DETERMINING THE LANGUAGE PROFICIENCY LEVEL OF THE CHILDREN
IN CONFLICT WITH THE LAW IN BAHAY PAG-ASA
A Thesis Proposal Presented
To the School of Arts and Sciences
Isabela State University
Cauayan Campus
In Partial fulfillment
Of the Requirement for the Degree
Bachelor of Arts in English Language Studies
Gulapan, Colline Gayle R.
Columbano, Cielo Mae M.
Felicitas, Joan D.
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CHAPTER I
THE PROBLEM AND ITS BACKGROUND
Introduction
Language specialists and educators have recognized for a long time that language
proficiency—the ability produce and understand a particular language—is connected to
everything we do and that linkages in social contexts and practices are crucial for the
development of language proficiency in children. Language proficiency is crucial for children's
development, but it is especially essential for children in conflict with the law. Over 90% of
children in conflict with the law are petty offenders, committing minor offenses against
property. Most criminalized children are from marginalized communities and often from
persecuted minorities. To protect children's best interests and physical, moral, spiritual,
intellectual, and social health, the Philippines enacted the Republic Act 9344, or "The Juvenile
Justice and Welfare Act of 2006," which exempts children below 15 years old from criminal
liability. The state must incorporate restorative justice ideas into all CICL-related laws,
initiatives, and policies.
In 2012, RA No. 10630 enhanced the Juvenile Justice and Welfare Act by establishing
"Bahay Pag-asa," a 24-hour facility for caring for children created, funded, and run by local
government units and NGOs. The multi-disciplinary team, including a social worker,
psychologist, mental health professional, doctor, educational counselor, and Barangay Council
for the Protection of Children, develops personalized intervention plans for children and their
families and provide suitable sociocultural and psychological reactions and supports.
Thus, there is a lack of study on children language proficiency at Bahay Pag-Asa in
Barangay San Pablo, Sitio Manalpaac, Cauayan City, Isabela despite the growing awareness of
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the significance of language proficiency of children in conflict with the law. The majority of
research has concentrated on the frequency and types of crimes committed by these children as
well as the elements that influence their involvement in criminal activities. More study is
required to better understand how well educated, literate and communicative they are, as these
factors could significantly affect their prospects for the future and general well-being. There
are several reasons why it is important to determine the language proficiency among children
in conflict with the law. To begin with, language proficiency is a fundamental ability that is
necessary for success in many facets of life, such as education, job, and interpersonal
relationships. Children with insufficient communicative skills might find it difficult to succeed
in these areas, which could set off a vicious cycle of poverty, unemployment, and social
marginalization. Second, because they are a particularly vulnerable group, children who are in
legal trouble can have their educational needs overlooked or disregarded in favor of their legal
problems. In order to address their educational needs and promote their general well-being,
interventions might be specifically targeted-based on the language proficiency level of the
population.
Furthermore, programs and policies targeted at keeping young individuals out of the
court system altogether can be informed by knowing the language proficiency of children in
conflict with the law. The goal of this study is to evaluate the educational needs and problems
of this vulnerable demographic. The purpose of the study is to gain a thorough understanding
of the language proficiency of juvenile offenders, including their capacity to use language. The
study can assist in informing educational policies and initiatives that promote these children’
rehabilitation and reintegration into society by recognizing their unique language proficiency
demands.
In conclusion, the study can help us comprehend the variables, such as the children’s
educational background and experiences, that may have influenced their engagement in
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criminal activity. This knowledge can help with the development of interventions and
avoidance strategies aimed at reducing the chance of criminal activity in the future.
The overall goal of this study is to offer knowledge that can enhance the educational and
social ends for children in conflict with law, thereby promoting a safer and more just society.
