Abstract
The educational system of the Philippines has adopted a bilingual policy of using both Filipino and English as languages of instruction at all academic levels. This bilingual policy has led to the development and nurturing of English and Filipino languages in the school domain, where students receive teachers’ guidance and motivation to enhance their learning performance. In the home or family domain, the parents and other family members likewise provide support to ensure continuing learning of the dual languages. Previous researches affirmed that parents are highly reliable assessors of the children’s language learning and development and that parental attitudes and involvement are crucial to the bilingual learning of children. This paper explored the parental attitudes on bilingualism from the vantage point of the family domain. Fifteen employees of the General Services Department of a leading autonomous tertiary institution with children presently enrolled in Grade School and Junior High School participated in this qualitative study. Results confirmed that all participants expressed a positive attitude toward the bilingual policy of the school. They also identified the benefits and drawbacks of the bilingual policy. Finally, to support the bilingual education of their children, different strategies and resources, such as improved language practices, use of educational technology, and parent-teacher collaboration, may be employed.
