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Chapter 1

THE PROBLEM AND ITS SCOPE

1.1 Introduction

JH Cerilles State College (JHCSC), is one of the Higher Education Institutions and

the only state college in the province of Zamboanga del Sur. From its emergence as a state

college in 2001 up to present, the institution, together with its stakeholders and benefactors,

continued to be partners in uplifting the economic status of the people in the province. It has

3 organic campuses, 3 annexes and 22 extension classes all over the province. Last SY 2017-

2018 the entire JHCSC System has a total population of 9,872 students and 1,233 of the said

total population are coming from the main campus. The populace of the later is composed of

3 major ethnic groups; Subanen, Bisaya, Maguindanao of the Moro Tribes, and other minor

ethnic groups. The different cultures of these groups made the JHCSC community a

diversified venue for learning in academic programs and non-academic activities.

Every ethnic group in the institution is using their local dialects in their daily

conversation both inside and outside their respective classes. These local dialects varied from

Maguindanaon, Subanen and Visayan. As front liner in Instructions, the proponent is in

contact with these students of different ethnical groups daily, it is observed that these

students, specifically the Subanen students are rooted from their culture. The way the

converse using their local dialect amongst themselves, wear their native costumes and

present their dances are manifestations of how they are proud with their culture and
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traditions. But behind this inspiring deeds, there lies a very serious matter that the proponent

considered to be important and needed to be addressed with.

Most of these students taking non-board courses are struggling in expressing their

thoughts and ideas both in written and oral assessments using English Language, which is

basically the medium of instruction in all Core and Professional Courses in the institution.

Aside from the assessment, which includes quizzes and periodic examinations, class

participation during discussions and oral recitations are also taken full advantage to engage

students to be conversant and assertive in dealing with peers and group conversations. But as

observed, most of the students coming from external classes of the municipalities who

pursued BSIT program in the main campus have difficulty in using English Language in the

classroom. Thus this issue pushes the proponent to conduct this study and to develop an

application that will be maximized by the teachers and students.

The proponent found it very significant and timely for the development of a System

Model for Translation that can be used to translate local dialects of the Subanen Tribe to

English Language. It was observed that in School Year (SY) 2012-2013, the Mother Tongue-

Based-Multilingual Education (MTB-MLE) began to be implemented in all public schools,

specifically in Kindergarten, Grades 1, 2 and 3 as part of the K to 12 Basic Education

Program (Ronquillo, 2016) hence making the incoming students more rooted with their

respective dialects. Results from this study indicated that teachers' and parents' views of

MTB-MLE focused on the short-term benefits of the policy and the long-term disadvantages

(Burton, 2013).
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With this pursuit, the proponent envisions a more interactive class participation,

higher class performance and leveled up self-esteem for students who are genuinely rooted

with their respective language and culture with the aid of the System Model which will then

be utilized in the bridging program of the institution.

1.2 Theoretical and Conceptual Framework

This study is anchored on a System Context Diagram which is used to settle the scope

of the study. Context diagram typically shows the all project stakeholders and thus should be

written in plain language, so the stakeholders can understand items within the document

(Wikipedia). These stakeholders are the prospected users of the System Model who have

direct access of the application. Each of the identified user is connected to the system with

input and output dialogues.

Translation Response Translation Response

Faculty Students
Language
Language Tool
Tool
Translation Request for Translation Request
for Bridging
Bridging
Program
Program ofof
Subanen
Subanen Tribe:
Tribe:
A
A System
System Model
Model
for
for Translation
Translation

Admin
Maintenance and
Updates

Figure 1 Context Diagram

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This illustrates the general functionality of the system as well as how the users access

the System Model.

(a) Admin –responsible for the data entry, maintenance and updates of the translation

model.
(b) Students – are users of the translation model that send a translation request of the

Subanen dialect, if found, then the application displays the corresponding English

translation or vice versa.

(c) Teachers – are users of the translation model that send a translation request in

English Language, if found, then the application displays the corresponding

Subanen dialect translation or vice versa.

1.3 Statement of the Problem

Fluency in English Language is not the only determinant of academic and non-

academic competencies of an individual. But being able to express and converse the

commonly applied medium of instruction in almost all core and professional courses in the

institution, this assures an advantage from those who can barely deliver one’s ideas using

English Language.

