Published
2025-08-26
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Copyright (c) 2025 Jason V. Chavez, Pearly Jade E. Samilo, Neña Vanessa A. Cabiles, Sar-Ana M. Abdurasul, Rasmil T. Abdurasul, Erwin F. Maturan, Salita D. Dimzon, Ma. Celestial M. Acha, Jelyn M. Magno, Annie Y. Samarca

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How to Cite
How should parents balance the learning of Filipino and English at home?: Consistent teaching behaviors towards children
Jason V. Chavez
School of Business Administration, Zamboanga Peninsula Polytechnic State University, Zamboanga City 7000, Philippines
Pearly Jade E. Samilo
Filipino Language Teaching Division, College of Education, West Visayas State University, Iloilo City 5000, Philippines
Neña Vanessa A. Cabiles
Filipino Language Teaching Division, College of Education, West Visayas State University, Iloilo City 5000, Philippines
Sar-Ana M. Abdurasul
College of Humanities, Social Science and Communication, Basilan State College, Isabela City 7300, Basilan, Philippines
Rasmil T. Abdurasul
College of Teacher Education, Sulu State College, Jolo, Sulu7400, Philippines
Erwin F. Maturan
College of Teacher Education, Zamboanga State College of Marine Sciences and Technology, Zamboanga City 7000, Philippines
Salita D. Dimzon
College of Education, Iloilo State University of Fisheries Science and Technology-Dumangas Campus, Dumangas 5006, Iloilo, Philippines
Ma. Celestial M. Acha
College of Education, Iloilo State University of Fisheries Science and Technology-Dumangas Campus, Dumangas 5006, Iloilo, Philippines
Jelyn M. Magno
School of Teacher Education, Biliran Province State University- Biliran-Campus, Biliran, Biliran, 6566 Philippines
Annie Y. Samarca
College of Teacher Education, North Eastern Mindanao State University, Tandag City, Surigao del Sur 8300, Philippines
DOI: https://doi.org/10.59429/esp.v10i8.3838
Keywords: Bilingual language development; bilingual parenting; Filipino-English bilingualism
Abstract
This qualitative study explored how Filipino parents balance the use of Filipino and English when teaching and communicating with their children at home. Twenty parents participated in semi-structured interviews to share their experiences, routines, challenges, and strategies in supporting bilingual language development. The study found that parents decide to use Filipino or English depending on the situation, with English mostly used for academic support and Filipino for emotional and cultural connections. Parents also employed routines like bilingual reading time, storytelling, and real-life conversations to help children learn both languages. Despite their efforts, many parents faced challenges such as children’s preference for English due to school and media influences, limited time, and parents’ own language confidence. The findings reveal that parents play an important role in nurturing bilingualism by creating a supportive home environment that values both languages. This study adds to the understanding of bilingual parenting in the Philippine context and offers insights for families and educators who aim to promote balanced bilingual development.
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