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OBJECTIVES
The study seeks to find the following objectives:
1. Profile of the respondents in terms of:
a. Age
b. Highest educational attainment
c. Language Use
2. To determine the level of receptive and expressive skills of the CICL’s in English
language
3. To determine whether there is a significant difference in the receptive and expressive
skills when grouped according to profile variables
SIGNIFICANCE OF THE STUDY
These research studies on determining the language proficiency among the children in conflict with
the laws. The findings of this study will redound to the community that counseled, fostered, and
nurtured the children’s being; furthermore, it will also have an impact on the following individual:
Policy-makers. To reaffirm their commitment to upholding their values and ensuring the safety
of children.
Language Teacher. This prove that by imparting literacy to children, we are laying the
groundwork for modern life and enabling them to communicate simply and effectively.
Students. Improves student’s positive behavior and reduces negative behavior.
Parents. The parents will be knowledgeable about how to educate and lead their children to a
right direction since they will be aware of the situation of youth crimes in the area.
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Future Researchers. This is a big help for the future researchers that intend to focused on literacy
development among children in conflict with the law.
Community. To foster awareness of the plight of CICL’s
SCOPE AND DELIMITATION
The general intent of this study is to determine the language proficiency level among the children
in conflict with the law in Bahay Pag-Asa, Sitio Manalpaac, San Pablo, Cauayan Isabela.
DEFINITION OF TERMS
Bahay Pag-asa - Bahay Pag-asa centers are meant to reform and rehabilitate children in conflict
with the law. The news regarding alleged abuses, mistreatment, and subhuman conditions in
Bahay Pag-asa centers is gravely alarming. Shelters that are meant to reform children should be
the last place that would further victimize them and cultivate negative behaviors in them.
CICL - refers to any individual with the age 18 who interacts with the Justice System after
being
suspected or convicted of a crime.
Expressive Language Skills – it refers to the manner in which a youngster communicates his or
her basic needs, goals, and emotions. It includes t
he use of spoken, written, and bodily language, including facial expressions and sign language.
First Language – it is the mother tongue, or the first language, is the one to which a person was
exposed while they were young.
Intervention Program - it is a set of activities known as a "intervention" are intended to address
the problems that led the youngster to commit the crime. It refers to organized social safety
initiatives for kids that use programmatic ways to minors physical and social wellbeing should be
promoted, juvenile delinquency should be avoided or prevented, and minors should not be allowed
to commit crimes again.
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Language Use – it is how the context depends the relationship between speakers
Literacy – it refers in being capable of doing something or having adequate knowledge of it.
Second Language – it is the language spoken in addition to one's first language is referred to as
a second language. A second language might be a foreign language, a neighboring language, or
one from the speaker's country of origin.
Receptive Language Skills – it refers to reading and listening because learners receive and
comprehend language instead of producing it.
Republic Act 9344 - otherwise known as “The Juvenile Justice and Welfare Act of 2006,”
exempts children below 15 years old from criminal liability. The law was authored by Sen. Kiko
Pangilinan and is apparently patterned after a US law.
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CHAPTER II
REVIEW OF RELATED LITERATURE
This literature review shows some brief previous research works and information that are
related and relevant to the chosen research topic in order to gain more knowledge and
understanding about the study. It also aids the researchers in identifying the problem in order
to come up with some possible solutions that may help people who are concerned about this
matter.
Children in Conflict with the Law
According to Garrio (2017), the criminal justice system in the Philippines characterized
by very poor and inadequate facilities, inhumane conditions, inefficient handling and
resolution of cases, among other has often failed for adult offenders and more so for
children who have come into conflict with the law (CICL). Where children cause harm to
other people those harmed are usually other children. However, the child victim is largely
ignored in our justice systems in terms of both their participation in justice processes and
in ensuring they receive appropriate care and support (Claire Lightowler, CYCJ, January
2022). These children, who are likely to have experienced abuse, abandon and neglect in
their own homes and in their immediate environments, are now forced into harsh and
dehumanizing situations within the adult criminal justice system that expose them to
further abuse and tarnish any hope for them to be reintegrated into their families and
communities and become responsible and productive citizen. According to Resource
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Centre (n.d.), large numbers of children in conflict with the law are socio-economic
victims, denied their rights to education, health, shelter, care and protection. Many of
them have had little or no access to education; many are working children. Some children
have left their homes and taken to the streets to escape from violence and abuse at the
hands of their families. Some are forced to make a living on the streets, in order to survive.
