Effects of Mother Tongue Based Multi- Lingual Education (MTB-MLE) to Grade 1 pupils in Paulba Elementary School
Presented by: GIRLLY CAROLLYN A. QUIDES Researcher
Presented to: LORNA M. MINA Research Professor
Chapter 1 The Problem
Introduction Language is one of the most important characteristic forms of Human behavior. Is has accordingly always had a place in the academic world. Determining what language will be used to teach children are one of the most important decisions that ministries of the education make.1 The language used in the classroom dramatically affects children’s opportunity and ability to learn. Yet, this decision is often made without a careful consideration of implications for learning outcomes. Furthermore, education improvement efforts rarely consider the impact that language of instruction will have when designing education projects. Instead the mother tongue or familiar languages are dismissed as a “political or national issue”. Language plays a vital role in facilitating the learning of pupils and academic achievement. The population of the Philippines includes over 11 million indigenous peoples, most of who can be considered socio economically deprived, especially in terms of access to government services and educational programmers. They often the least educated and the least able to benefit from the national curricula and other opportunities due to factors such as the distance of schools from the communities. 2 No priorities were given to them on their mother tongue because only the national language, Filipino was used for the delivery of basic education.
Consistent with the 1987 constitutional mandate and a policy declared by the national Board of Education in bilingualism in the schools, the Department of Education culture and Sports promulgated its language policy, Which is as follows; the policy of bilingualism of education aims at the achievement of competence in both Filipino and English at National level, through the teaching of languages and their use as medium of instruction at all levels. Regional language, example Bikol shall be used as auxiliary language in grades 1-3. This means that Filipino and English shall be used as medium of instruction, and the regional languages (Mother tongue) shall be used as auxiliary medium of instruction, and its initial language for literacy. In 2009, the department of Education Challenged the bilingual Education policy by issuing the order that called for the institutionalization of mother tongue based multilingual education (MTB-MLE). This orders requires the use of the learners first language as the medium of instruction for all subjects areas in pre- kindergarten through grade 3 with Filipino and English being taught as a separate subjects. 3 Mother tongue shall be used as medium of instruction and as a subject from grades 1 to grade 3. Another order was issued in 2012 that offered more specific guidelines for MTB-MLE and embedded the reform in the newly adopted “K to 12 Basic Education Program. 4 This order shifted from the original mother tongue approach by specifying the regional languages to be used as the language of instruction. This order requires teachers to use their mother tongue as a medium of instruction provided government issued materials in their regional languages but are expected to adapt them to reflect the student’s first language. In learning language one does not learn in language if he does not
understand. When the beginning language learner thinks, he uses the language that he grew up with. Children can learn to read with understanding within the first few years of schooling in a language they used and in a language they understand. And this is the reason why children should listen, speak, read and write first in a language that they used and understand their mother tongue. Gradual Implementation started with grade one pupils in 2012 and will be followed by grades two and grade three in 2013 and 2014. The used of Mother Tongue is an expression of one’s culture, it aims to develop the young learners an awareness and appreciation of their own culture. The MTB-MLE aims improve the pupil's language and cognitive development as well as his or her socio-cultural awareness. The mother tongue as a subject focuses on the development of reading and speaking from Grades 1 to 3. As a medium of instruction, the mother tongue is being used in all learning areas from kinder to Grade 3 except in the teaching of Filipino and English subjects. Filipino is introduced on the first semester of Grade 1 for oral fluency (speaking). "For reading and writing purposes, it will be taught beginning in the second semester of Grade 1. The four other macro skills which are listening, speaking, reading and writing in Filipino will continuously be developed from Grades 2 to 6. English as a subject will be introduced in the second semester of Grade 1 while reading and writing in English will start in the first semester of Grade 2. In implementing the MTB-MLE, DepEd cites local and internationals studies which have shown that using the language that is being used at home (mother tongue) inside the classroom during the learners' early years of schooling produce better and
faster learners. They can also easily adapt to learn a second (Filipino) and third language (English). Institutionalization of teaching MTB-MLE as one of the subjects from Grade 1 to Grade 3 and as the medium of instruction from kinder to Grade 3 can develop wellrounded and life-long learners under the K to 12 basic education reform program. In MTB-MLE the beginning reader develop and gains control of oral language, grows and aware of sound–symbol relationship, developing listening to reading comprehension. Three outcomes cited in the 2009 order focused on the speed in which pupils will gain literacy under the MTB-MLE reform, the learners learn to read more quickly when their first language (L1), Pupils who have learned to read and write in their first language learn to speak read, and write in a second language (L2) and third language (L3) more quickly than those who are taught in a second or third language first, In terms of cognitive development and its effects on the other academic areas, pupils taught to read and write in their first language acquire such competencies more quickly. 5 Mother tongue-based education prescribes the use of the language learners speak at home in delivering lessons and in classroom discussions. MTB-MLE is implemented from preschool up to Grade 3 and in the alternative learning system. Learning to use effective oral communication is one of the important aspects in learning of one’s child. Because of language contact and the new education functions that our native languages have been asked to perform, it is inevitable that new patterns and practices relative to pronunciation, vocabulary development, code-mixing, etc. will emerge and become more diversified. Through constant use and experimentation,
we hope to arrive at the best possible orthographic strategies that we can use to educate our children for mother tongue-based multilingual education (MTB-MLE).
