The Philippine educational setting is bilingual in nature, thus the level of performance of public high school students towards English proficiency in learning creates its possibility to be monolingual by using the considered foreign language as the standard language in teaching is impossible yet can be proven by theoretical studies to be conducted. Many accounts of constitutional laws, studies and facts regarding this issue of using the English language in teaching academic subjects such as science and technology can well explain its effective usage in the world of language education namely: the English language proficiency public students show, the legal basis it holds, the level of performance the public high school students demonstrates, the number of the passing students every university and college exhibits and the process of publishing books and their produce. The necessity of using English as an educational language in the Philippine educational set-up does not decline learning but improves the comprehension of concepts and language. One of the most profitable justifications being laid upon to confirm the worth of the problem made holds on the English proficiency of students. In order for us to cope with the current progression being experienced by other countries, we need to learn, be familiar, and be comfortable with the language we are supposed to use to attain the same level of proficiency and literacy other countries have obtained. The terms used in teaching physics are usually defined in English, thus, making it easier for students to understand the subject matter because practically, English is being used as the medium of instruction in teaching academic subjects such as mathematics and science and technology. According to Bonifacio Sibayan (1994), “It is easy to see from the foregoing why English is the logical choice of the Philippines and other countries as the language of science and mathematics”(p.62). Being proficient with this language instruction in science education can give the students, as well as the instructors, access to everybody, in and out of this country. Surely, proficiency in English is one of the most important components in the learning process of students.
Defensively as you may call it, proficiency with the English language still protects some credibility on the study taken. From this, another defense shall govern the worthiness of this investigation. This study claims an outstretched emphasis on a legal basis.
The declaration of the Philippine government for using English as the standard language for teaching science and mathematics firmly holds the responsibility of training the students academically. For this reason, the exclusiveness of using the English language in teaching science and technology can better manifest the knowledge of instructors in managing a classroom setting. A student may not know a term or two if the language used in defining technical science term is unusual to them; unfamiliarity with terms might arise. Using the English language in teaching physics concepts can be broadly understood by student because, ever since, it is the language, they are using to acquire knowledge (Acuna & Miranda, 1994, p.6). This concept in the language of education can provide betterment in the educational stability of our country (Acuna & Miranda, 1994, p.7). Evidently, the legality it holds can firmly uphold the defense on this problem.
Still another and perhaps the most lucid evidence is the level of performance shown by public high school students. For one, using the results of achievement tests provided by the school administration and the government can determine their ability of understanding such subjects concerned in the examinations. In this matter, the passing score of students taking this kind of examination must reach the 70 per cent of the total 100 per cent of the test result. Apparently, most of the test questions given are stated in...