PRACTICAL RESEARCH FINAL 2

SENIOR HIGH SCHOOL DEPARTMENT
SAINT BeNILDE
INTERNATIONAL SCHOOL (CALAMBA) INC.
S.Y. 2024 – 2025
Humanities and social sciences i
LEARNING MULTILINGUAL LANGUAGE: A QUALITATIVE STUDY
A Practical Research
Presented to the Faculty of Senior High School Department
SAINT BENILDE INTERNATIONAL SCHOOL
Calamba City, Laguna
In Partial Fulfillment of the Requirements for
Senior High School Completion
Humanities and Social Sciences
Licup, John Harry D.
Mayo, Jan Andrei E.
Natanauan, Jyzacel Vianney D.
Rulloda, Lhizel
November 2024
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Humanities and social sciences ii
APPROVAL SHEET
The Research in “Learning Multilingual Language: A Qualitative
Study” which is prepared and submitted by Licup, John Harry; Mayo, Jan
Andrei; Natanauan, Jyzacel Vianney; Rulloda, Lhizel in fulfillment of partial
requirements for the Senior High School Department, has been examined and
recommended for acceptance and approval for oral defense.
NERISSA M. ROSA, LPT EDNA M. MANAIG, LPT, Ed. D.

Language Editor Research Adviser
PANEL OF EXAMINERS
Defended in an oral examination before a duly constituted panel with
the grade of _______.
ANGELO C. PEÑAREDONDA, Ph.D

Chairman
JESSICA N. SABADO, LPT MARY GRACE C. CATAPANG, MBA (CAR)

Panelist Panelist
Accepted and approved in fulfillment for the Senior High School
Department.
Edna M. Manaig, LPT, Ed.D

IBEd Principal
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Humanities and social sciences iii
ABSTRACT
This study aimed to explore the learning experience of Grade 10
student’s, Learning Multilingual Languages who started the primary level at
Saint Benilde International School. This study used a qualitative research
design through interviews, phenomenological, the use of validated interview
questionnaires, and their perspectives on the challenges they faced, the
effects of learning multilingual on intellectual capacity, ways to cope up was
used with life challenges, support system, and realizations. The qualitative
method was used to collect expressive information about ideas, values,
sentiments, and motives that underpinned behaviors which were not
expressed in quantitative data. The researchers how qualitative research
could help to explore the learning experience of Grade 10 participants.

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Humanities and social sciences iv
ACKNOWLEDGEMENT
The researchers would like to express the sincerest gratitude and
appreciation to those who inspired them and extended their unfailing
guidance to make this study possible.
Firstly, the researchers honored the Almighty God for bestowing them
strength, good health, knowledge, and guidance throughout the completion
of this research. The researchers greatly offered this success to Him.
Secondly, to Ms. Edna Manaig, PhD, our research adviser, for her
dedication and the researcher’s passion for teaching. The never-ending
support, and care motivated.
Thirdly, the researchers’ friends and family, the researchers would like to
thank for giving support, either morally, financially, or physically and for
believing and staying alongside the researchers through the ups and downs
Lastly, the researchers would like to give warm thanks to the selected
Grade 10 Student’s who started the primary level at Saint Benilde
International School at Calamba, Laguna. The cooperation and participation
in the data collection were crucial on attaining the results and concluding this
research study. The researchers’ gratitude to all these students were truly
more than words. The accomplishments and successes of the researchers
were due to them.

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Humanities and social sciences v
TABLE OF CONTENTS
Title i
Approval Sheet ii
Abstract iii
Acknowledgement iv
Table of Contents v
List of Appendices vi
List of Tables vii
List of Figures viii
Chapter Page
1 THE PROBLEM AND ITS BACKGROUND 1
Introduction 1
Background of the Study 2
Theoretical Framework 3
Conceptual Framework 4
Central Question 4
Corollary Question 4
Scope and Limitations of the Study 5
Significance of the Study 5
Definition of Terms 6
2 REVIEW AND RELATED LITERATURE AND STUDY 8
3 RESEARCH METHODOLOGY 11
Research Design 11
Population and Sampling 11
Participants of the Study 12
Research Instrument 12
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Humanities and social sciences vi
Validation of the Instrument 13

Data Gathering Procedure 13
Ethical Considerations 14
4 RESULTS AND DISCUSSIONS 15
5 CONSOLIDATED FINDINGS AND INTERPRETATIONS 32
Recommendations 33
Reflections 33
References 34
Appendices 36
Appendix A: Informed Consent 36
Appendix B: Interview Guide Questions 37
Curriculum Vitae 38
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Humanities and social sciences vii
LIST OF APPENDICES
APPENIDX A: Informed Consent 36
APPENDIX B: Interview Guide Questions 37

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Humanities and social sciences viii
LIST OF TABLES
Annotated Exemplars 15
Thematic Chart 24
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Humanities and social sciences ix
LIST OF FIGURES
Conceptual Framework 4
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Humanities and social sciences 1
CHAPTER 1
THE PROBLEM AND ITS BACKGROUND
INTRODUCTION
In today's world, being able to speak more than one language has
become increasingly important. This skill, known as multilingualism, has many
benefits. It can help people communicate better with others from different
backgrounds, understand different cultures, and even improve brain function.
In schools, teaching student multiple languages has become a common
practice, with educators recognizing its value in preparing students for an
interconnected global society.
This study explores the experiences of students at Saint Benilde
International School (Calamba), Inc as they learn multiple languages. This
involved understanding how they learn different languages, how it affects their
sense of identity, and how they navigate social situations where multiple
languages are spoken.
By conducting this study, the researchers would contribute to the
growing body of knowledge on multilingualism in education. By understanding
how students experience learning multiple languages, It better support them in
their language learning journey. This includes identifying challenges they may
face and finding ways to overcome them. It also involves recognizing the unique
strengths and advantages that come with being multilingual and finding ways
to nurture and celebrate these talents respected and included. This not only
benefits individual students but also enriches the overall educational
experience for everyone involved.
In summary, this study aims to shed light on the experiences of students
learning multiple languages at St. Benilde International School. By using
qualitative research methods, we hope to gain a deeper understanding of how
multilingualism impacts their lives and how we can better support them in their
language learning journey. Through this research, we hope to contribute to the
ongoing conversation on multilingualism in education and create a more
inclusive and supportive learning environment for all students.
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BACKGROUND OF THE STUDY
Multilingualism refers to the ability to speak, understand, or use more than