Statement of the Problem This study is an assessment of the effect of Mother Tongue Based- Multilingual Education on grade one pupils in Paulba Elementary School. Specifically it will seek to answer the following problems: 1. What is the status of Implementation of Mother Tongue Base Multi-Lingual Education in Grade one of PES in Terms of a. Description of languages used b. frequency of use c. nature of Implementation 2. What are the effects of Mother Tongue Based Multilingual Education on learning of grade one pupils? a. Listening b. Speaking c. Reading d. Writing
3. What problems were encountered by the teachers in the implementation of MTBMLE? 4. What recommendations may be proposed to further enhance the implementation of MTB-MLE by the future teachers?
Scope and Delimitation This study will generally cover the effects of Mother Tongue to grade one pupils in Paulba Elementary School. The study will look into effects of Mother Tongue in grade 1 pupil in terms of Cognitive development, reading readiness and Socio Cultural development. It also discussed the problems that were encountered by the teacher in implementation of MTB-MLE, as well as the recommendation may be proposed for the future teachers. However, this study did not deal on the other school. Significance of the Study In implementing the MTB-MLE, DepEd cites local and internationals studies which have shown that using the language that is being used at home (mother tongue) inside the classroom during the learners' early years of schooling produce better and faster learners. They can also easily adapt to learn a second (Filipino) and third language (English).
These research findings may be significance of the following because it could also serve as a basis for establishing the effect of Mother Tongue Based Multi- lingual Education to the pupils. Administrator. This would motivate the administrators to motivate and support the mother tongue based multilingual Education regarding the importance of first language. Teacher. The experience shared by the teachers would serve as feedback for the learner’s development. Their insight would necessary strengthen the instructional preparation and opportunities to improve the pupils in reading readiness by the used of mother tongue as a first language. Pupils. Competent pupils are proficient participants that would benefit the pupils themselves making them ready to become language learner. Parents.
They would be aware and actively participate in implementation of
mother Tongue based Multi-lingual Education. However understand better the pupils competency as well as the opportunity to assist their own teacher. Researcher. To the proponent and other researchers, the information drawn by the study could be input for the future studies
Notes
1
MTB-MLE Network www. Mlenetwork. Org (online beginning September , 2011)
2
Improving the quality of Mother Tongue- based literacy and learning: Case
Study from Asia and South America. Bangkok UNESCO,2008, p90. 3
Philippine Department of Education, 2009
4
Philippine Department of Education, 2011 DepEd Order 31,s 2012
5
Philippine Department of Education 2009 p1
CHAPTER 2 Review of Related Literature and Studies This chapter Reviews the related literature and studies by other researcher that are the same and related to the current study. The related review examines relevant studies in the effects of Mother Tongue based Multi –Lingual Education in Grade One Pupils In Pulba Elementary School. The problem encountered by the teachers in implementation of Mother Tongue and also the recommendation maybe proposed to the future teachers. With the determination of the effects of mother tongue, the review includes a detailed description of literature and studies conduct in the places. This will also include the conceptual paradigm, theoretical paradigm and definition of terms.