Others have been abandoned by their families and left to fend for themselves and
sometimes for younger siblings. These children, who are abandoned and destitute, are
also at high risk of sexual exploitation, trafficking and becoming involved in substance
abuse and the drug trade through peer influence or the influence of adult criminals. For
children in conflict with the law, the processes of arrest, trial and custody destroy their
childhood as a result of being denied their right to, for example, family life, education,
care, protection and play. Many of them have little chance of rehabilitation and
reintegration into society: discrimination against children who have been in conflict with
the law, together with deprivation and poverty, limit their opportunities for developing
into active and contributing adult citizens (Parven 2011)
Today a variety of terms are used to refer to the preschool phase of literacy development—emerging literacy, emergent reading, emergent writing, early reading, symbolic
tools, and so on. We have adopted the term early literacy as the most comprehensive yet
concise description of the knowledge, skills, and dispositions that precede learning to
read and write in the primary grades (K–3). We chose this term because, in the earliest
phases of literacy development, forming reading and writing concepts and skills is a
dynamic process (National Research Council 1998, 2000)
These relationships are situated in a broader communication network of speaking and
listening, whose components work together to help the learner negotiate the world and
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make sense of experience (Thelen & Smith 1995; Lewis 2000; Siegler 2000). Young
children need writing to help them learn about reading, they need reading to help them
learn about writing; and they need oral language to help them learn about both.
The meanings of both spoken and written language serve real pur- poses in our daily lives
(Halliday 1975). We usually do not speak without wanting to accomplish something
useful. For example, we might want to influence others’ behavior (“Would you turn that
down, please?”), express our feelings (“I hate loud music”), or convey information
(“Habitual listening to loud music is a danger to one’s hearing”).
The role of vocabulary in Expressive Skills
It is irrefutable fact that vocabulary plays a crucial role in the process of language learning
(Afshari and Tavakoli, 2016). Vocabulary knowledge is the building block of learning a
second language and the degree of success for learning any language depends on the
amount of vocabulary a learner possesses. Vocabulary is one of the most fundamental and
significant components for foreign and second language comprehensibility. It is necessary
in the sense that words are the basic building blocks of language, the unit of meaning
from which larger structures such as sentences, paragraphs and whole texts are formed
(Goossens et al., 2012). As Wilkins (1972) states, “without grammar very little can be
conveyed, without vocabulary nothing can be conveyed”. However, learning a new
language simply cannot be done without absorbing vocabulary. ‘Vocabulary learning is
not a goal in itself; it is done to help learners listen, speak, read or write more effectively
(Altalhab, 2019). This suggests that vocabulary is an essential element in developing
language skills.
Although vocabulary is one of the most important components of language learning,
many students see vocabulary as one of the most difficult aspects of learning a foreign
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language. They see vocabulary learning as boring, as they have to memorize unfamiliar
words (Stoltzfus & Sukseemuang, 2018). Learners often detect that their problem in
receiving language and producing language is due to insufficient vocabulary (Alfatle,
2016). In other words, a language learner has to know words to receive information in a
language by reading texts and listening to others and also need to have knowledge of
words in order to produce intended message and communicate effectively through
writing and speaking (Gu, 2017). Therefore, a learner’s vocabulary knowledge will affect
one’s overall performance and proficiency in that language and in turn affect one’s
academic skills and educational success at schools and general intelligence as well
(Santos, 2010; Vermeer, 2001). The role of vocabulary knowledge has also been
established as an important factor affecting reading ability of language learners (Qian,
2002)
Breadth of vocabulary knowledge is defined as “the number of words for which a learner
has at least some minimum knowledge of meaning” (Abedi, 2017) or how many words a
learners know while depth of vocabulary knowledge or quality of vocabulary knowledge
is about “how well the learner knows the word” (Afshari & Tavakoli, 2016) which is one’s
knowledge of the various aspects associated with a word such as pronunciation, spelling,
multiple meanings, register, frequency, connotations, morphology, syntax or grammar,
stylistic possibilities, appropriate uses, collocations, semantic associations and idioms
containing the target words (Lee & Rethinasamy, 2017)
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Vocabulary knowledge and reading comprehension are highly related since lexical
knowledge can assist foreign language learners in grasping the meaning of written texts.
