PROBLEMS ENCOUNTERED BY PRIMARY

TEACHERS USING MOTHER TONGUE

BASED MULTI-LINGUAL EDUCATION AS
THE MEDIUM OF INSTRUCTION

Hazel T. Llanto
 CHAPTER I
INTRODUCTION
• The role of language as a medium of instruction has been a concern mostly in countries
where immigrant children are in the minority (Deyi, et al., 2007)
• 76 % can understand English, 75% can write, 46% can speak, 38% can think in
English, and 8% were not competent in terms of English language (Social weather
stations, 2008)
• The implementation brought issues and challenges (Gabinete and Rañola, 2010)
• the MTB-MLE reform in the Philippines especially in Bukidnon, contains ambiguity and conflict
(matland, 1995)
• teachers are provided government-issued materials in their regional languages but are
expected to adapt them to reflect the students‘ first languages (Philippine Department of
Education, 2012).
• Several issues and problems cropped up by the teachers due to the preparation they
need in order to cope with the demands of the subjects they are teaching (Alberto,
Gabinete, and Rañola , 2010).
• This research focuses on the teachers who are not properly trained to teach the
discipline.
• Through this research, it will focus more on the problems encountered by primary
teachers using mother tongue based multi-lingual education as the medium of
instruction
 STATEMENT OF THE PROBLEM
1. What are the socio-demographic profile of the respondents in terms of:
• Age;
• Gender;
• Position; and
• Ethnicity

2. What are the level of teaching strategies employed by the teachers under MTB_MLE in terms of
:
• Translation of Target Language to Mother Tongue
• Utilization of Multi-Lingual teaching
• Instructional Materials Written in Mother Tongue
• Remediation of Instruction
• Utilization of Literary Piece Written in Mother Tongue as Motivation
3. What is the level of instructional materials, and training among teachers?
4. What is direct and indirect effects of mother tongue based multi-lingual education on
teacher teaching strategies instructional materials, and training?
5. What is the best fit model for mother tongue based multi-lingual education teacher
strategies, instructional materials, and training?
•
 OBJECTIVES OF THE STUDY
1. To determine the socio-demographic profile of the respondents in terms of:
• Age;
• Gender;
• Position; and
• Ethnicity

2. To determine the level of teaching strategies employed by the teachers under

MTB_MLE in terms of :
• Translation of Target Language to Mother Tongue
• Utilization of Multi-Lingual teaching
• Instructional Materials Written in Mother Tongue
• Remediation of Instruction
• Utilization of Literary Piece Written in Mother Tongue as Motivation
3. To determine the level of instructional materials, and training among teachers?
4. To determine the direct and indirect effects of mother tongue based multi-lingual education
on teacher teaching strategies instructional materials, and training?
5. To find the best fit model for mother tongue based multi-lingual education teacher
strategies, instructional materials, and training?
 HYPOTHESIS

• There is no significant problems encountered by primary teachers using mother

tongue based multi-lingual education as the medium of Instruction in Mati North
District.
 SCOPE AND LIMITATION OF THE STUDY

• This study focused on finding the problems encountered by primary teachers using
mother tongue based multi-lingual education as the medium of Instruction in Mati
North District.
• The respondents on this study are 120 primary teachers teaching in all schools in
Mati North district.
 SIGNIFICANCE OF THE STUDY

• DepEd. Since the schools’ curriculum is first planned before being implemented, its
planners, through the result of the study, will have to consider the effectiveness of the
MTB-MLE as the medium of instruction being used in teaching all the subjects like
Math, Makabayan and etc.
• Administrators. This study would help promote the school in terms of academic
achievements of the pupils. This study would also help to design a proposal projects
that will enhance and develop the strategies needed by the teachers who are lacked
of trainings in using MTB-MLE as the medium of their instruction
• Pupils. The findings of this study will enable the pupils to learn easy with the
lessons with the help of the MTB-MLE as the medium of instruction.

• Teachers. The findings of this study will help teachers to teach the pupils with the
used of the MTB-MLE as the medium of instruction.

