CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES This chapter presents related studies and literature conducted by educators, researchers, and experts, which are of great help in carrying out this study. RELATED LITERATURE Foreign (English)
According to Catherine Snow, Susan Burns, and Peg Griffin (1998), one difficulty in trying to evaluate the degree of risk associated with limited English proficiency is that cultural as well as linguistic differences are also involved and may introduce other kinds of risk factors. Many Hispanic children with limited English proficiency also have in common that their parents are poorly educated, that their family income is low, that they reside in communities in which many families are similarly struggling, and that they attend schools with student bodies that are predominantly minority and low achieving.

According to Michelle Lawrence (2009), working with middle and high school English Language Learners (ELLs) presents a unique set of benefits and challenges. In order to achieve the highest level of success in the classroom, it's important to acknowledge these benefits and challenges and understand how they affect student learning. It doesn't matter how great instruction is — if the social and emotional needs of a student are not met, success in the classroom will become that much more difficult to achieve. This is especially true for middle and high school ELLs. Many ELLs at this age are responsible for much more than the average teenager, and have a complex set of transitions and concerns to face.

Likewise, American Speech-Language-Hearing Association (2008), states that, anyone can learn a new language. Some people find it easier than others, but all of us can do it. People who can use two languages are bilingual.
Children can learn to be bilingual. They can learn two languages at home, at school, or in the community. Some children learn both languages very well. But sometimes they know one language better than the other. The language a child knows better is called the dominant language. Over time the dominant language may change, especially if a child doesn't use it regularly.
Speaking two languages is like any other skill. To do it well, children need lots of practice, which parents can help provide. Without practice, it may be difficult for children to understand or talk to people in both languages. LOCAL LITEREATURE (FILIPINO)
According to James Soriano (2011), we used to think learning Filipino was important because it was practical: Filipino was the language of the world outside the classroom. It was the language of the streets: it was how you spoke to the tindera when you went to the tindahan, what you used to tell your katulong that you had an utos, and how you texted manong when you needed “sundo na”. Filipino was not merely a peculiar variety of language, derived and continuously borrowing from the English and Spanish alphabets; it was its own system, with its own grammar, semantics, sounds, even symbols.
But more significantly, it was its own way of reading, writing, and thinking. There are ideas and concepts unique to Filipino that can never be translated into another. Try translating bayanihan, tagay, kilig or diskarte.