one language. The process of learning and acquiring multiple languages is
influenced by a factor, including linguistic, cognitive, cultural, and environmental
aspects. Multilingualism, encompassing bilingualism, trilingualism, and beyond,
has captivated the interest of scholars across disciplines for decades. The
process of acquiring and mastering multiple languages is influenced by a
multitude of factors, including individual aptitude, language exposure,
educational opportunities, cultural immersion, and societal attitudes towards
multilingualism.
Over the years, numerous studies have explored the effects of learning
multilingual languages across different age groups, contexts, and languages.
These studies have provided valuable insights into the cognitive advantages
associated with multilingualism, such as enhanced executive function, better
problem-solving skills, improved memory, and heightened metalinguistic
awareness. Additionally, research has highlighted the socio-cultural benefits of
multilingualism, including increased intercultural competence, greater empathy,
broader perspectives, and improved communication in diverse social settings.
Moreover, learning multilingual languages has been linked to various academic
and professional advantages. Individuals proficient in multiple languages often
have increased opportunities for higher education, career advancement, and
global mobility.
Multilingualism is also associated with economic benefits at both individual
and societal levels, such as higher earning potential, increased
competitiveness in the global job market, and greater economic resilience.
However, the effects of learning multilingual languages are not limited to
cognitive, social, and economic domains. They also extend to personal identity,
cultural heritage, and social integration. Multilingual individuals often navigate
complex linguistic and cultural identities, negotiating their sense of self in
diverse linguistic communities. Learning multiple languages can lead to
improved academic performance for students. Multilingual students often excel
in their studies because learning additional languages enhances their literacy
skills, such as reading, writing, and comprehension.
In additional languages enhances their literacy skill, such as reading, writing,
and comprehension. These skills are crucial for conducting research effectively.
Moreover, the benefits of learning multiple languages extend beyond language-
specific subjects. It positively impacts their overall academic achievement
across various subjects, enabling them to succeed in different areas of study.
Knowing multiple languages allows students to access a wider variety of
research materials and resources. They can explore academic papers, articles,
and books written in different languages, which helps them gather more diverse
and comprehensive information for their research projects.
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This means they have more options to find valuable sources and learn from
different perspectives, making their research more thorough and well-rounded.
In today's globalized world, being multilingual is highly valued by employers,
giving students a competitive edge in the job market. Proficiency in multiple
languages opens up various career opportunities in fields such as international
relations, translation, diplomacy, research, and academia. These industries
highly value language skills and actively seek individuals who can effectively
communicate and navigate different cultural contexts.
Being multilingual is not only enhances job prospects but also allows for
greater intercultural understanding and collaboration in a diverse and
interconnected world. Despite the growing body of research on the effects of
learning multilingual languages, there are still gaps and unanswered questions
in this field. Further investigation is needed to explore the long-term impacts of
multilingualism, the role of individual differences in language learning
outcomes, the effects of multilingualism on brain development and aging, and
the implications of multilingual education policies on societal well-being. In
conclusion, learning multilingual languages has profound effects on various
aspects of individuals' lives, including cognitive development, social
interactions, academic and professional opportunities, personal identity,
THEORETICAL FRAMEWORK
A Multilingual Paradigm: Bridging Theory and Practice (2018) These

intercultural learning environments have to be apprehended in terms of
linguistic, cultural and intercultural openness. Multilingualism as Knowledge:
Multilingual Proficiency and Linguistic Theory (2017) the term multilingual
proficiency to stand for a call for a new kind of linguistics grounded in the
empirical realities of the multilingual human brain rather than the abstractions
of the native speaker with perfect competence in their language.
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CONCEPTUAL FRAMEWORK
Exploring the Effects of Learning Multilingual Language: A

Qualitative Study on Student Experiences
Interview Field notes
Interpretive Phenomenological
Analysis
Emerging Themes
Figure 1. Conceptual Framework of the Study
CENTRAL QUESTION
What is the essence of the lived experience of the participants with

multilingual languages?
COROLLARY QUESTION
1. How do the participants with multilingual languages describe their

experience?
2. What themes emerged from the testimonies of the participants with
multilingual languages?
3. What output may be proposed based on the results of the study?
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SCOPE AND LIMITATIONS OF THE STUDY
This study investigated the effects of multilingual language exposure on

students attending Saint Benilde International School, examining its influence
on linguistic proficiency, cognitive flexibility, and cultural competence. Utilizing
a mixed-methods approach, data was collected through surveys, interviews,
and language proficiency assessments to provide a comprehensive
understanding of the experiences and perceptions of multilingual students.
Through qualitative data collection and analysis, the study aimed to provide
valuable insights into how individuals comprehend and produce multilingual
texts in simplified formats. One of the significant limitations of having
multilingual language learning at Saint Benilde International School was from
the diversity of students' experiences and perspectives. Each student brought
their unique background, learning style, and linguistic abilities to the table,
which could pose challenges in creating a standard approach to language
acquisition.
SIGNIFICANCE OF THE STUDY
The significance of the study "Exploring the Effects of Learning Multilingual

Language: A Qualitative Study on Student Experiences" lies in the various ways
in which learning multiple languages can impact individuals:
To the Students. This study fostered personal development such as, boost
of self-esteem, communication skills, and global opportunities.
Teachers. This would give them a great communication skill since this study
will provide information about the benefits that they could get by being
multilingual. They could help by developing their methods of teaching without
the hindrance in language.
To Researchers. This conducted study was open for researchers to expand
further and address the gaps and challenges about the exploration of learning
multilingual language.
In conclusion, this research was significant to students, teachers and
future researchers that highlights the importance of embracing multilingualism
in our education systems and society as a whole.
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DEFINITION OF TERMS
Acquisition - The learning or developing of a skill, habit, or quality.
Bilingualism - Refers to the ability to use two languages in everyday life.
Cultural Immersion - Integrating yourself into another culture, interacting

with locals and understanding the way others live.
Cognitive - Means relating to the mental process involved in knowing,

learning, and understanding things.
Diverse - Showing a great deal of variety; very different.
Delve - Reach inside a receptacle and search for something.
Enhance - Intensify, increase, or further improve the quality, value, or extent

of.
Hinder - Create difficulties for (someone or something), resulting in delay or

obstruction.
Intercultural - describes communities in which there is a deep

understanding and respect for all cultures.
Language – the principal method of human communication, consisting of

words used in a structured and conventional way and conveyed by speech,
writing, or gesture.
Linguistic – the scientific study of language, and its focus is the systematic
investigation of the properties of particular languages as well as the
characteristics of language in general.
Numerous - Great in number; many.
Paradigm - a set of linguistic items that form mutually exclusive choices in

particular syntactic roles.
Retreating – to move back and away from someone or something, esp.