• Future researchers. The result of this study would serve as data in studying the
same or similar topic of which the present researcher had undertaken.
 DEFINITION OF TERMS
• Absence of books written in mother tongue. It means that no textbooks or dictionaries in the
mother tongue are available that needed to accommodate the needs of the learners having
different mother tongues.
• Instructional Materials written in mother tongue. It refers to the basic channel of
communication in the classroom for the purpose of bringing about effective teaching and
learning
• Lack of teaching-training. This means that the teachers assigned are lack of knowledge and
trainings in that specific area.
• Lack of vocabulary. This means that the task of educating children becomes much more
difficult because teachers have to face a heterogeneous group with multilingual and
multicultural background and don’t have enough knowledge on the language they are using
• Medium of Instruction. It refers to a language used by the teacher to teach. Teaching
the language, or educational content, through the target language increases the amount of
exposure the learner gets to it, and the opportunities they have to communicate in it, and
therefore to develop their control of it.
• MTB-MLE. It stands for Mother Tongue Based Multi-Lingual Education. This refers to first-
language education that is, schooling which begins in the mother tongue and transitions to
additional languages particularly Filipino and English.
• Problems encountered. It refers to an unsolved problems that the teachers are facing. it needs
a special attention for them have a solution.
• Remediation of instruction. It refers to an activity given to a learner having difficulties in
understanding the lesson especially when the problem has something to do with the mother
tongue the teacher is using during the class discussion.
• Strategies. It refers to a decision-making in which teachers take account of a constantly
changing external environment. in the external environment.
• Translation of Target language to Mother Tongue. It refers to the fifth language skill
alongside the other four basic skills of listening, speaking, reading and writing. It holds a
special importance at an intermediate and advance level.
• Utilization of literary piece written in mother tongue. it refers to a materials used by
teachers as a springboard in teaching other concepts or ideas that are beneficial to the pupils.
Teachers integrate literature within the discussion and these literary pieces are already
translated in preferred mother tongue.
• Utilization of Multi-Lingual teaching. It refers when teachers use varied languages in the
whole duration of teaching for the reason of accommodating students who do not speak a
particular language and including them in the discussion
 CHAPTER II
REVIEW OF RELATED LITERATURE AND
FRAMEWORK

Local Literature
> Isagani Cruz (2009) states that one of the most significant and far-reaching
contributions of Secretary Jesli Lapus to the history of Philippine education, the DepEd
issued Order No. 74 series of 2009, entitled Institutionalizing Mother Tongue-Based
Multilingual Education (MTB-MLE).
> the use of more than two languages for literacy and instruction as a
fundamental policy and program in the whole stretch of formal education including
preschool ( Cruz, 2009).
Foreign Literature
> Devi (2007), the role of language as a medium of instruction in promoting an effective
teaching and learning is an issue that has occupied many scholars all over the world for many
years.
> Hovens (2002) that the use of mother tongue instruction promotes more interaction in the
classroom and less reliance on traditional rote learning styles.

Problems Encountered by Teachers in Implementing Mother Tongue - Based Instruction in a

Multilingual Setting
 According to Pai (2005) that the teachers in Mumbai encountered some problems upon
implementing the mother tongue based instruction.
 Although the teachers are trying their best to explain the lesson using mother tongue but still
there were problems encountered upon implementing the mother tongue (Pai, 2005).
 This adds to the teachers’ problem on how to address their needs (Pai, 2005).
Translation of Target Language to Mother Tongue
> translators have a more profound linguistic and cultural background of their mother tongue
than of a second language which they have to learn in order to be well-versed translators (Skutnabb-
Kangas, 2008).
> Translation is very beneficial to learning when it comes to learning through the use of the
students' mother tongue because it serves as a bridge to connect students to the lesson
(Kavaliauskiene, 2009).