In addition, the role of vocabulary knowledge has been found to be important in second
language proficiency in general (Nouri & Zerhouni, 2016; Schmitt, 2010) and in reading
competence in particular (Tran, Tremblay, & Binder, 2020; Laufer & RavenhorstKavlovski, 2010).
Lee and Rethinasamy (2017) noted that vocabulary knowledge was an effective and
strong predictor of reading comprehension. Martin-Chang and Gould (2008) found that
a relationship between vocabulary and reading comprehension. Vocabulary knowledge is
necessary in reading comprehension. According to Qian (2002) vocabulary knowledge
helps learners to decode the input (written form) which is an essential part of reading
skill. Lack of sufficient word knowledge will be a hindrance for individuals in
comprehending the meaning of the text. Al-Khasawneh (2019) points out that “no text
comprehension is possible, either in one’s native language or in a foreign language,
without understanding the text’s vocabulary”. He also indicates that the low possibility of
comprehending a text relates heavily to the high percentage of obscure vocabulary
Knowledge of words is now considered the most important factor in language proficiency
and school success, partly because of its close relation with text comprehension (Qian and
Lin, 2019). Without knowledge of words, understanding sentences or texts is not possible.
Based on several researches, it has been realized that
knowledge of words is
multidimensional and includes various types of knowledge. Thus, researchers such as
Moghadam (2012), Al-Khasawneh (2019), Tavanpour and Biria (2017) and Binder et al.,
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(2018) have tended to view vocabulary knowledge as consisting of two dimensions of
breadth (how many words are known) and depth (how well is a word known).
Vocabulary is the most important part in language learning and language use (Gu, 2017).
It is a central aspect of language learning in general, and reading comprehension in
particular. Moreover, vocabulary is the strongest component of proper reading
comprehension and studies have shown that students who have a large working
vocabulary receive better grades than students who do not (Qian and Lin, 2019).
Reading and Writing in Receptive Skills
Listening comprehension skills and reading comprehension. Difficulties with word
identification and deficits in pre-reading skills are generally associated with the definition of
dyslexia, whereas difficulties in reading comprehension are associated with weak
comprehension skills in the presence of adequate pre-reading skills (Fletcher et al., 2002). With
respect to reading comprehension, it is obvious that a larger semantic store can facilitate
comprehension skills. However, only successful readers use contextual information to identify
unfamiliar words (Adams, 1990). In terms of reading comprehension, it appears that once
fluent and automatized pre-reading skills are in place, the ability to comprehend a written
sentence is dictated by the ability to comprehend the same sentence when it is spoken. In terms
of reading comprehension, it appears that once fluent and automatized pre-reading skills are in
place, the ability to comprehend a written sentence is dictated by the ability to comprehend the
same sentence when it is spoken. This relationship is evidenced in studies indicating strong and
significant correlations between oral and written language comprehension in adults (e.g., Bell
& Perfetti, 1994; Gernsbacher, Varner, & Faust, 1990). Studies attempting to examine the
relationship between vocabulary knowledge and word identification skills have produced
mixed results. For example, Lindsey et al. (2003) examined a sample of 249 Latino children
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who were Spanish-speaking English language learners. The children in this study were
participating in a transitional bilingual curriculum and were followed from the beginning of
kindergarten through the end of the 1st grade. Lindsey and colleagues found that expressive
vocabulary measured at the beginning of kindergarten accounted for a significant amount of
unique variance in word identification skills measured at the end of the 1st grade. Results from
this study suggest that early significantly predict word identification skills. Pre-reading skills
measured by phoneme deletion tasks, however, significantly correlated with receptive
vocabulary scores and significantly predicted both word and nonword identification scores.
