Multilingualism: Teachers Implementation in the Four Corners of the Room

Majority of language teachers have long been concerned about multilingualism. More emphasis and research into the extent to which this problem exists among language teachers, as well as the positive and negative influence of this on the academic achievements of students, is required. The purpose of this study was to determine the extent to which multilingualism was used in the classrooms of both language teachers in junior and senior high schools and tertiary instructors, as well as to compare the differences in teachers' and instructors' practices and challenges faced when implementing multilingualism. It would also like to know if there is a significant difference in the extent of multilingual instruction used by respondents based on their age, teaching experience, and educational level. The study revealed that most teachers, instructors, and professors’ resort to practice multilingual teaching in the classroom with a qualitative description of "most of the time." And on the extent of the advantages of multilingual teaching as perceived by the respondents, the overall mean rating of 3.64 (sd = 0.86) has a qualitative description of "Very". In the meantime, respondents' perceptions of the extent of multilingual teaching disadvantages had a mean value of 3.43, with a qualitative description of "moderate." Furthermore, when the respondents are grouped by age, teaching experience, and educational attainment, the F-values for age, teaching experience, and educational attainment are 1.32, and 1.30, respectively, with significant values of 0.57, 0.27, and 0.87, which are all higher than 0.05, which suggests insignificance. Finally, on the significant difference in the extent of implementation of multilingual teaching among respondents when grouped by subject taught and current employment, the t-values for subject taught and current employment are 0.33 and 0.17, respectively, with significance values of 0.74 and 0.86, which are higher than 0.05, indicating insignificance.