Professional Documents
Culture Documents
Thesis
Thesis
This chapter presents the problem of the researchers sought after the
Introduction
The foundation of every state is the education of its youth. The failure of
succeeding generations.
Many years ago Filipinos dwell on the notion that the best way to learn
reading and writing fast is through the use of a foreign language. This may be one of
the reasons why the country adopted English as medium of instruction an all levels of
the education ladder. In 1987, Policy on Bilingual Education was first introduced by
then Department of Education, Culture and Sports. This was followed by the
implementation of the Lingua Franca Education Project which gave then 16 regions
to choose from the three widely spoken languages – Tagalog, Ilocano and Cebuano
(Morada, 2009).
is due to same factors, which include lack of instructional materials and devices
which greatly affect the quality of education. It has been the objective of the
1
of education in the Philippines. It is understood that the quality of educational system,
the educational program, and effectiveness of any teaching is gauged by the input, the
way the teacher performs, the process of teaching, the output and the quality of pupils
achievement.
Leysa further revealed that taking these into consideration, national and
international researches have been conducted and studies have been made to trace the
ground of mediocrity. A study made by the Summer Institute of Linguistics has found
that although good teachers play an important part in good early education, the use of
the mother tongue has been proven effective in making the students’ understand the
lesson better. It says that vital to good early education is a mother tongue teaching
English, Science and Math. Way back in 1950s, UNESCO made the
recommendation, base on the experience of many countries that the best medium of
instruction with which to begin primary education is the mother tongue. Recent
studies also prove that students learn to read and write more quickly when initially
The mother tongue or lingua franca (the common language used by a region)
is used as the soul of instruction during the first three grades of elementary schools. In
fourth grade, students start to use Filipino to all subjects except English, Math and
Science for which English is used the order extends the use of the mother tongue
2
According to DepEd Secretary Lapus (2009), the findings of various local
initiatives and international studies in basic education have validated the superiority
of these of the learners’ first language in improving learning outcomes and promoting
Thus, the researchers come up with the study of determining the Effectiveness
Over the years, attempts to raise students’ proficiency in the English language
have never been achieved, much more in their propensity in Science and Math.
Results of the National Achievement Tests show how inadequate the pupils are
conducted in 28 countries placed the Philippines second from the bottom. In a high
And on elementary proficiency, out of 25 countries tested, this country placed 23rd.
(Leysa, 2009).
instruction in school for all subjects except natural science and Mathematics for
which English is used. There is, however, a reported move to replace English with
Filipino for teaching the two subjects, whereby English will be relegated to a foreign
language in the curriculum. The possible adoption of this scheme has intensified the
3
controversy over Filipino, not only as medium of instruction but also as the national
The idea of a mother language is purely cultural a way of making our identity.
suppress, even eradicate, the use of minority languages, which is often done because
of the notion that the national identity depends o the having only one language
throughout the country. The Department of Education (DepEd) will use 12 major
local dialects as medium of instruction in the coming school year to develop well-
rounded and life-long learners under K to 12 education program. These are Tagalog,
illiteracy for Filipinos where language plays a significant factor. Based on the 2003
Functional Literacy, Education and Mass Media Survey (FLEMMS), out of 57.59
million Filipinos aged 10 to 64 years old, there were: 5.24 million Filipinos who
could not read and write; 7.83 million Filipinos who could not read, write, and
compute; 18.37 million Filipinos who could not read, write, compute and
comprehend. Inability to read and understand largely explains poor performance, low
retention, and low learning outcomes in the high schools. For instance, from 2004 to
2006, the performance of 4th year high school students have remained stagnant at
44% with marginal gains in science and mathematics and a drop of two percentage
4
Study made by the Summer Institute of Linguistics has found that although
good teachers play an important past in good early education, the use of the mother
tongue has been proven effective in making the students’ understand the lesson better.
Elementary School.