Although not directly assessed, these findings suggest that pre-reading skills mediate the
relationship between receptive vocabulary knowledge and word identification skills.
Basic language skills -listening, speaking, reading, and writing- are indispensable in academic
and social life. Individuals can express themselves and explain their feelings and thoughts by
using their language skills. Listening and reading skills are essential for understanding and
acquiring knowledge. Reading is a process that requires more cognitive performance than
listening skill (Emiroğlu & Pınar, 2013). Listening skills are important to children in the near
future. “Children who can translate their thoughts and ideas into words are more likely to be
successful in school. Listening is the ability to fully understand a message which a speaking or
a loudly reading person desire to give. Listening is an important part of communication and
education process (Ozbay, 2008: 5). According to Güneş (2007: 74), listening is not only done
in order to set up communication, but at the same time it develops learning. Understanding and
mental skills. According to this, listening is not just the process of hearing sounds correctly.
Reading is the process of constructing meaning, which is based on effective communication
between the writer and the reader, takes place in line with a specific purpose and method, and
uses prior knowledge. Reading is also expressed as an interactive comprehension process that
takes place with a mental effort in which shapes are transformed into sounds (Coltheart, 2005).
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The reading process, which starts with vision and vocalization and continues with the brain
performing various skills, is completed by going through the stages of seeing, understanding,
and structuring in the mind (Akyol & Çoban-Sural, 2021). Voice, sound awareness, word
recognition, fluent reading, and reading comprehension skills are required to reach a sufficient
level of reading (NICHD, 2000; NRP, 2000). Reading and reading comprehension are related
to each other in a cause-effect relationship. The main purpose of reading is to understand what
is read (Güngör, 2005)
Language Proficiency
The development of written language involves various processes that are shared between
reading and writing, although they only account for about 50% of the overall processes
(Shanahan, 2004, 2006). Listening, speaking, reading, and writing rely on both common and
distinct brain structures and functions (Berninger & Richards, 2002), making it challenging to
differentiate them based solely on their organs (Liberman, 1999).
Research suggests that oral language skills, including vocabulary and narrative abilities, play
a crucial role during the preschool years and after the initial stages of reading instruction,
particularly when children engage with longer and more complex texts (Scarborough, 2001;
Se´ne´chal & LeFevre, 2002; Storch & Whitehurst, 2002; Tabors, Snow, & Dickinson, 2001).
While early reading ability is closely tied to code-related skills, models of reading
comprehension in elementary to middle school years emphasize the importance of language
proficiency (Catts et al., 2006; Hoover & Gough, 1990; Vellutino et al., 2007).
Given the significance of language in later reading and the facilitative effect of early language
learning on subsequent language development, providing early and intensive language support
becomes critical for children at risk of educational failure (Biemiller, 2006; Biemiller & Boote,
2006). Studies have shown that children’s performance in vocabulary and listening
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comprehension at a young age can significantly predict their reading comprehension and word
recognition skills later on (Nation & Snowling, 2004; Wise et al., 2007).
Incidental language learning, which occurs through engaging in communicative activities
where the focus is on meaning rather than the form of language, plays a role in vocabulary
acquisition and language development (Hulstijn, 2003). Home literacy activities, such as
shared book reading and parent-child conversations, contribute to language development by
employing rich vocabulary, complex sentences, and interconnected discourse (Deckner et al.,
2006; Hoff & Naigles, 2002; Huttenlocher et al., 2002; Sen Echal & LeFevre, 2002; Weizman
& Snow, 2001).