because you are frightened or want to be alone.
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Resilience – the process and outcome of successfully adapting to difficult

or challenging life experiences, especially through mental, emotional, and
behavioral flexibility and adjustment to external and internal demands.
Spoken - the past participle of the verb speaks, but it is also an adjective
that describes things that are uttered or said or articulated or voiced.
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CHAPTER 2
REVIEW AND RELATED LITERATURE AND STUDY
In this chapter, literature and studies made by foreign and local

educators that are found relevant in conducting the present study have been
reviewed. Findings, notions, and different articles from scholarly researchers,
journals and articles related to the phenomenological study of exploring the
Effects of Learning Multilingual Language were presented to support and give
background to the present study or research to be done.
Learning multiple languages other than their mother tongue or what we
call multilingualism, has received increased attention in education, psychology,
and education because of its social, psychological, and cultural implications.
This highlights that learning multiple languages can lead to the development of
a student's open-mindedness. It will help to easily understand other cultures
and beliefs that will then lead to easily adapting and interacting with people who
speak other languages. (Haukås, 2021).
The book "Third Language Acquisition" addresses and discusses the
phenomena of learning a third language (L3). L3 acquisition is a field of study
within multilingualism that focuses on the process of language learning and how
people do their ways in which multilingual individuals pick up new languages.
The eight studies collected in this book provide evidence from learners of
different ages. The book as a whole present information about the third
language acquisition learned by young and adult learners, taking into
consideration some of the most significant factors in the complex process of
learning multiple languages. (Bardel and Sánchez, 2020).
It seems that the language classroom is a key site to build the learner's
linguistic and multilingual identities. However, there is a prevailing belief that
this will happen whether or not educators explicitly address students'
understanding of language's nature and relationship to their daily lives.
Moreover, it talks about the importance of the language identities of students.
(Forbes, 2021).
Luxembourg is known for its diversity and multilingual society. During
early childhood education in Luxembourg, institutional language practices are
known to frequently fail to influence these kinds of practices. This paper will
give meaningful insights on how institutional language policies are transformed
over time by children's everyday use of language. Luxembourg promotes
multilingual competencies by having a policy program called "plurilingual
education." It was introduced in 2017 for early childhood education to arouse
children's curiosity in language and ease their transition in the Luxembourgish
education system. (Kirsch, 2021).
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Learning multilingual languages is increasingly known as having

benefits. According to the results that they get, Norwegian students who lived
abroad and students with migration backgrounds held more significant
relationships with multilingualism than those students who have no such
experiences. Those multilingual participants scored higher on intelligence tests
than monolinguals. Multilingual students are known to be more creative. They
are also known to have more awareness about the ability to focus on
languages. In short, it helps them to improve their communication skills. (Fürst,
2018) and (Grin, 2021).
People who speak more languages are known as more cognitively
flexible, that is, it is easier for them to adjust to new things. Multilingualism can
better accept or adapt to diversity. Being multilingual will gave you new
perspectives about life. To explain further, it will gave you a positive
understanding and insights about other ethnic groups and cultures. It will
motivate and encourage them to be more accepting of different worldviews.
(Mepham and Martinovic, 2018).
Multilingual people have their benefits when it comes to picking up new
languages. However, experiencing and learning different languages can have
consequences. Furthermore, multilingual people encounter difficulties when it
comes to dealing with language control problems. That's why, understanding
your brain's capabilities is essential in learning, understanding, and processing
numerous languages (Festman, 2020).
Acknowledging the increasing linguistic and cultural diversity and the
need for stronger bridges between language, educational perspectives about
multilingualism and teaching English in multilingual contexts, implemented or
planned teaching practices, and the purposes teachers want to attain.
Learnings and Teaching of English in the Multilingual Classroom (Eliane Lorenz
2023).
The opportunities they get from multilingual classrooms are; linguistic
and cultural interaction, developing students’ creativity and professional
development, collaborative and creative learning environment Challenges and
Opportunities of Multilingual Classrooms was an attempt to explore out the
challenges and opportunities of multilingual classrooms and to address the
methods and techniques used by the teachers in multilingual classrooms.
Challenge and Opportunities of Multilingual Classrooms Nabina Limboo
Department of English Education, (2021).
The recent study conducted by Ossa-Parra (2023) conceptually
examined the issues related to developing the voices of multilingual writers
through discussing an ecological voice construction process model. This model
encourages these students to leverage their unique cultural backgrounds to
construct authentic voices.
The majority of the world's population is multilingual, and there is an
increase of demands on teachers worldwide to meet pupils' diverse linguistic
needs and abilities. This paper on multilingualism aims to explore four Filipino
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teachers' experiences of working in a multilingual context. The study is based

on a sociocultural perspective on language and learning, and views the school
as an institution within a larger context. The paper also aims to describe the
status of the languages used within the context of the schools, and how the
teachers express the correlations between language and identity However,
many Filipino children begin their education in a language they do not speak or
understand as well as their first language. In this setting, only the learners' first
language can provide the kind of bridge to a personal identity that incorporates
both an ethnic and a national dimension. Language First: Literacy Education
for the Future in a Multilingual Philippine Society, Catherine Young, (2014).
The study determined that most mother tongue-based education in both
countries occur in the non-formal sector, particularly at the preschool or adult
literacy classes. Most are run by nongovernmental actors, such as local and
international NGOs and other civil society actors. The implementation of Mother
Tongue-Based Multilingual Education addresses numerous educational issues
in the Philippines and Cambodia by recognizing a child's mother tongue,
culture, and context as the foundation of learning. Mother Tongue Based
Language Education in Philippines and Cambodia: A Comparative Study
(2021).
Philippines has brought far reaching beneficial effects like adherence to
cultural and linguistic origin while learning and deeper native language
comprehension (MTB-MLE)” program implemented in the Philippine primary
education level. The MTB-MLE program plays a vital role in the learner’s
development process specially in the language acquisition domain. Evaluation
of the Mother Tongue Based Multilingual Education Program in the Philippines
(November 2022).
MTB-MLE program aimed at improving the learners' fundamental
abilities, develop more competent citizens, and prepare graduates for lifelong
learning and career development Multilingual language can be used in
classrooms to both help maintain the local languages and help learners develop
proficiency in languages aspects of their lives. Mothers-Tongue-Based
Multilingual Education in the Philippines: Perceptions, Problems and
Possibilities. (2018).
The findings of the study are: Though the implementation of multilingual
approach seems to have some practical difficulties, the successful
implementation of this system results in many amazing benefits to the children
with diverse needs. The learner with diverse needs to attain good command
over his native tongue. On the strength of these results, a case is made for
future research into people's motivation to be or become multilingual, and
educational interventions focused on developing students’ ideal multilingual
selves. (Anna Krulatz 2023).
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CHAPTER 3
RESEARCH METHODOLOGY
This chapter showed the research methodology and discussed how the
researchers gathered the necessary data that is used in the entire study. It
involved research design, population and sampling, participants/respondents
of the study, research instrument, validation of the instrument, data gathering
procedure, data analysis, and ethical consideration.
RESEARCH DESIGN
Qualitative research design was used in this study, as researcher

observed the different changes and effects of multilingual mode of learning on
the students. This will methodology was used throughout the research in private
institutes, as they were common schools that use different languages using IB
(International Baccalaureate) curriculum involving different languages, making
it a much more participative towards different ethnicities of the students,
Furthermore, this revolved around data gathering and analysis, which will led
on debate and conclusion of the acquired information in statistical numbers as
a result of the target audience's response.
POPULATION AND SAMPLING
The population will be Grade 10 student’s Learning Multilingual

