English Instruction in Grade 4 in the Public Elementary Schools in Aglipay District

Abstract

INTRODUCTION

The English language is important to the learning growth of Filipino Students. This is because most of the subjects that are taught in school use English as medium of instruction. The objective of this research is to find out the depth of understanding and knowledge of teachers teaching English 4 in the District of Aglipay and how they relate it to the learning process of the Grade 4 students. This study seeks to determine the extent of realization of the general objectives of English 4. The teaching described in terms of methods, techniques, strategies and approaches, learning materials, assessment tools, administrative, and supervisory supports including the setbacks encountered will also be determined.

METHODS

The Descriptive Survey Method is used in this research. The researcher used questionnaires as the dominant data gathering instrument with the unstructured-interview as the secondary instrument to check and countercheck the validity and reliability of the data gathered through the questionnaire. This study has a total of 29 teacher-respondents coming from the 29 public elementary schools in the District of Aglipay.

RESULTS

The teachers are effective in teaching English to Grade 4 students. They use different innovative methods in order to deliver lessons so that the students will appropriately learn. They also use modern technology to help them conduct lectures. Although they are met with challenges, they are filling the gaps with their enthusiasm and willingness to teach. The students also face different hindrances in learning English due to their marginal exposure in speaking the language. This is because they are not used to speaking English. Their families are not keen on using English as a language of communication in their homes. This is also true with their peers. Also, some students become absentees themselves due to a variety of reasons.

DISCUSSIONS

Teachers teaching English are confronted with various challenges. The teachers should have proper knowledge and skills, attitudes, and awareness, which are key ingredients in the teaching-learning process. They should conduct remedial teaching to those who lack comprehension skills. Home visitation is also recommended. Administrators should look into the problems on dearth of instructional materials. School heads should give priority to supervision of their teachers at work to help them improve their teaching competencies.