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Dorog National High School


The study aimed to determine the learners and teachers’ experiences on the use of English as Medium of Instruction (EMI) to serve as bases for enhancement program in the different schools in the Municipality of Leon, Iloilo, during the school year 2022-2023. The study used phenomenological approach under qualitative research. The research instrument utilized in this study was a researcher-made interview schedule. The data gathered was analyzed using thematic approach. It was determined that learners viewed EMI as global opportunity and teachers are using EMI for it is a universal language. Learners affirmed that limited vocabulary hinders their learning process. Teachers shared the same opinion, noting that learners' low and limited English vocabulary makes it challenging for them to effectively teach and ensure learning. In order to address these hindering factors, learners opt to use supplementary materials such as books and dictionaries. The same is true for teachers; they support learning using presentations, visual aids, internet resources, and other methods. The translation method, often known as codeswitching, is another noteworthy teaching technique.

Keywords: English, Medium of Instruction (EMI), Enhancement Program



English has established itself as a fundamental language throughout the world and is widely regarded as an essential element in the success of many individuals.

In today’s interconnected world, the importance of English as the lingua franca cannot be overstated. A growing number of non-English-speaking countries are utilizing English as their primary language of instruction within their educational institutions.

For learners and teachers alike, the use of English as a language of learning is both beneficial and challenging. However, its complexity and challenges can also provide opportunities for learners to become world-class and life-ready.

In order to be recognized on a global level, educational establishments have been urged to adopt English as Medium of Instruction (EMI). EMI refers to the utilization of English language as the instructional language for teaching disciplines, information and academic topics.

In the Philippines, English is the second language of instruction in both public and private schools. The Revised Philippine Education Program (RPEP) mandates that primary school learners should be taught in their native language for the first two years. Subsequently, English will be the medium of instruction from the third grade up to college. The vernacular will be the auxiliary medium of instruction from Grades 3 to 4, and the national language from Grades 5 to 6.

The Bilingual Education Policy (BEP), established by the Department of Education in 1974, required that English and Filipino will be used as the primary languages of teaching in elementary and high schools.

In 1987, the Department of Education, Culture, and Sports (DECS) restated the same provisions as the BEP, plus a recasting of the roles of the two languages: Filipino was to be "the language of literacy and of scholarly discourse," and English was to be and maintained as "the international language and the non-exclusive language of science and technology".

After a few years, former President Gloria Macapagal-Arroyo issued Executive Order No. 210 entitled “Establishing the policy to strengthen the use of the English language as a medium of instruction in the educational system”. As stipulated in Section 1-C – the English language shall be used as the primary medium of instruction in all public and private institutions of learning at the secondary level, including those established as laboratory and or experimental schools, and non-formal and vocational or technical educational institutions.

As the medium of instruction, the percentage of time allotment for learning areas conducted in the English language is expected to be not less than seventy percent (70%) of the total time allotment for all learning areas at the secondary level.

DepEd Order No. 74, issued by the Department of Education on July 14, 2009, formalized mother-tongue-based multilingual education, or MLE (Education for All: UNESCO Bangkok website, 2009). The new policy was developed in response to earlier research showing the value of mother tongue instruction.

It is thus far unclear whether and to what extent EMI has an impact on content learning. In the light of the foregoing, the researcher aimed to determine the experiences of learners and teachers regarding the implementation of EMI in public secondary schools and the proposed enhancement program to be adopted.

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