Languages who started their Elementary in SBIS. Which incorporated the
different languages, learning language experiences or learning a third language
(L3); Saint Benilde International School was the only school that was available
for this study. The researcher would gather information through purposive
sampling to promote communication and is also an avenue towards
understanding. The diversity of human culture and languages has been noted
as a crucial component in the acculturation of immigrants throughout these
schools.
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PARTICIPANTS OF THE STUDY
The participants of this study consisted of 10 G10 student’s Learning

Multilingual Languages who started the primary level at Saint Benilde
International School, chosen specifically for diverse perspectives on
multilingual language learning. Each participant brought a unique viewpoint to
the research, reflecting varying attitudes and beliefs regarding the effects of
learning multiple languages. These students were selected to provide a
comprehensive understanding of the topic, encompassing a range of opinions
and experiences that contributed on the depth and breadth of the study's
findings. By including purposeful sampling participants with different points of
view, this research aimed to explore the multifaceted impacts of multilingual
language acquisition among students at Saint Benilde International School.
RESEARCH INSTRUMENT
The researchers provided and collected a large amount of data,

formative evaluation and qualitative methods were used, which included
interview and semi-structured questionnaires. The questionnaire was the
primary tool for gathering information from the students at Saint Benilde
International School who are learning a third language (L3), segregating and
creating a demographic profile for age, gender, and ethnicity background, as
well as learning hurdles such as language barriers, fluency, and speed. With
ethical considerations, participants informed consent were secured privacy,
and confidentiality. Below was the set of questions used during the interview:
1. What languages are you currently learning? and How long have you been
studying each of them?
2. What are the challenges you have faced while learning multiple
languages?
3. How did you manage those challenges?
4. How learning multiple languages affected your academic performance?
5. How do you think learning multiple languages contributed on your

personal development or skills?
6. Were teachers able to give support on your multilingual learning? Are

there any suggestions you could give on them?
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7. What advice could you give to other students who are starting to learn
multiple languages?
VALIDATION OF THE INSTRUMENT
The validation of instruments in this study was crucial on ensure the

reliability and accuracy of our data collection tools. We meticulously design
survey questions and interview protocols to effectively capture the intended
variables. Through review and feedback from individuals familiar with the target
population, the researcher established the content and face validity of the
instruments. Statistical analysis was conducted to confirm the construct validity,
ensuring that the questions accurately measure the desired constructs.
Additionally, comparisons with external criteria help establish criterion validity.
Reliability testing was employed to ensure consistency in results, with
adjustments made based on feedback to enhance the accuracy of the
instruments.
DATA GATHERING PROCEDURE
The researchers explained the purpose and objectives of the study to

the identified coresearchers before the approval and signed for confirmation as
participants of the study. The researcher Surveyed and interviewed some of
the students in Saint Benilde International School who experienced
multilingualism and difficulties in language learning. As the participants agree
to their participation, the date, time and place, a thorough interview will be
conducted face-to-face using an interview guide. The interview was conducted
face-to-face using an interview guide. The interview was the integral part in the
methodology of the study, since it signified the meaningfulness of the
experience in the perspective of the participants. The interview process
included asking permission to record, summarizing notes and gathering
comprehensive information, insights, feelings, encountered experiences, and
answers based on the questions to be answered by the participants. After
composing the overall “essence” of the phenomenon under study. The
researcher met again with the participants to verify the verbatim accounts they
shared during the interview so that the participants themselves clarified and
rectified their responses.
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ETHICAL CONSIDERATIONS
The researchers kept participants' information private and made that

participants were comfortable during the interview proper. The researchers
were respectful in terms of cultures and backgrounds. Lastly, the researchers
followed rules set by the institutions and made sure that research was honest
and trustworthy. By following these guidelines, researchers could study
language learning effects responsibly and respectfully.
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CHAPTER 4
RESULTS AND DISCUSSIONS
This chapter showed the results and analysis of the data gathered in line
with the corollary questions presented in Chapter 1 of the study. Consolidated
data were analyzed and interpreted, which resulted on the interview guide
questions for exploring Grade 10 Student’s Learning Multilingual Languages
who started the primary level in Saint Benilde International School.
The result and deliberation of the findings were presented in two parts. In
the first part, it described the experiences of student’s learning multilingual
languages. The second part tackled the themes that have emerged from the
responses of the participants.
Table 1.1 Annotated Exemplar on the Description of the Grade 10 student’s
Learning Multilingual Languages who started their Elementary in SBIS
Participant Response Researcher’s

Observation
‘‘Good, I can be more
patient, especially when it
Student 6 comes to understanding topics
it turned out to be The participant showed
advantageous because you affirmation
never know and you will
occasionally need to converse
in that language’’
The participant reflected on their growth in patience and communication
skills, particularly when engaging with unfamiliar topics. They highlighted the
challenge of navigating language differences, especially in a multicultural
context, like their experience with a Japanese classmate. Despite the confusion
that arose from switching languages, they recognized the overall benefit of being
adaptable, as it prepared them for diverse communication situations in the
future.
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Learning Multilingual Languages who started their Elementary in SBIS.