Language proficiency in the language of education is essential for understanding teachers and
acts as a precursor to reading (Hoff, 2013; Prevoo et al., 2015). Proficiency in the target
language allows teachers to provide effective second/foreign language input in the classroom,
but the definition and requirements for proficiency vary across contexts (Dogancay-Aktuna &
Hardman, 2012). However, high language proficiency alone does not guarantee effective
teaching; teachers also need to develop strong communication and pedagogical skills (Coelho,
2004; Faez, 2008). For bilingual children, shared book reading, storytelling, conversations, and
educational television programs have been shown to positively impact vocabulary and
language comprehension in at least one of the languages used during these interactions
(Leseman et al., 2009; Patterson, 2002). Additionally, social interaction and authentic
communication, facilitated by social media and audiochat platforms, provide beneficial
conditions for language learning and engagement (Rama et al., 2012; Zourou, 2012). Computer
games can also contribute to language learning through repeated exposure to language during
gaming (Ryu, 2013). to develop language.
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SYNTHESIS
The criminal justice system in the Philippines is plagued by insufficient resources, ineffective
management of cases, and harsh conditions, leading to failures for both adult offenders and
children in conflict with the law (CICL), as described by Garrio (2017). Sadly, according to
Claire Lightowler of CYCJ (January 2022) the juvenile victims in such circumstances
frequently receive minimal help and care from the legal system. Many of these children come
from homes in which they suffered from abuse, neglect, and abandonment. As a result of being
placed in the juvenile justice system, where situations are harsh and dehumanizing, they are at
an increased risk of abuse and have fewer opportunities to reintegrate into their communities
(Resource Centre, n.d.). These children's opportunities to be active and contributing citizens,
engaged in society are limited by discrimination, privation, and poverty, says Parven (2011).
As giving rights to CICLs who have conditions in their court cases, acquiring their receptive
and expressive skills will be of great help. The foundation for comprehending and expressing
ideas, vocabulary is an essential part of learning a language. Learners struggle to comprehend
and communicate well without a strong vocabulary. Although many students find learning
language challenging and boring, its significance cannot be overstated. Vocabulary knowledge
is crucial for the improvement of language proficiency and is important for reading
comprehension. Key components of language proficiency are breadth and depth of vocabulary
knowledge, where depth indicates the range of words understood and depth shows the level of
understanding of each word. Poor overall performance, proficiency, academic abilities, and
academic achievement are all hampered by a limited vocabulary. Research repeatedly
demonstrates that vocabulary knowledge is a powerful predictor of reading comprehension and
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that a lack of word knowledge makes it difficult to comprehend literature. Consequently,
vocabulary is considered the most crucial aspect of language learning and has a direct impact
on academic achievement. Therefore, emphasis should be placed on vocabulary development
to enhance language skills and overall success in education.
Acquiring receptive and expressive skills is crucial for children's development of language due
to several important reasons: (1) Communication: Receptive skills involve understanding and
comprehending language, while expressive skills involve the ability to express oneself
effectively. These skills form the foundation of communication. By developing receptive skills,
children can understand what others say to them, follow instructions, and comprehend the
world around them. Expressive skills enable children to convey their needs, thoughts, and
emotions, facilitating effective communication with others. (2) Vocabulary and Language
Acquisition: Receptive skills play a vital role in building a child's vocabulary. When children
listen and comprehend words, phrases, and sentences, they expand their knowledge of
language. Exposure to a rich and varied vocabulary enhances their ability to express themselves
later on. Expressive skills allow children to actively participate in conversations, engage in
storytelling, and develop more advanced language abilities. (2) Cognitive Development:
Language skills are closely linked to cognitive development. Acquiring receptive and
expressive language skills requires children to process and organize information, make
connections, and use memory effectively. These cognitive processes support their overall
cognitive development, including problem-solving, critical thinking, and reasoning abilities.
(3) Social Interaction: Language is an essential tool for social interaction and forming
relationships. Receptive skills enable children to understand social cues, respond appropriately,
and engage in meaningful conversations with others. Expressive skills allow children to express
their thoughts, feelings, and needs, fostering social interactions and building friendships.