Theoretical Framework
second language competence depends upon the level of development of L1. Cummins
refers to oral communication skills that are used in everyday situations, while
‘cognitive academic language proficiency’ (CALP) is achieved when the speaker can
use language in decontextualized ways, including writing, permitting the use of the
language as a cognitive tool. Cummins argues that if learners have achieved CALP in
successfully in academic learning in L2. If, however, learners have not achieved
CALP in L1, both academic learning and second language learning are adversely
affected.
mother tongue until the child has become highly competent (i.e., has achieved CALP)
in L1.
formulates from innate processes. This theory is evidenced by children who live in
5
the same linguistic community without a plethora of different experiences who arrive
at comparable grammars. Chomsky thus proposes that "all children share the same
internal constraints which characterize narrowly the grammar they are going to
reason for supposing the mental world to be an exception." (Chomsky, 1977, p.94)
And he believes that there is a critical age for learning a language as is true for the
6
ConceptualFramework
FEEDBACK
Figure 1
7
This research was made to find out the effectiveness of MTB-MLE as
The realization of the study was made possible through the Conceptual
Framework. The Inputs are the General Profile of the respondents such as gender,
age, civil status, and position held, highest educational attainment, teaching
experience, and religion and the respondents assess the Effectiveness of MTB-MLE
In the process, there was survey questionnaire intended for the teachers. This
would be at great aid to the searchers to gather necessary information for the study.
Interviews were also conducted, and statistical treatment were involved and needed to
have a clear analysis and interpretation of data. Library researches were done also.
The output includes results such as the assessment of the teachers on the
Based- Multilingual Education. It also includes the propose solutions on the common
problems encountered by the teachers and a proposed material (big book) that will
8
Scope and Limitations
Multilingual Education in Balucuc Elementary School. The target number will be 100
The coverage of this study was only for the teachers of Balucuc Elementary
Multilingual Education.
The researcher has high hopes findings of this study will be used by and shall
benefit the different person’s included in the educational process.
Students – In this study, the result may directly benefit the students. Mother tongue
encourages a child to express himself easily and active participation because they
understand what is being discussed.
Faculty – Mother tongue can empower the Faculty as well, the teachers can more
accurately assess what has been learned. Faculty can reflect and see if they are using
the appropriate language and technique in teaching basic education and to maintain
their ability in the art of teaching
Administrative Officials – The result of this study may help the administrative
officials in the assessment and re-evaluation of what happening in the classroom.
Especially, the administrators would be guided to examine the existing policies and
practices, identifying which of these (policies and practices) have to be retained,
improved or strengthened and to involved reasons for such actions, furthermore, the
result of this study would enable the administration to evolve styles and approaches
that can be used to attain the desired efficient practices and vision in the development
of the high mode among the teachers.
9
DepEd– The result of this study may help the DepEd strengthened the
implementation of mother tongue as a medium of instruction in grade 1 to grade 3.
Government – The result of this study may help the government as source of recent
study to pursue the mother tongue as effective medium of instruction.
Future Researchers – The result of this study will personally benefit the researcher.
The researcher will be made fully aware of the importance of mother tongue based
multilingual language as effective medium of instruction.
Elementary School.
1.1 Gender
1.3 Age
1.4 School
2.1 Objectives
10
3. Is there significant difference between the assessments of the teachers to the
Assumption
Definition of Terms
Academic Performance
-- Used to describe performance done in schools, colleges, and universities,
especially work which involves studying and reasoning rather than practical or
technical skills.
-- Performance done by the students of Balucuc Elementary School.
Acquisition
-- Process of learning or developing it.
-- Process of achieving mastery of a language or a linguistic rule or element
BICS
-- Basic Interpersonal Communication Skills
-- The day to day language needed to interact socially with other people.
Language skills needed in social situations.
CALP
-- Cognitive Academic Language Proficiency
-- Survey questionnaire intended for the teachers by Dr. Jim Cummins.
Cognitive
-- Thinking, remembering, learning or using language.
-- Learning development of the learners.
DepEd
11
-- Department of Education
-- Sources of information and guide in implementing MTB-MLE.
Eradicate
-- Means to get rid of it completely
-- Destroy the minority language
Effectiveness
-- Works well and produces the results that were intended
-- Of mother tongue based multilingual education under different aspects such
as academic performance, teaching and learning, study habits, retention and
application, comprehension level, community relationship, and proficiency.