Observation
‘‘Because I used to be
an introvert and didn't really
talk to anyone at school, this
has actually given me the
confidence to attempt to be
more outgoing around a variety
of individuals. I simply spoke in
English to myself. People
Student 7 referred to me as an outcast The participant
most of the time, but after I answered confidently
made an effort to learn all of
these languages and learn how
to communicate with others in
English, Filipino, Nihongo, or at
least any other language, I feel
as though I can improve myself
and become a better person
who can assist others.’’
The participants expressed newfound confidence in their ability to

connect with a diverse range of people, transitioning from an introverted
background into becoming more extroverted. Initially, the feeling of being an
outcast and communicating mostly with themselves in English, they found
empowerment through learning multiple languages. This journey not only
boosted their self-esteem but also inspired a desire for personal development
and a commitment to helping others, showcasing the transformative power of
language and communication.
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Observation
‘‘The challenges that I
have faced personally, it was
really hard. So, confusion po
siguro since the language isn’t
really that familiar to me nor do
I have heard Japanese ever
Student 6 since I was young. So, it was Lack of Time
confusion. And then, of course Management
since balancing with time
management especially when
you have to translate
sentences that you’re not
familiar with, so I experienced
confusion, difficulty in time
management, as well as in
communication and of course,
in exams.’’
The student described feeling of being confused and challenged by

learning Japanese because it was a language they weren't familiar with. They
mentioned troubled in understanding and translating sentences, which made
studying difficult. Time management also became a problem, especially when
trying to complete tasks in a limited time. The student also found communication
hard, likely due to the language barrier. These difficulties were not only present
in everyday learning but also in exams, where the pressure was higher. This
suggests that the student faced common struggles when learning a new
language, especially one that is very different from their own. It showed how
language barriers and time pressure could affect a student's ability to learn and
perform well.
SAINT BeNILDE
S.Y. 2024 – 2025
Table 1.4 Annotated Exemplar on the description of the Grade 10 student’s

Observation
‘‘It truly depends
because I'm not particularly
excellent at Filipino. There are
many restrictions since they
are determined by what you
were born with and what you
Student 7 have studied throughout your Struggling
life. For example, I'm so used
to English that it's difficult for
me to learn Filipino as well.
And for the Nihonggo, you
have to understand a little bit
about the language and the
stages before you can actually
speak someone in full
sentences or even have a
whole discussion with them.’’
The student explained the difficulty with learning Filipino, from language
unfamiliarity, as they have primarily used English throughout their life. They
mentioned that language learning depends on what you have and what you have
been exposing to. For the student, switching from English to Filipino is
challenging because they’ve grown up with English.
SAINT BeNILDE
S.Y. 2024 – 2025

Observation
''The English one, it
largely impacts me, but it also
helps me learn how to, it helps
me understand everything the
Student 4 teacher says in English, and it Positive Insight
also helps me answer
comprehension checks in
English.''
The student explained that English plays an important role in their

learning. It helps them understand what the teacher is saying and makes it
easier for them to answer questions during English lessons. The student seems
to feel more comfortable with English, as it supports their comprehension and
ability to participate in class. This response highlights how proficiency in a
language, like English, can help students better understand lessons and engage
in classroom activities. It also shows that when students feel more confident in
one language, it can make learning in that language easier and more effective.
SAINT BeNILDE
S.Y. 2024 – 2025

Observation
''It will add more
knowledge for me and enable
Student 10 me to know those languages, Perseverance
and I think I can use those
languages on my daily life.’’
The student shares that learning a new language will help them gain more
knowledge and understanding. They acknowledge that learning is a gradual
process, and although they have faced setbacks or failures, they continue to
keep learning and moving forward. This shows resilience and a positive attitude
toward the challenges of learning a new language.

Observation
‘‘I think learning new
languages can help me
Student 1 develop my skills and have a Positive Insight
chance to get a good job.’’
The student believed that learning new languages could help improve the
skills and create better job opportunities in the future. This reflected an
understanding of the practical benefits of language learning, particularly in terms
of career development. This response highlighted the student’s recognition of
how language skills could be valuable not only for personal growth but also for
professional success.
SAINT BeNILDE
S.Y. 2024 – 2025

Observation
‘‘So, learning multiple
languages helps me to
Student 4 overcome my personality Comprehensive
because it helps me to
understand many people and
I can communicate with them
without any troubles.’’
Participants highlighted that learning multiple languages helped them
break out of their comfort zones. They found that this skill made it easier to
connect with people from different backgrounds, allowing them to communicate
smoothly and understand others more deeply.

Observation
"Maybe we will be more
advanced than our generation
Student 3 and we will be able to use this Comprehensive
in various ways."
Participants expressed that learning multiple languages provides them

with an advantage, setting them apart in their generation. They believe this
multilingual ability equips them with skills that can be applied in various
situations, enhancing their adaptability and opportunities in both personal and
professional settings.
SAINT BeNILDE
S.Y. 2024 – 2025
Table 1.10 Annotated Exemplar on the description of the Grade 10
student’s Learning Multilingual Languages who started their Elementary
in SBIS.

Observation
‘‘Learning Multiple
Language can help me use
Student 2 especially when I go to other Opportunistic
countries like Japan or other
countries.’’
Participants mentioned that learning multiple languages is especially

beneficial for traveling or working abroad. They noted that being multilingual
would allow them to navigate different countries, such as Japan, with greater
ease and confidence, enabling smoother interactions and cultural integration.
in SBIS.

Observation
‘‘It supported my skills
to understand clearly a
Student 10 Nihongo if there have a Efficiency
person that i will socialize and
that the language that his or
her using it i can talk or
communicate to them clearly.’’
Participants shared that learning multiple languages, particularly

Nihongo, has enhanced their ability to understand and communicate more
effectively. They expressed confidence in their ability to socialize and interact
clearly with others, even in situations where the language being used is
unfamiliar.
SAINT BeNILDE
S.Y. 2024 – 2025
in SBIS.

Observation
‘‘Because I used to be
an introvert and didn't really
talk to anyone at school, this
has actually given me the
confidence to attempt to be
more outgoing around a
variety of individuals. I simply
spoke in English to myself.
People referred to me as an
outcast most of the time, but
Student 7 after I made an effort to learn Confident
all of these languages and
learn how to communicate
with others in English, Filipino,
Nihongo, or at least any other
language, I feel as though I
can improve myself and
become a better person who
can assist others.’’
The participant expressed that learning multiple languages has

significantly boosted their confidence, enabling them to step out of their
introverted shell. They shared how their journey with languages, such as
English, Filipino, and Nihongo, has helped them overcome feelings of isolation
and become more open to socializing with diverse groups. This newfound ability
to communicate in different languages has fostered personal growth, allowing
them to develop into a more outgoing individual who feels capable of helping
others.
SAINT BeNILDE
S.Y. 2024 – 2025
Question #1: What language are you currently learning and How long
have you been studying each of them?
Thematic Chart I. Language Learning Journey
Participants Responses Subordinate

no. Themes
‘‘Mandarin for two years, and

1 Nihongo for three years.’’
2 ‘‘I’m learning Japanese since I was

grade 7, apparently for 4 years.’’
3 ‘‘Mandarin for almost 1 year,

Nihongo is for about 4 years.’’
4 ‘‘I studied it since 3 or 4 years and Confident