Related Literature Language policy is relatively is relatively new academic field that has evolved immensely since the 1960. It began with a philosophy of modernization through national development and focused more on linguistic than language preservation. The MTB-MLE policy in the Philippines is indicative of this shift in perspective at a National level. Our knowledge of language is complex and abstract, the experience of knowledge we receive is limited our minds could not create such complex knowledge on the basis of such information.1 The United Nations Declaration on the rights of indigenous people particularly article 14 provides that the indigenous individual specially the children have the right to all levels and forms of education of the state without discrimination where
possible in their own culture and language .2 Cultural diversity recognizes strong relationship among biodiversity, cultural diversity, and linguistic diversity. The position paper of the said organization viewed mother tongue instruction as the means improving educational quality while multilingual education as the means to promote social and gender quality.3 Mother tongue Based Multi Lingual Education, a key element of linguistically diverse societies. It also looked at the language as essential component of inter- cultural education to encourage understanding between groups. The impression being pursued is to start learning how to read and write with the language learner. Theoretically, this is the beginning with the known and moving progressively to unknown. Skills in the first language of literacy should be considered before the second is mastered preferably during at least three years of study. The depEd started small with 100 to 200 schools. It’s a massive undertaking but it is something we need to do. Quijano asserts partnership with local and international non-government organization as well as advocacy groups such as SIL, and direct active involvement of all sectors concerned are important. 4 Macro Skills in learning language, Ermetes (2012) 5 cited the important of macro skills in teaching a particular language involve listening, speaking, reading and writing. He said that in speaking, it is important that the child must be able to talk to someone, of making utterance with intentional and unintentional dealings or of a dialect of a person really speaks. In Mtb-Mle pupils will practice their speaking abilities if they will used their mother they can express more what really in their mind. In this situation the teachers and the pupils will have an interaction with each other. Pupils will exercise their ability
for oral expressions. The child must be developed their listening skills as most important in communication. When the pupils listen he undergoes processing of sounds. The pupils must understand well. Learning language cannot complete without reading. It is important as listening and speaking. It involves process such as word recognition, comprehension, fluency and, motivation. The pupils can get more information from written letter or words. And learners need to practice writing; it is thinking process which is characterized by a purposeful selection and organization of experience.
Related Studies There are several related studies that were reviewed and presented which gave direction and serve as the guide in completing the present study. The mother tongue but in teaching literature was the contribution of Arino 6 the study said that teaching literature in mother tongue bears a significant impact on the teaching and learning process and more importantly on our culture, both study recognized the use of mother tongue and the effect of it to the pupils. The choice of language specifically on the unique teaching methods used at the university of the Philippines integrated school was conducted by Burkdart and Gomez 7 The study concentrated with the effectiveness of Filipino as the language of Instruction is crucial learning the fundamental skills of subjects. This study is the same to the present study because it is also dealt to the medium of instruction which is the Mother Tongue.
Synthesis of the State- of- the –Art All the related Literature and studies cited the researcher valuable insights on how to go about the present study, The United Nation Declaration on the rights of Indigenous people, the importance of culture and language in the said study. Likewise the cultural diversity recognizes the strong relationship to the language relationship. Furthermore the studies of Arino, Bukdart and Gomez, dealt also in language acquisition and teaching literature using mother tongue.
Gap Bridge by the Study After going through a thorough analysis of the related literature and studies, the researcher identified gap that present study bridge. There were studies which proposed the effects of Mother tongue to enhance listening, speaking, reading and writing skills of the pupils. Few were mentioned about Problems encountered by the teachers in implementation of Mother Tongue. This was the gaps identified in the research of the effects of Mother Tongue Based Multi –Lingual Education.
Theoretical Framework Theories guided the researcher in the preparation of this research. This studies was anchored the behavioral theories of Watson and Skinner citing the primary factors in language acquisition. Cognitive theories, characteristics of language memory and language comprehension.
Cognitive process
Language Acquisition
Listening Speaking Reading Writing
Learning
Figure 1: Theoretical Paradigm
Conceptual Framework The research process shown in figure 2 stated with the effects of Mother Tongue to grade one pupils in Paulba Elementary School. It presents the conceptual paradigm showing the Status of Implementation of MTB-MLE in terms of Description of lanuages used, Frequency of use, and nature of Implementation.