Impressive
--Arousing admiration
--Admirable documents
Illiteracy
-- State of not knowing how to read or write.
-- Of Filipinos and the high drop-out and non-completion rates of students.
Implement
-- Something such as a plan, you ensure that what has been planned is done.
-- Pertains to Mother Tongue-Based Multilingual Language.
Institutionalize
-- Means of establishing as part of a culture, social system or organization.
-- Established Mother Tongue Based-Multilingual Edcuation
Language
-- System of communication which consists of a set of sounds and written
symbols which are used by the people of a particular country or region for
talking or writing.
-- Words and the systems for their use common to a people who are of the
same community or nation
12
First Language
-- The language that they learned first and speak best.
-- Filipino or Tagalog used to be the first language of the Philippines.
Native language
-- Regional language.
-- Kapampanganas the mother tongue in Pampanga.
Second language
-- Language which is not their native language but which they use at work or
at school.
-- Tagalog
Lingua Franca
--Common language
-- Language or way of communicating which is used between people who do
not speak another native language.
Linguistic
-- Study of human speech including the units, native, structure, and
modification of language.
-- Way in which language works
Mediocrity
-- Moderate or low quality.
-- Accomplishment
Mother Tongue
-- Native language, first language
-- Language that you learn from your parents when you are a baby.
13
Proficiency
-- Master, expert
-- Well advanced in an art, occupation or branch of knowledge
Teachers
-- Person who teaches, usually as a job at a school or similar institution.
-- Pertains to the person teach in Balucuc Elementary School.
14
CHAPTER II
This chapter presents the review of related literature and studies that give
additional insights to the study under consideration. These related literature and
Foreign Literature
According to June Jordan "You will never teach a child a new language by
scoring and ridiculing and forcibly erasing his first language." At the beginning of
education, mother tongue instruction is very important not only to develop a strong
and social interaction, and the role they play in helping learners acquire an
understanding of the culture in which they live. Language is a tool people use for
are encouraged to engage students in meaningful learning tasks that involve language
and social interaction. Learners who can benefit from assistance are in what Vygotsky
calls the zone of proximal development. Learners within this zone can profit from
hypothesis’, which posits that only when children have reached a threshold of
competence in their first language can they successfully learn a second language
without losing competence in both languages. Further, only when a child has crossed
15
a second threshold of competence in both languages will the child’s bilingualism
bilingualism.’
Nicholas and Lightbown (2008) explain that the pace of learning an additional
language, will depend upon whether the child is has developed literacy in L1.
knowledge that the pronunciation of words is related to the written form (for most
languages), and that there are ‘right’ and ‘wrong’ ways to say things. (August &
Shanahan, 2006).
second language, the quality and quantity of what they learn from complex
curriculum materials and produce in oral and written form may be relatively weak
strengthened by use of the first language (L1), increasing motivation and initiative as
personalities as well as their intellects, unlike submersion classrooms where they are
16
agree broadly that children, including most children with specific learning
impairments or low general intelligence, have the capacity to learn more than one
those of Piaget and Vygotsky would support as productive for learning. (Richardson,
2001).
Local Literature
The Philippines is a multilingual and multicultural nation with more than 150
political unity, and national identity. To communicate throughout the nation, Filipinos
use the national Lingua Franca called Filipino, also known as Tagalog and Pilipino.
They speak it as an L2, and not as an L1. Because languages in the Philippines have
similar features, values, and concepts, non-native speakers of Tagalog learn Filipino
with the first language. She notes studies in the USA and Canada have shown that,
language instruction, then students can achieve academically at higher levels that if
Dr. Ricardo Ma. Duran Nolasco, a linguistics professor from UP, cites the
high functional illiteracy of Filipinos and the high drop-out and non-completion rates
17
of students as the problems the mother tongue-based MLE seeks to address. On July
14, 2009, in what The Philippine Star columnist Isagani Cruz hailed as “one of the
to the history of Philippine education,”the DepEd issued Order No. 74 series of 2009,
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.