English starting when I was like
elementary.’’
5 ‘‘Nihongo. I’ve been trying to learn it

for three months.’’
6 ‘‘So, we have Filipino, English, and

Nihongo. I’ve been studying them
for at least 5 years.’’
7 ‘‘I'm studying Nihongo for 4 years.’’
8 ‘‘I learned Mandarin for one year, Nervous

Nihongo for almost four years.’’
9 ‘‘I’m currently learning Nihongo for

the past 4 years now.’’
10 ‘‘I’m learning multiple languages for

about 5 years.’’
SAINT BeNILDE
S.Y. 2024 – 2025
The participants demonstrate differing levels of confidence in their

language studies. Those with several years of experience in Nihongo, such as
participants 2, 3, and 4, express strong confidence, while others like participants
1, 5, and 9 feel less sure of their abilities.
Question No. 2: What are the challenges you have faced while learning
multiple languages?
Thematic Chart II. Navigating the Challenges
Participants Responses Subordinate

no. Themes
1 ‘‘I struggled remembering the meanings

of each word.’’
2 ‘‘I’m having a hard time learning them

since some words are complicated.’’
3 ‘‘I’m having a hard time to pronounce.’’
4 ‘‘The challenges that I’m facing is that Struggling

the vocabularies.’’
5 ‘‘I Struggled the most when it comes on

memorizing the letters.’’
6 ‘‘The challenges that I have faced is the

familiarity in some words.’’
7 ‘‘The challenges that I have faced is the

time management to learn letters.’’
8 ‘‘I Struggling to manage my time because Lack of Time

learning languages are not easy.’’ Management
9 ‘‘Lack of time to absorbed all the lesson

in our subject.’’
10 ‘‘Being multilingual are not that bad but I

feel I waste all my time memorizing.’’
SAINT BeNILDE
S.Y. 2024 – 2025
Participants commonly face challenges in learning multiple languages,

particularly with vocabulary retention and pronunciation. The difficulty of
balancing Filipino, English, and Nihongo often leads to confusion and a lack of
time management. This struggle to integrate different languages reflects a
shared sense of being overwhelmed by the complexities of multilingual learning.
Question no 3: How did you managed those challenges?
Thematic Chart III. Overcoming Obstacles
Participant no. Responses Subordinate

themes
1 ‘‘I manage to overcome those

challenges through studying.’’
2 ‘‘I tried practicing them word by word, Diligence

and that’s how I did it.’’
3 ‘‘By being an active on our language Active

class.’’ Listener
4 ‘‘I manage those challenges by

practicing them.’’
5 ‘‘Just Practice it.’’ Diligence
6 ‘‘Determination, thrive to keep going

because there is an advantage when
you are multilingual person.’’ Determination
7 ‘‘Read some books that can help

improve my languages.’’
8 ‘‘By Reading and Watching that can

help my vocabularies.’’
9 ‘‘Practicing all day every language that Perseverance

we are discussing.’’
10 ‘‘By the teachers support.’’

SAINT BeNILDE
S.Y. 2024 – 2025
Participants utilize various strategies to overcome language learning

challenges, emphasizing diligence and consistent practice. Many, including
participants 1, 2, and 8, focus on studying regularly, while others like participants
3 and 10 highlight the importance of active listening and teacher support.
Perseverance also plays a key role, with participants 4, 6, and 7.
Question no. 4: How has learning multiple languages affected your
performance in other academic subjects?
Thematic Chart IV. The Impact of Multilingualism
Participant no. Responses Subordinate

themes
1 ‘‘It didn't really affect my other subjects

because I don't use Mandarin.’’ Confident
2 ‘‘I mostly focus on learning multiple

languages than another subject.’’ Perseverance
3 ‘‘It mostly affected on my card since it Nervous

also included on my grade.’’
4 ‘‘It helps me to answer comprehension Dedication

checks during English.’’
5 ‘‘Nihongo is able to contribute to my

academic performance.’’
6 ‘‘I was able to communicate, especially

in understanding languages.’’ Affirmation
7 It has helped me to get more higher

grades and to learn more.’’
8 ‘‘Worried because I might fail on other Worried

subject because of other language.’’
9 ‘‘I mostly focus on the foreign

languages than our main subject.’’ Diligence
10 ‘‘It will add more knowledge when it Perseverance

comes on my communication skills.’’
SAINT BeNILDE
S.Y. 2024 – 2025
Participants report mixed effects of learning multiple languages on their

academic performance. Some, like participants 1 and 5, feel language study has
little impact, while others, such as participants 2 and 9, acknowledge distractions
that lead to lower scores. Positive insights from participants 4 and 6 highlight
improved understanding and communication skills. Perseverance is a common
theme, especially for participants 2, 7, and 10, who are determined to overcome
challenges. Overall, there is a blend of benefits and difficulties in balancing
language studies with other subjects.
SAINT BeNILDE
S.Y. 2024 – 2025
Question no. 5: How do you think learning multiple languages
contributed on your personal development or skills?
Thematic Chart V. The Role of Multilingualism
Participant no. Responses Subordinating

Themes
1 I think learning new languages can Optimistic

help me develop my skills
2 It can help me use these languages, Opportunistic

when I go to other countries
3 I think being multilingual is an Furtherance

advancement to this generation
4 Learning multiple languages helps Comprehensive

me to overcome my personality
5 Nihongo is able to contribute to my Encourage

academic performance.
6 I can improve my communication Learning

skills
7 This has actually made me confident Confidence

at school.
8 I can use the language for this Advancement

generation.
9 Advantage of learning it and having Positive Insight

a background to those languages
10 It’s supported my skills to Efficiency

understand clearly
Participants share their thoughts they have only one point like participants
1 and 9 said that even though it's hard, there are still solutions that can be done
and also participants 2, 3, 4, and 7 point out the good things that we can do.
SAINT BeNILDE
S.Y. 2024 – 2025
Question no. 6: Were teachers able to gave support on your multilingual
learning? Are there any suggestions you could give?
Thematic Chart VI. Support for Multilingual Learning

Themes
1 My teacher supported me by Assured

answering my questions.
2 They help us to pronounce Confidence

those words properly.
3 My suggestion is to give us Worried

time to learn more slowly.
4 Well, they understand my Assured

English well.
5 By adding subjects that Recommending

support multi-language.
6 They were very hands-on in Diligent

teaching us.
7 Build some clubs that support Knowledgeable

multilingualism.
8 My recommendation is to add Considerate

more time on the subject.
9 By being patients for teaching Patient

us.
10 Patient to teach us. Positive Insight
Participant gave some answers that definitely supported them while

learning multiple languages participant number 1, 3, and 8 responded They
answered that they should have more time in teaching those languages.
SAINT BeNILDE
S.Y. 2024 – 2025
Question no. 7: What advice could you give to other students who are
starting to learn multiple languages?
Thematic Chart VII. Advice for Growth

