attitudes+and+instructions+practices+in+the+use+of+Fi lipino+language+as+medium+of+instruction++in+teaching+values+education+&btn G=#d=gs_qabs&t=1792335496471&u=%23p%3DNiK5tTPMa90J 28
REFLECTION PAPERREFLECTION PAPERREFLECTION PAPERREFLECTION PAPERCreating this portfolio has been a meaningful and eye-opening experience for me. As I gathered, organized, and reviewed each of my documents, I realized how much I have grown and learned since I started pursuing this degree. Putting everything together helped me see the bigger picture of what it truly means to be a teacher — it goes beyond simply knowing what to teach; it involves careful planning, continuous learning, self-reflection, and taking pride in your work. I also came to understand that a teacher's portfolio is a very important tool. It helps us keep track of our progress, identify our strengths, and recognize the areas where we still need to improve. It reminds us that learning does not stop once we graduate — as future educators, we are expected to keep growing and updating our knowledge throughout our careers. This activity has inspired me to take my studies more seriously. It has shown me that every lesson plan I write, every observation I complete, and every material I create is building the foundation of my future profession. This portfolio is not just something to submit for a grade; it is a record of my dedication, my goals, and my journey toward becoming the kind of teacher I have always wanted to be. 29