Under this framework, the learner’s first language (L1) will be used as the primary
medium of instruction from preschool to at least Grade 3, and as the main vehicle to
teach understanding and mastery of all subject areas like Math, Science, Makabayan,
Sibayan (1967) suggests that the Filipino people have had to face the language
problem at practically every stage in their history. Spanish colonization from 1521
until 1898 and the period of American rule from 1900 until the establishment of the
Philippine Republic in 1946 have both had an impact upon language use in all walks
Sibayan (1985) notes that some of the problems of bilingual education among
the linguistic minorities in the Philippines are related to the lack of materials in the
language. The Council for the Welfare of Children Report (1999) states that schools
must change to serve the Filipino child - locally-developed learning materials using
18
curriculum. This would serve to build the child's perception of the value of their
language and increase their self-esteem and promote continuing involvement in the
investment and teacher training required to prepare instructional materials for the
The researcher has been to Department of Education and given the chance to
talk to the Special Education Unit Supervisor, Ms.Arsenia C. Lara. She gave us some
information about how they implemented the mother tongue considering various
reasons based to recent studies stated above. Inspired with the information and
experience, the researchers have conceptualized to pursue the study about the Mother
Dr. Ricardo Ma. Nolasco of the UP Department of Linguistics noted that two
out of three Filipinos, between the ages 10-64, do not understand what they are
reading, based on the 2003 FLEMMS survey. According to the 2008-2009 results of
the national career assessment examination (NCAE), the reading comprehension and
verbal abilities of 4th year high school students are at a low 49.1 and 43.0 respectively
for the public schools, and 57.9 and 52.1 for the private schools.
Foreign Studies
Many people believe that children have finished learning their first language
by the time they go to school. However, current research indicates that at least 12
years are necessary to learn one's first language. In fact, adults are still learning
19
decontextualized language, and pragmatic skills (Collier 1989 citing McLaughlin
1984).
Prodromou carried out research into the perceptions of 300 Greek students
students (between 53% and 66%) answered that both the teacher and the students
should use the mother tongue, while only a minority of advanced learners supported
those views. This contrasts with the students opinions concerning the use of L1 in
specific classroom situations (i.e. giving instructions, explaining grammar and so on).
Here L1 use receives a small amount of support from the different level groups.
Prodromou concludes that his study presents a clear pattern; the more English
students learn, the less reliant they are on the L1 and that, on the whole, his students
school context indicated that, after five years practice of exposure, children who had
proficiency than children who had begun at eight years of age (Stem, Burstall, and
grades seven or eight) have been found to perform just as well or better on tests of
kindergarten or grade one (Genesee 1987). (See Part II for a description of the
20
The 1991 Ramirez et al. report in the United States indicates that Latino
academically better than those who studied under an all-English program. The 1997
Thomas and Collier’s study confirms these findings. Non-English speaking children
in America who received a full six years of L1 education before being mainstreamed
into an all-English curriculum were found to score above the national norms, at the
at all finished on the average between the 11th and 33rd percentile.
repetition, failure and dropout rates plaguing basic education. This was also a
countries have followed up on the successes of models and materials for use in formal
schooling, which Cambodia has just begun doing in several languages of the eastern
unequivocally that a full six-year primary education in the mother tongue with the L2
taught as a subject was not only viable but gave better results that all-English
There is growing evidence from across Africa, Latin America and Asia that
mother tongue based multilingual education is the most appropriate solution for
children who do not use national or international languages in their home life
21
(Benson, 2006). Children build up a strong conceptual picture of the world and
academic concepts through a language they understand first, and later on transfer that
to a second or third language. There is clear evidence that good quality MTB-MLE
works, resulting in substantial efficiency savings to the education system and leading
to better learning competencies and proficiency in both second languages and local
African children (Alidou, Boly, Brock-Utne, Diallo, Heugh, and Wolff, 2006). In an
early chapter, the following assertion is made: continued maintenance of the mother
tongue (or a national language) medium of instruction plus the teaching of the official
and other foreign languages by skilled teachers will secure quality education, in
Africa as much as in the so-called developed countries (p. 37; emphasis added).
two different kinds of skills: (1) social communication skills; and (2) academic
language skills. To learn the first, requires only one or two years; to master the
second, at the level approaching grade norms, requires from five to seven years
(Cummins 1984).