As observed, several students specially coming from localities where their native

dialects are always used, cannot easily comprehend, more so to express ideas in other dialects

specifically in English. In the same way that the proponent, as one of the faculty members,

find its necessity to learn the Local dialects of these students for a more interactive class

discussion.

In response to this problem, the proponent intends to design and develop an English

Translation model for Subanen students. This application will be designed to help students

look for the English translation of the Subanen words or the other way around. This
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application will also help faculty members to discuss and deliver the lessons using the

Subanen dialects if needed.

The purpose of this study is to develop a Language Tool to be used by teachers for

Bridging Program of the Subanen students and further seek to answer the following

questions:

1. What system application should be developed to help Subanen students who are

less participative in the classroom due to language issues.

2. What System Development Life Cycle model is most appropriate in the pursuit of

this study?

3. What are the necessary Subanen Dialects most likely to be used in the classroom

instructions and activities?

4. How could the Language Tool be user-friendly to teachers and students?

5. How could the bridging programs maximize the language tool?

1.4 Scope and Delimitations of the Study

This study focuses on the development of a Language Tool for Bridging Program of

Subanen Tribe of JHCSC students. The translation are of two forms: (1) from Subanen Local

Dialect to English language and (2) from English language to Subanen Local Dialect.

Since it is designed for bridging program of the institution, words and terminologies

in the application are mainly based in the operational terminologies in the classroom

discussion and institution day-to-day conversation. Other local dialects of several minor

ethnic groups in the research environment are not included in this study.
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1.5 Significance of the Study

In a cross culture environment like JHCSC, where students are coming from localities

of different ethnical groups and are rooted in their respective culture, they are using their own

local dialect when conversing within their peers inside and outside the classroom and school

premises. Thus making these students less participative in classroom discussion. And with

this study the proponent believed that this will be of great significance to the following:

 JHCSC students: this translation application will help the students

know the English translation of the Subanen words. In this way, they can actively

participate in every class discussion and oral recitation as well as during written

assessment. Further their interpersonal relationships with other students will be

strengthen for they can communicate easily with each other and be able to convey

their ideas.

 JHCSC faculty members: the application is of important use to faculty

members who are handling bridging programs, core and professional courses of

the different programs in the institution whose medium of instruction is English.

Hence supplementary discussions (where this translation model will be of used)

are needed to deliver the full context of the lessons to all students with different

local dialects.

1.7 Definition of Terms

System Model . Is an English Translation model that provides corresponding

translation of the Subanen local dialect of JH Cerilles State College.

Local Dialect . Is the operational language of the Subanen students in the institution.
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English Language . Is the translation provided by the application.

Application. Is the developed system model that is used for translation.

CHAPTER 2

Review of Related Literature and Studies

The following studies in this chapter provides contextual concepts and perceptions

relevant to the proposed study.

The Mother Tongue-Based Multilingual Education (MTB-MLE) Implementation

Burton (2013), in her paper stated that there is a growing trend around the world to

support mother tongue instruction in the early years of a child‘s education. In Southeast Asia, this

is apparent in a rising number of educational programs that utilize this approach. However, the

Philippines is the only country in Southeast Asia to have instituted a national policy requiring

mother tongue-based multilingual education (MTB-MLE) in the primary school years. She further

cited that while studies have long supported the use of mother tongue as the language of

instruction, they have primarily been conducted in community rather than national settings. As

such, little is known about how a national policy for MTB-MLE can be disseminated into

contextualized local environments.

In addition to Burton’s observations, Ronquillo, et. al (2016), cited some flaws in the

MTB-MLE implementation. For instance, it has proven expensive to translate educational

materials into the eight mother tongue languages recommended by DepEd. Translation, too,

has unveiled problems, such as which dialect of the language should be used in Bicol, for

example, which varies in vocabulary and accent from place to place? Lastly, it has become
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apparent that when the mother tongue is favored, the child's proficiency in English and even

the national language may become diminished. This puts students at a disadvantage,

especially since in an increasingly globalized world, it has become more important than ever

to be fluent in languages that allow one to communicate with an international audience.