Language skills help children navigate social situations, like collaborate, negotiate, and
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develop empathy. (4) Academic Success: Proficiency in receptive and expressive language
skills has a direct impact on academic success. The ability to understand and express oneself
effectively is essential for reading, writing, and comprehension across various subjects. Strong
language skills facilitate learning, understanding complex concepts, and articulating thoughts
and ideas in academic settings. (5) Emotional Development: Language is intricately linked to
emotional expression and regulation. When children can express their emotions verbally, they
can better understand and communicate their feelings, leading to improved emotional wellbeing. Receptive skills enable children to understand the emotions of others, fostering empathy
and social bonds.
In addition, acquiring receptive and expressive skills is vital for children's language
development, supporting communication, vocabulary acquisition, cognitive development,
social interaction, academic success, and emotional well-being. Parents, caregivers, and
educators play a crucial role in nurturing these skills through rich language experiences,
meaningful interactions, and supportive learning environments. Despite the considerable body
of research on language development in children, there remains a significant research gap
concerning the accurate determination of language proficiency and its impact on children's
receptive and expressive skills. While numerous studies have examined language acquisition
and its milestones, less attention has been given to the comprehensive assessment of language
proficiency and its role in children's overall language development. One critical aspect of this
research gap pertains to the lack of standardized and universally accepted measures for
assessing language proficiency in children in conflict with the law. Existing assessments often
focus on specific aspects of language, such as vocabulary or grammar, without capturing the
broader spectrum of language abilities, including receptive and expressive skills. Consequently,
there is a pressing need for reliable and valid assessment tools that can comprehensively
evaluate children's language proficiency across multiple dimensions. Another area that requires
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further investigation is the link between language proficiency and children's receptive and
expressive skills. While it is widely recognized that language proficiency is a crucial factor in
children's overall language development, there is limited empirical evidence exploring the
specific mechanisms through which language proficiency influences receptive and expressive
skills. Understanding this relationship is essential for designing effective interventions and
educational strategies that can optimize language development in children. Moreover, the
research gap extends to the need for longitudinal studies examining the long-term effects of
language proficiency on children's academic achievement, social interactions, and
psychological well-being. By following children from early childhood through adolescence,
researchers can elucidate the potential cascading effects of language proficiency on various
domains of development and identify critical periods for language intervention. The majority
of existing research on language proficiency and children's receptive and expressive skills has
focused on typically developing children, overlooking those with developmental delays,
language disorders, or bilingual backgrounds. Consequently, there is a lack of knowledge
regarding how language proficiency assessments can be adapted and utilized effectively for
these specific populations.
In conclusion, bridging the research gap regarding the determination of language proficiency
and its impact on children's receptive and expressive skills is crucial for advancing our
understanding of language development and designing evidence-based interventions. Future
research should strive to develop comprehensive assessment tools, investigate the mechanisms
underlying the language proficiency-receptive-expressive skills link, conduct longitudinal
studies, and explore the applicability of language proficiency assessments for diverse
populations.
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Conceptual Framework
The research paradigm is presented below to show the hypothesized outcome.
OUTCOME
PROCESS
INPUT
Personal Data
Analysis of data through:
This data can be a relevant
background to determine the
A. Name (optional)
A. Listening and Reading
level of language proficiency
B. Age
among the children in conflict
Test
C. Highest
Educational
with the law by identifying
B. Writing and Speaking
Attainment
their language use and how
Test
Children in Conflict with
they practice their receptive
The analysis of data will
and
expressive
skills
in
English language.
the Law at Bahay Pag-asa
Rehabilitation
located
in
support the definitive result
Center
Sitio
Manalpaac, Cauayan City,
of CICL’s extent of language
proficiency.
The
evaluation
their
language proficiency skills
can prove if they are capable
enough
Isabela.
of
to
communicate
profoundly with their ability
to
use
receptive
and
expressive skills in English.
and Filipino.