Themes
1 Just study hard and pay Advising

attention.
2 Try to increase their Strategic

confidence.
3 Give yourself a time to absorb Enlightenment

the knowledge.
4 To keep practicing and read Recommending

books.
5 Just give time and study the Suggesting

languages.
6 To keep on going because it Motivational

will become an advantage.
7 I recommend you start it off Positive Advice

very slow, and practice.
8 My advice is, make sure you Efficiency

have time management.
9 Being multilingual can be Business Minded

used in work.
10 Don’t pressure just enjoy the Encouraged

lessons.
SAINT BeNILDE
S.Y. 2024 – 2025
Participants respond answers very short but precise. Some, like

participant number 1, 5 and 10. While the others, like participant number 2, 4,
and 7 give some advices that will surely help those people who are planning to
learn a multiple language. Participant number 3 and 8 on the other hand, gave
an advice about managing the time. And participant number 6 and 9, their advice
is most likely to keep on going because eventually you will use it in the future.
SAINT BeNILDE
S.Y. 2024 – 2025
CHAPTER 5
RESULTS AND DISCUSSIONS
This chapter showed the consolidated findings derived from the

interpretation and the themes drawn after the data gathered from the
interviewed participants. This chapter also includes the reflection in which the
researchers have congregated from the findings of this study. Below were the
emerging themes of the study.
1. The students were learning, mostly English since their elementary.
Mandarin for 1-2 years and Nihongo, they’re currently learning this in their
Junior High School and for about 4 years already.
2. In terms of challenges that they’re facing in learning multiple
languages is mostly about the pronunciation and confusion when it comes to
learning the words, since there’s also a different language that they’re currently
learning and using. Some, also is having a hard time when it comes to
balancing and managing their time.
3. In terms of overcoming challenges was that were facing it with the
help of their teachers or someone that they think they can help them. Most
students also said that just keep on practicing to overcome those challenges.
4. In terms of affecting the other academic subjects was worrying about
the failure of the other subjects that’s not connected to the new language that
they’re learning and not paying attention to other subjects because they
focused more on the language that they’re learning. But some, affect them in a
good way wherein it helps them in other subjects.
5. In terms of contribution on their personal development or skills is that
advancement, because with the background of learning multiple languages
they’ll have more advantage to go to other countries and to get more
opportunities. It also helps them in the way of thinking like being critical and
more understanding, and patient.
6. In terms of the support from school and teacher, and something more
they could do is that were actually patient and understanding when it comes to
the students asking some questions and who’s having a hard time. And
something more they could do is to expand the time of the subject in learning
the language because most of them is having the difficulties to fit all the
information just for one
7. In terms of an advice that they could give to other people who starting
to learn is to make sure that they have enough time or they can manage or
balance the time that they have to fit their study in learning the language. And
just to keep on going and practicing it.
SAINT BeNILDE
S.Y. 2024 – 2025
RECOMMENDATIONS
This study opened Grade 10 student’s Learning Multilingual Languages

who started their Elementary in Saint Benilde International School.
Consequently, the following suggestions were made:
1. Expand the school library to include a diverse collection of books in
various languages, including fiction, non-fiction, and bilingual texts. This will
provide students with accessible reading materials that reflect different cultures
and languages, encouraging them to explore and appreciate multilingual
literature.
2. Promote collaborative planning among teachers across different
language. Provide professional development workshops focused on effective
multilingual teaching strategies, allowing teachers to share best practices and
resources.
3. Organize school-wide events such as multilingual book fairs, poetry
slams, or storytelling contests that celebrate language diversity. Involve
teachers in leading workshops or activities, encouraging students to present in
their target languages and fostering a community-wide appreciation for
multilingualism.
REFLECTIONS
1. Mastering several languages improves overall communication skills.

2. Learning Multiple Languages can hindrance in academic aspects.
3. Learning Multilingual Languages will benefit the students and will have
more opportunities.
4. Language shapes thought, and by learning new languages, We gain
different ways to express ideas and emotions.
5. Learning multiple languages requires a significant investment of time
and effort
SAINT BeNILDE
S.Y. 2024 – 2025
REFERENCES
Barden (2024) Correlations between the Senior High School Grade 12

Students Perceptions multilingualism that focuses on the process of
language learning. Retrieve from:
https://www.researchgate.net/publication/249870732
Catherine Young (2017) Correlations between the Senior High School Grade
12 Students Perceptions SIGNIFICANCE OF MULTILINGUALISM FOR
CHILDREN WITH DIVERSE NEEDS & BENEFITS IN INCLUSIVE
EDUCATION: A QUALITATIVE STUDY Retrieve
from:https://www.researchgate.net/publication(2024)
Festman (2018) Correlations between the Senior High School Grade 12

Students Perception multiple languages in infancy complicates
language and cognitive development, Retrieve
from:https://pmc.ncbi.nlm.nih.gov/articles/PMC5662126/
Forbes (2015) Correlations between the Senior High School Grade 12 Students
Perceptions Developing a multilingual identity in the languages
classroom. Retrieve
from:https://www.researchgate.net/publication/350764319_
Kircsh (2018) Correlations between the Senior High School Grade 12 Students
Perceptions Developing multilingual practices in early childhood
education through professional development Retrieve
from:https://www.researchgate.net/publication/339630999
Mepham and Martinovic (2016) Correlations between the Senior High School
Grade 12 Students Perceptions multilingualism, or the knowledge and
use of multiple languages, Retrieve
Sanchez (2024) Correlations between the Senior High School Grade 12

Students Perceptions multilingualism that focuses on the process of
language learning. Retrieve from:
https://www.researchgate.net/publication/249870732
Ossa- Parra (2015) Correlations between the Senior High School Grade 12
SAINT BeNILDE
S.Y. 2024 – 2025
Students Perception multiple languages in infancy complicates

language and cognitive development, Retrieve
SAINT BeNILDE
S.Y. 2024 – 2025
APPENDICES
APPENDIX A: INFORMED CONSENT
Title of Research: Learning Multilingual Language: A Qualitative Study
I have been given sufficient information about this research study and I
voluntarily agree to participate in this study. I am free to withdraw at any time
without giving any reason and have the option not to answer any particular
question. I understand that my responses will be kept strictly confidential and
will not be identified in their research paper. I agree for this interview to be
audio/video recorded and will be used only for analysis of data and may be used
in any conference presentation, report or journal article developed as a result of
the research. My signature below signifies that I have read and understood the
information provided above and agree to participate in this study.
_________________________________
Signature of Participant over Printed name
Members:
Licup, John Harry D.
Mayo, Jan Andrei E.
Natanauan, Jyzacel Vianney D.
Rulloda, Lhizel
Noted by: Edna M. Manaig, LPT, Ed. D.