Utilization of Multi-Lingual Teaching

> teachers use varied languages in the whole duration of teaching for the reason of
accommodating students who do not speak a particular language and including them in the discussion
(Milambiling, 2011).
> stated that the advantage of being a multilingual is that it creates different kinds of
connections in the brain, which gives multilingual individuals an advantage in some respects
compared with monolingual individuals (Milambiling, 2011).
Instructional Materials Written in Mother Tongue
>Instructional materials are the basic channel of communication in the classroom for the
purpose of bringing about effective teaching and learning (Sunday & Joshua, 2010).
>Teaching can only be effective when adequate and relevant instructional materials are
used (Sunday & Joshua, 2010).
Remediation of Instruction
>remediation of instruction is an effective one for both the teachers and students
(Milambiling, 2011).
> Sunday and Joshua (2010) states that their should be a remedial class given to a
learner
Utilization of Literary Piece Written in Mother Tongue as Motivation
> used as a springboard by the teachers to teach other concepts or ideas that are
beneficial to the pupils (Hismanoglu, 2005).
> helps to stimulate an understanding of diversity in the classroom and helps to build an
understanding of and respect for people from other cultures (Boles, 2006).
Instructional Materials and Teacher Training.
> According to Dekker, et al (2010), that no teacher can teach effectively without
appropriate materials.
> Teaching and learning cannot be effective without adequate and relevant use of
instructional materials (Sunday & Joshua, 2010).
> Malone (2007) stated that literacy can only be maintained if there is an adequate supply
of reading materials.
> Training and seminars are important for teachers who are teaching multilingual learners
(Dutcher, 2004).
> Dutcher (2004) states that the teachers need training in using first language in the
classroom and that the materials have to be appropriate, available, and interesting to the pupils, as
well used.
 THEORETICAL FRAMEWORK

 A considerable amount of time is actually expected to be devoted for developing the skills for
speaking the language (Skutnabb-Kangas, Tove 2008) .
 teacher can apply a variety of methods for encouraging meaningful and relevant talking and
discussion among the learners (Skutnabb-Kangas, Tove 2008).
 Mother Tongue instruction allows teachers and students to interact naturally and negotiate
meanings together, creating participatory learning environments that are conducive to
cognitive as well as linguistic development (Philippine Education, 2012).
 The implementation of MTB-MLE enables the learners to use different languages for success
in school and for lifelong learning (Philippine Education, 2012).
 CONCEPTUAL FRAMEWORK
Dependent
Independent Variable Variable
1. Teaching Strategies
MTB-MLE
INSTRUCTION a. Translation of Target Language to
Mother Tongue
b. Utilization of Multi-Lingual
teaching
c. Instructional Materials Written in
Mother Tongue
d. Remediation of Instruction
Intervening factor e. Utilization of Literary Piece
Written in Mother Tongue as
 Age Motivation
 Gender
 Position 2. Instructional Materials and
 Ethnicity Teacher Training

Figure 1. Conceptual Framework of the study

 The mother tongue being the primary tool for thought processing and knowledge acquisition is
considered as the best medium of instruction . (Manila Bulletin, Editorial Column, February 21,
2012).
 MLE encourages lecture participation by children in the learning process (Nolasco, 2010)
 Nolasco (2010) claims that the use of mother tongue in education has shown to facilitate
acquisition and literacy skills and provide the foundation for continuing autonomous learning.
 Literature is a composition that tells a story, dramatizes a situation, expresses emotions, analyses
and advocates ideas, shaping ones goals and values by clarifying own identities, both positively
and negatively (Hull,G. & G. Hernandez, 2010).
 Having indigenized instructional materials, students find subject matter more interesting
(Corpuz, 2003).
 Teachers’ training are one factor affecting the implementation of the mother tongue teaching
(Cooper,R. , 2012).
 trained teachers’ clearly implies that there is effectiveness in the teaching learning process
(Allen ,2002)
 According to Cooper (2012) that the selection of informational books can provide the depth and
richness of detail.
 The availability of several informational books on a single topic is important for teachers to
consider because it presents ready-made opportunities to encourage critical reading (Huck,
2011).
 CHAPTER III
METHODOLOGY
Research Design
> Quantitative research approach suited in this study because this research claims to
develop knowledge, surveys, and collect data on predetermined instruments that yield statistical
data (Aliaga and Gunderson, 2000)
> Quantitative is a means for testing objective by examining the relationship among
variables. These variables, in turn, can be measured typically an instrument and the data can be
analyzed using the statistical procedures (Aliaga and Gunderson, 2000)
>Descriptive research can be either quantitative or qualitative(Glass & Hopkins, 1984).
>Descriptive research involves gathering data that describe events and then organizes,
tabulates, depicts, and describes the data collection (Glass & Hopkins, 1984).
>Descriptive studies are aimed at finding out "what is," so observational and survey methods are
frequently used to collect descriptive data (Borg & Gall, 1989).
Research Respondents