Feedback
Figure 1. Conceptual Paradigm of the Study
Figure 1 shows the conceptual framework of the study on determining the language proficiency
level of the children in conflict with the law in Bahay Pag-asa Rehabilitation Center.
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The first frame presents the input of the study that includes profile of respondents such as the
name, age, and attained grade level.
The second frame presents the output of the study that involves the definitive assessment of
CICL’s extent of language proficiency through data-gathering with the use of listening,
reading, writing, and speaking tests.
The third frame presents the output which includes the relevant background of the participants
which can clarify whether their language use, receptive and expressive skills in English
language can determined their language proficiency level and if they are enough to
communicate profoundly.
The arrows from the input to the process and to the output shows the connection and
transformation of the profile and aspects with the actions taken into results that are considered
as output.
The arrow from input to output represents feedback which reflects the continuity of the flow
and interconnectedness.
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CHAPTER III
RESEARCH METHODOLOY
Research Design
This study entitled “Determining the Level of Language Proficiency among the Children in
Conflict with the Law in Bahay Pag Asa” used Quantitative Descriptive Research Design that
describes the characteristics of the participants that is being studied. It is a Non-Experimental
type of research whereby the variables are measured using numerical terms although the
variables under interrogation are not manipulated by the researchers.
Respondents of the Study
In this study, researchers randomly selected six (6) child delinquents to answer and participate
for conducting the quantitative data of the study that entails: listening, reading, writing, and
speaking test.
Research Instruments
In this study, the researchers aim to assess the level of language proficiency among children in
conflict with the law. Therefore, the study will utilize a quantitative approach, incorporating
TOEFL Junior Sample Test, for which credit is attributed to the Educational Testing Service
(ETS) for gathering quantitative data. The data collected will pave the way for comprehensive
data analysis.
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Data Gathering Procedure
In the entirety of the research study the first step the researcher did is to asked the permission
of the Department Head of City Social Welfare and Development Office (CSWD) — Rodelyn
A. Ancheta and the Barangay Council for the Protection of Children (BCPC) — Mario B.
Asis Sr. by sending them a request letter to conduct a research study among the CICL’s
in Bahay Pag-asa.
In the Quantitative part of the study, the researchers will collect the demographic information
of at least six (6) randomly selected children in conflict with the law; correspondingly, the
researchers will utilize a listening, reading, writing, and speaking tests to examine the receptive
and expressive skills of the participants. The gathered data in this procedure will lead to the
analyzation of determining the level of language proficiency among the CICL’s.
The second step is the researchers went to their advisee to validate the questions. The third step
was to consult the research adviser in order to gather data. The last step is to give the request
letter to the Program Chair and Dean for approval to conduct the study. The researchers will
begin to communicate with the target participants to ask for their consent and approval for them
to take part in this study once the study has been approved. Furthermore, after obtaining the
permission of the participants, the researcher began collecting data using TOEFL Junior
Sample Tests and then showed appreciation for their participation in the research study.
Finally, after collecting data from participants, the researchers will analyze and interpret the
information gathered.
The data gathered was treated with utmost confidentiality to ensure the privacy of the
participants.
Data Analysis Procedure
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The information gathered by the researchers will use to determine the language proficiency
of the CICL’s that includes their receptive and expressive skills in English by utilizing
These research questions interpret the assumptions on the independent variables denoted by
T-Test.
Types of research question
Is there a difference between two categorical
variables? (e.g. age and attained educational
level)
Statistical test/method
Independent T-Test
The data from the tests to determine the experiences and difficulties they encountered as well
as the strategies that they employed to cope their acquiring of their language proficiency, will
be use a statistical approach is used to analyzed the descriptive data. Pritha Bhandari (2022)
defined quantitative data analysis as the process of collecting and analyzing numerical data. It
can be used to find patterns and averages, make predictions, test causal relationships, and
generalize results to wider populations.
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