Alberto, et. al (2016) in their study stressed that the findings showed that the issues

raised by the respondents for listening focused on the unavailability of audio materials that

can strengthen the listening skills of the students while the challenge is the limited Hiligaynon

(local dialect) vocabulary of the teachers and the unfamiliarity of the words. As to speaking,

the respondents find it hard to speak fluently in Hiligaynon. The challenge is that teachers

previously taught the different subjects using the second language which is English.

Further they found that the respondents have problems on the limited reading

materials available for teaching. The issue of understanding profound Hiligaynon

terminologies is challenges to them. And, as to writing, the respondents lack resources which

could enhance their writing skills. The challenge in spelling of the Hiligaynon lies in the fact

that some words are long and difficult to spell. On the other hand, the teaching of Mother

tongue revealed advantages in teaching such as: learners were able to express their thoughts

and ideas resulting to high participation in class discussions; learners become independent in

their choice of expression, and the use of mother tongue facilitates in explaining the meaning

of some English words. And lastly, the team have identified that the disadvantages are all

linked to the scarcity of instructional materials which hinder the enhancement of the reading,

listening, speaking and writing skills of the learners. Added to these is the lack of training to

prospective teachers to teach mother tongue.

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The Dep. Ed’s implementation of the Mother Tongue in primary schools have

supported every ethnic group’s conservation and appreciation of one’s culture and traditions.

Yet there were several drawbacks mentioned above that made this program ineffective. The

lack of materials to be used by teachers in their respective regions and municipalities and the

insufficient trainings of teachers handling the class. This made the learners even more rooted

to their vernaculars and do not have sufficient knowledge of identifying the right equivalent

terms in other medium of instructions in the country: Filipino and English specifically.

Language Translation Systems

The need for language translation has existed ever since there was the desire for

communication as between different ethnic groups. Typically a local in person translator was

used to translate either a live conversation on-the-fly or would translate text to text from one

language to another language. The accuracy of this method depended greatly upon the skill

and knowledge of the particular translator, as with many language translations, there is not a

word for word correlation, thus the translator must translate thoughts, concepts, and ideas in

conveying from the original language into the new language, therein lies the problem with

automated Software language systems—wherein the automated translation system puts forth

Some form of automated logic on a word for word basis, thus increasing the opportunity for

error in the language translation (Esposito, 2017).

However, translators are valuable tools in optimizing time and ability to function.

Professional human language translators, both historically and today, present value in their

services by overcoming an impasse of communication. The service of a translator allows

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people to engage in commerce and communicate in situations where they otherwise could

not. While machine translations can and will continue to improve, achieving greater

translation efficiency at present relies on increasing the speed and accuracy of the human

translator checking the machine translation. One way of increasing human speed and

accuracy is presenting alternative translation options to the translator, from which the

translator can select replacement words, phrases, sentences, or other text sections in the

machine translation (Bangalore and Kuksenok, 2017).

In a wider view, Aissi et. al., (2015) stated cited that uunderstanding spoken or written

words in a foreign language is an ancient problem. Whether in a professional, academic, or

social setting, the inability to understand a language impedes progress and forecloses

relationships. Current solutions to this problem can be slow, expensive, and ineffective.

Mastering a language may take years of study, represents a huge investment, and therefore

may not be a practical solution. Another possibility is to manually look up the translations of

individual words or phrases. This can be clumsy at best and inaccurate at worst. Resources

are required, perhaps a phrasebook or access to an online dictionary. Such an approach is

slow and tedious, as well as being mistake prone. Moreover, this approach may require some

background knowledge on the part of the user. A word-for -word translation of a passage may

not be meaningful without some knowledge of the foreign grammar.

In short, translating a foreign language may be costly while being potentially

inaccurate. The required expenditure in time and effort may be significant, and the results

returned may not be reliable.

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On the other hand, Alvarez et.al., (2018) said the internet and the world-wide web

have allowed consumers to compete business transactions with organizations or individuals

located across continents from comfort of their own desk. In an increasingly global

marketplace, it is becoming imperative for businesses/organizations to provide web site

content in multiple languages in order to expand their customer base beyond their home

countries. In addition, as the demographic of a country change to include foreign languages

speakers, it is increasingly important to communicate with existing customers and/or

potential customers in their native language.