 The research respondents will be the primary teachers.

 According Black (2010) that purposive sampling is a sampling technique in which researcher
relies on his or her own judgment when choosing members of population to participate in the
study.
 Purposive sampling is a non-probability sampling method and it occurs when “elements
selected for the sample are chosen by the judgment of the researcher (Black, 2010).
 A total of 120 primary teachers have chosen to participate in the said research.
 SAMPLING
• A total of 120 newly hired teachers randomly-have chosen to participate in the said research
in Mati North District.
Respondents Tamia ES
School Number of (Grade I-III Mayo ES 22 7
Teachers Teachers)
Sta. Cruz ES 7 3
Antonino Vicentino ES 15 5 Bugakan ES 7 3
Alberto V. Ravelo ES 8 3
Tamisan ES 14 5
Benito G. Rabat EES 23 6
Gavino Dawang ES 8 3
Bobon ES 24 8
Matiao Central ES 42 11 Taguibo ES 12 3

Fausta Salazar Como MS 8 3 Buso ES 12 4

Governor Leopoldo Lopez MS 19 6 Cabubuanan ES 8 5
Jose C. Martinez ES 14 7
Tagbinonga ES 10 3
Don Luis Rabat ES 30 10
Pedro Malintad ES 10 3
Don Enrique Lopez ES 19 6
Tagabakid ES 8 3
Don Salvador Lopez ES 18 7
Cangusan ES 7 3 Total 360 120
RESEARCH INSTRUMENT
• Likert (1932) developed the principle of measuring attitudes by asking
people to respond to a series of statements about a topic, in terms of the
extent to which they agree with them, and so tapping into the cognitive and
affective components of attitudes (Burns, & Grove, 1997)
• Likert-type or frequency scales use fixed choice response formats and are
designed to measure attitudes or opinions (Bowling, 1997).
• Respondents may be offered a choice of five to seven or even nine pre-
coded responses with the neutral point being neither agree nor disagree
(Bowling, 1997).
DATA PROCEDURE GATHERING
• A formal permission letter will be made in order to ask permission from the
Schools Division Superintendent (SDS) in conducting the study through the
recommending approval of the class adviser in Research and Methods subject.
• A letter of recommendation will be prepared and will be obtained from the
office of the SDS and will be sent through email and the recommendation will be
given to the researcher to permit and conduct the study.
• The respondents will be briefed and will be explained the purpose of the study
and all the information that will be given by the respondents will be kept
completely confidential.
• All data for this study will be collected.
• The survey questionnaires will be distributed at the mid of February, 2019
 DATA ANALYSIS

• Mean – this tool will be used to determine the problems and strategies encountered by the
newly hired teachers in Grade 1 to 3 in using mother tongue based multi-lingual education as
the medium of instruction
• Pearson r – this tool will be used to determine the relationship between the two variables.
 The analysis of the data generated from the respondents will be treated statistical, using an
open source software such as PSPP and Past.
 These software have the capabilities to process the descriptive as well as the inferential
statistics to generate measures of the level of socio-demographic mother tongue based with
multi-lingual education.
 The software also can quantify the direct and indirect effects accordingly to define the best fit
model specifically for the study.