Effects of Mother Tongue
Based Multilingual Education on learning a. listening, b. speaking, c. Reading, d. Writing. What problems were encountered by the teachers in the implementation of Mother Tongue, and the recommendations may be proposed to the future teachers.
The Effects of Mother Tongue Based Multi- Lingual Education
Status of implementation Mother Tongue a. Description of languages Used b. Frequency of Used c. Nature of Implementation
Effects of MTB-MLE on Learning of Grade One Pupils a. listening c. Reading
b. Speaking d. Writing
Problems were encounter by the teachers in Implementation of MTB-MLE
Recommendation maybe proposed To further enhance the implementation of MTB-MLE
Figure 2 Conceptual Paradigm
Definition of Terms For the purpose of clarity and understanding the following terms are conceptually and operationally defined. Mother Tongue A person first language7 In this study it pertains the first language used as a medium of instruction in public elementary school specifically in Paulba Elementary School. Teacher Refers to the professional licensed teachers who teach grade one pupils. In this study they are the teachers who belong to Paulba Elementary School. Paulba Elementary School This refers to the place where the researcher is conducting. Pupils were the selected grade one pupils who used mother tongue.
Notes 1
Applied Language Studies, Chomsky’s Universal Grammar an Introduction, V.J.
Cook p 55 -58 2
Benigno S. Aquino Ten Things I Will fix in the Philippines basic Education, 2011.
Kabikolan Conference on Language and Education. La Pizza Hotel LegazpiCity February 24-26,2011 3
Sheldon Shaffer, language for Itself and in and for development Cagayan de Oro
Philippines March 18, 2010 4
Yolanda s. Quijano History and Possibilities of MLE Multi-Lingual Education.
Including the Excluded. https:// docs google.com. 5
Ermetes, Adolfo (2012)Wikinut, Important Macro Skills in Teaching a particular
language. 6
Arino and Rinon
Teching literature in Mother Tongue: Its important on the
teaching and learning Process and culture: Bicol University Polangui Campus Polangui, Albay. 7
Burkdat and Gomez
CHAPTER 3 RESEARCH DESIGN AND METHODOLOGY
The research method, sources of data and respondents are presented in this chapter. Likewise the discussion of the research instrument, procedure and statistical treatment of data and information are discussed. Research Method One of the main objectives of the study is to assess the status of the implementation of the Mother Tongue Based Multi-Lingual Education as require in DepED Order No. 47 series of 2009. This study employed the descriptive qualitative research design which is concerned with-in the research respondents in Paulba Elementary School. The research involves the collection of personal, situation and intellective data to test stated question and answer. In this case, what was describe are the professional profile of Grade one teachers teaching mother tongue. Sources of Data The main source of data and information in this study are provided by the grade one teachers teaching mother tongue and pupils that using mother tongue as a subject in a class. Other sources of data are books, magazines, theses and dissertations, documents of department and other sectors. Likewise from non- print materials (eg. Internet) were also utilized.
Respondents There are three teachers in grade one in Paulba Elementary School all of them are respondents of the research undertaking. And also ninety 90 grade one pupils fifty respondents for these research undertaking. Instrument The researcher wrote a letter to the principal of Paulba Elementary School to ask permission to distribute the survey questionnaire to grade one teachers and pupils. The survey questionnaire has three main parts. The first is the professional profile of grade on teachers in terms of their: Highest Educational attainment, Length of service in teaching grade one, Total number of years in place of teaching, and seminars attended. The second part was the status of Implementation of MTB-MLE in terms of Description of languages used, frequency of use, and nature of implementation. To the pupils, the test question in Mother tongue will be distribute, the parts of test question are divided into four macro skills of learning a. Listening, b. Speaking c. Reading, d. Writing. Procedure The research instruments the survey questionnaire will be distributed. Actual data collection will be done through the distribution of questionnaire to the respondents. Retrieval of research instrument will be done. Statistical Treatment The following statistical tools will be used in the treatment and interpretation of the data gathered.
The total and percentage statistical method will be used in tallying the responses of grade one teachers and pupils in survey questionnaires. The answers of the grade teachers and pupils will be analyzed and interpreted using the descriptive statistics 1 frequency count, mean, percentage and rank.
Notes 1
Cosuelo Sevilla, et al. Methods of Research. Manila, National Bookstore.