However, Abbasi, et.al., (2012) stressed that Studying on language, culture and

translation and the relationship between them are valuable issues due to the importance of

human communication in the world. The variety of languages with different cultures and

necessity of communications in human life caused translation to be a very effective factor in

communicating, exchanging cultures, and knowledge. Thus, it seems that language and

culture are closely related and it is essential to consider both in the process of translation.

Although there might be is no specific frame and force on how a translation must be done, all

translators who transfer natural meaning based on the cultural and religious norms of their

society, encounter some limitations and censorship through translation.

English Translation in the Philippines

Apparently, the concept of translation from English to the vernacular has been found

less researched in Philippine translation because the former has received its renowned

prestige as an official language in the Philippines. English is the language in government

institutions, in media, in commerce, in science and technology, and in schools. However,

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more and more speakers of other languages have shown interest in translating works of

literature written in languages that are highly intellectualized simply to prove that their

languages are equally expressive—that the vernacular is also a worthy instrument for a

translator to explore (Manzano, 2016).

Furthermore, Foley and Deocampo, (2016) stressed that in translation, not only two

languages but two cultures come into contact which means that translators must consider

who wrote the text, when, why, for whom and who is now reading it and for what purpose. In

the wake of rapid technological advances and the need to spread information quickly and

efficiently, translation has grown in importance in the globalized world. So has its reliance on

English in its role as a global lingua franca. English is often being used for

‘interculturalizing’ native languages but it is also true that English texts are written by

speakers who use English as a lingua franca (ELF) with the additional consequence of local

languages being incorporated into the texts. This is the linguistic hybridity used in

constructing a wider view of the world.

The necessity of developing a translation tool is so timely to counteract the present

learning capability of students in the tertiary education. But developing one translation tool

requires determination and integrity of the people involved in the developing process.

Language Development

Eberhard, (2017) in his research stated that, in places where such a future perspective

is simply unfamiliar, but there is interest in achieving a specific goal of language

development, a certain amount of outside help in learning how to make appropriate plans

could be of some benefit. If however, language planning is seen as irrelevant because the
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community has no interest in setting future goals for their language, even after gaining

awareness about possible options, then the planning component is simply not appropriate.

Until we have more verifiable reports of communities using the Guide to make plans and

implement them, with implementation followed by changes in language use patterns, nothing

more can be said about the planning stages of this tool. For now, the awareness and

assessment components of the Guide should be seen as its greatest benefits, along with the

less tangible benefit of providing a relational means whereby language specialists can ‘walk

along with’ minority communities in a way that shows sensitivity to their unique linguistic

challenges.

In the Philippines, many interested individuals coming from minority groups have

potentials of making a difference in the nation building. And for them to be able to be at par

with other individuals, the proponent sees the need for them to be conversant in two or three

more languages. Ethnic groups should embrace the idea of language development to widen

the grasping of ideas outside their comfort zone.

Bridging Program

According to Hohulin, (1995) the First Language Component-bridging program

(FLC-BP) is a bridging program, not a vernacularization program. The First Language

Component (FLC) part of the name implies that the first language is just one part of the

teaching-learning program and is never isolated from the teaching-learning experiences in the

two primary mediums of instruction. The program is based on the pedagogical principle that

teaching should proceed from the known to the unknown and is, therefore, designed to build

a bridge between what a child knows and what he does not know.
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The main objective of the program originally was to improve test scores of the pupils,

and it can be concluded that the program did indeed do that. In addition, on the basis of the

evaluations done throughout the years of research and development, certain other conclusions

may be drawn about the "spillover" affects of the FLC-BP.

1. Pupils' attitudes toward learning were improved.

2. Teachers' professional competence was enhanced.

3. Pupils, parents, teachers, and administrators developed an interest in and an enthusiasm for

the program. Also, teachers believe that the dropout rate of pupils in the program has been

decreased, but no statistical study has been done as yet.

The proponent become conscious of present situation of the freshmen students of the

institution at present and the coming years. It was observed that the Dep. Ed. have mandated

a PASS ALL scheme of their learners for Performance Based Incentive purposes. This have

resulted to several learners going to secondary and tertiary education who cannot read

straight English statement. This is where bridging program comes in to fill in the gaps.

In JHCSC, BSIT is one of the non-board-courses offered. This implies that those

incoming students who did not qualify for board-courses will be accommodated by the non-

board-courses.

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