SAINT BeNILDE
S.Y. 2024 – 2025
APPENDIX B
INTERVIEW GUIDE QUESTIONS
1. What language are you currently learning and how long have you
been studying each of them?
2. What challenges have you faced while learning multiple languages?
3. How have you managed to overcome these challenges?
4. How has learning multiple languages affected your performance in
other academic subjects?
5. How do you think learning multiple languages has contributed to your
personal development or skills?
6. How have your teachers or school supported your multilingual
learning and is there anything more they could do for you?
7. What advice would you give to other students who are starting to learn
multiple languages?
SAINT BeNILDE
S.Y. 2024 – 2025
CURRICULUM VITAE
Name: John Harry D. Licup
Age: 19 years old
Address: Barangay Real, Calamba City
Gender: Male
Civil Status: Single
Date of Birth: February 18, 2005
Place of Birth: Barangay Real, Calamba City
Religion: Roman Catholic
Contact number: 09052553652
Email address: johnharrylicup@gmail.com
Mother’s name: Alexis Licup
Father’s name: Bernard Licup
Language Spoken: Tagalog
Educational Background
Senior High School: St Benilde International School
Junior High School: Makiling School
Elementary: Little Baguio School, Zambales

SAINT BeNILDE
S.Y. 2024 – 2025
Name: Jan Andrei E. Mayo
Age: 17 years old
Address: Blk 21 Lot Ph 1 Lot 6, Villa De Calamba
Gender: Male
Date of Birth: October 29, 2007
Place of Birth: Lipa City, Batangas
Email address: andreimayo209@gmail.com
Mother’s name: Ronlyn Mayo
Father’s name: Roan Mayo
Senior High School: St. Benilde International School
Junior High School: Malabrigo National High School
Elementary: Marcos Espejo Elementary School

SAINT BeNILDE
S.Y. 2024 – 2025
Name: Jyzacel Vianney D. Natanauan
Age: 17 years old
Address: Blk 18 Lot Ph 3 Southville 6 Kayanlog
Calamba city
Gender: Female
Date of Birth: November 23, 2006
Place of Birth: Villa Silangan Calamba City, Laguna
Email address: jyzacelvianneynatanauan@gmail.com
Mother’s name: Iluminada Dizon
Father’s name: Celso Natanauan
Senior High School: Saint Benilde International School
Junior High School: Palo alto Integrated School
Elementary: Palo alto Elementary School

SAINT BeNILDE
S.Y. 2024 – 2025
Name: Lhizel Rulloda
Age: 17 years old
Address: Barangay 1 Crossing Calamba City,
Laguna
Gender: Female
Date of Birth: June 11, 2007
Place of Birth: Calamba City, Laguna
Email address: lhizelrulloda@gmail.com
Mother’s name: Edralin V. Rulloda
Father’s name: N/A
Senior High School: St Benilde International School
Junior High School: St John Colleges and Binan Secondary School
Elementary: Crossing Elementary School

SAINT BeNILDE
S.Y. 2024 – 2025

PRACTICAL RESEARCH FINAL 2

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SENIOR HIGH SCHOOL DEPARTMENT

LEARNING MULTILINGUAL LANGUAGE: A QUALITATIVE STUDY

Presented to the Faculty of Senior High School Department

SAINT BENILDE INTERNATIONAL SCHOOL

Calamba City, Laguna

In Partial Fulfillment of the Requirements for

Senior High School Completion

Humanities and Social Sciences

Licup, John Harry D.

Mayo, Jan Andrei E.

Natanauan, Jyzacel Vianney D.

The Research in “Learning Multilingual Language: A Qualitative

Andrei; Natanauan, Jyzacel Vianney; Rulloda, Lhizel in fulfillment of partial

recommended for acceptance and approval for oral defense.

NERISSA M. ROSA, LPT EDNA M. MANAIG, LPT, Ed. D.

Defended in an oral examination before a duly constituted panel with

the grade of _______.

ANGELO C. PEÑAREDONDA, Ph.D

JESSICA N. SABADO, LPT MARY GRACE C. CATAPANG, MBA (CAR)

Accepted and approved in fulfillment for the Senior High School

Edna M. Manaig, LPT, Ed.D

This study aimed to explore the learning experience of Grade 10

student’s, Learning Multilingual Languages who started the primary level at

Saint Benilde International School. This study used a qualitative research

design through interviews, phenomenological, the use of validated interview

questionnaires, and their perspectives on the challenges they faced, the

effects of learning multilingual on intellectual capacity, ways to cope up was

method was used to collect expressive information about ideas, values,

sentiments, and motives that underpinned behaviors which were not

expressed in quantitative data. The researchers how qualitative research

could help to explore the learning experience of Grade 10 participants.

The researchers would like to express the sincerest gratitude and

appreciation to those who inspired them and extended their unfailing

guidance to make this study possible.

strength, good health, knowledge, and guidance throughout the completion

of this research. The researchers greatly offered this success to Him.

dedication and the researcher’s passion for teaching. The never-ending

support, and care motivated.

Grade 10 Student’s who started the primary level at Saint Benilde

International School at Calamba, Laguna. The cooperation and participation

more than words. The accomplishments and successes of the researchers

were due to them.

Validation of the Instrument 13

APPENIDX A: Informed Consent 36

APPENDIX B: Interview Guide Questions 37

THE PROBLEM AND ITS BACKGROUND

BACKGROUND OF THE STUDY

Multilingualism refers to the ability to speak, understand, or use more than

A Multilingual Paradigm: Bridging Theory and Practice (2018) These

Exploring the Effects of Learning Multilingual Language: A

Interview Field notes

Figure 1. Conceptual Framework of the Study

What is the essence of the lived experience of the participants with

1. How do the participants with multilingual languages describe their

SCOPE AND LIMITATIONS OF THE STUDY

This study investigated the effects of multilingual language exposure on

SIGNIFICANCE OF THE STUDY

The significance of the study "Exploring the Effects of Learning Multilingual

Acquisition - The learning or developing of a skill, habit, or quality.

Bilingualism - Refers to the ability to use two languages in everyday life.