Medium of Instruction in a State-Owned Education Institution: Policy–Practice Alignment, Ideologies, and Management

This study explored the management of the Medium of Instruction (MoI) in a state-owned tertiary educational institution, using a qualitative case study approach anchored on Spolsky’s Language Policy Framework (2004), which identifies three interrelated components of language policy: practices, beliefs or ideologies, and management. Ten participants were involved, comprising five faculty members from different academic institutes and five students from various courses. Findings revealed that faculty members demonstrated multilingual flexibility by blending English, Filipino, and Cebuano to enhance comprehension and inclusivity, even when institutional policy prescribed English-only instruction. Teachers employed strategies such as code-switching, translation, simplification, and visual aids to make lessons more accessible, particularly in technical or abstract subjects. This adaptability reflected both a commitment to student learning and responsiveness to diverse linguistic backgrounds. However, results also highlighted a clear misalignment between policy and practice, as rigid institutional mandates often failed to account for classroom realities, leaving educators to negotiate between compliance and student needs. While some faculty refined their approaches through experience and student feedback, others benefited from professional development programs that introduced inclusive strategies such as translanguaging and scaffolding. Despite these efforts, challenges persisted due to curriculum constraints, ideological divides, and limited institutional support, with some teachers expressing uncertainty or lack of awareness about how to implement the MoI policy effectively. Overall, faculty practices underscored resourcefulness and values-driven pedagogy, ensuring that language served as a bridge to understanding rather than a barrier to participation.