Local Studies
competitive in a globalized world. But educators or those who have done education
research will disagree that using English as the medium of instruction will accomplish
that goal. As a matter of fact, they point out that research findings are unequivocal,
22
that to achieve greater mastery in English or Filipino, the most effective medium of
instruction is in the child's mother tongue that is her first language or the language
spoken at home. Studies in country after country bear this out. Teaching in an official
school language that is not the mother tongue is a major barrier in the child's learning.
In the Philippines, the experiment was conducted in Kalinga, where teachers use
Kalinga to teach children from Grades 1 to 3 to read and write. It is also the medium
of instruction for teaching other subjects, including Filipino and English. Out of the
10 districts in the Kalinga division, the Lubuagan district topped the 2006 national
achievement test Grade 3 reading test for both English and Filipino, with mean scores
of 76.55% and 76.45 respectively, which indicates mastery. The Tinglayan district
with three experimental class schools implementing MLE and another three control
class schools implementing bilingual education scheme. Already in its tenth year, the
The over-all results of the test show the experimental class scored nearly 80 percent
mastery of the curriculum, while the control class scored just over 50 percent
mastery. The results provide crucial evidence that mother tongue instruction
strengthens the learning of English and Filipino and does not hinder the learning of
content, contrary to the fears and concerns of many parents and educators.
23
Summary Results of Grades 1, 2 and 3 Tests
By Subjects in Lubuagan, SY 2007-2008
showing the efficacy of L1. A 2005 World Bank Report revealed that in Mali,
between 1994 and 2000, end-of primary children who began their schooling in the
mother tongue scored 32% higher in French tests than children who underwent
observation that top performing countries in Mathematics and Science were those that
taught and tested students in Math and Science in their own language. (The Mimaropa
Palawan.)
benefits and relevance of MLE. Notable empirical studies like the Lingua Franca
24
a. First, learners learn to read more quickly when in their first language
(LI);
b. Second, 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; and
academic areas, pupils taught to read and write in their first language acquire such
The primer is entitled "21 Reasons Why Children Learn Better While Using
the primer:
MLE is the use of more than two languages for literacy and instruction. It
starts from where the learners are, and from what they already know. This means
learning to read and write in their first language or L1, and also teaching subjects like
introduced to the official languages, Filipino and English, as separate subjects, first
25
3. Does MLE only involve changing the language of instruction and translating the
of several languages, it also involves the following: (a) the development of good
curricula (i.e. cognitively demanding); (b) the training of good teachers in the
required languages for content and methodology; (c) the production of good teaching
materials (i.e., error-free and culturally relevant); (d) the empowerment of the
community (i.e. school-based management). MLE will not work when one simply
changes the language by translating existing materials into the local languages.
• Multi-literate—they can read and write competently in the local language, the
English;
5. What specific weaknesses in the Philippine educational system does MLE seek to
address?
26
As one educator, Professor Josefina Cortes, has observed, we have become “a nation
of fifth graders.”
6. Why use the mother tongue or the first language (L1) in school?
learning process because they understand what is being discussed and what is being
asked of them. They can immediately use the L1 to construct and explain their world,
articulate their thoughts and add new concepts to what they already know.
7. But our children already know their language. Why still learn it in school?
everyday variety used for daily interaction. Success in school depends on the
The Philippines is a multilingual and multicultural nation with more than 150
under the present bilingual education set-up in which some subjects are taught in their
27
L1. But this is nothing compared to the overwhelming bias of the present system for
English.
10. Will the use of the local and regional languages be detrimental to building one
nation?
No, it won’t. On the contrary, it is the suppression of local languages that may
relevance beyond their ethnic and national boundaries. Most world knowledge is
accessible in English, and so, knowledge of English is certainly useful. It is not true,
however, that students will not learn science and mathematics if they do not know
English. The ideas of science are not bound by one language and one culture.
12. Will using the mother tongue as language of instruction hinder the learning of a
No. Many studies indicate that students first taught to read in their L1, and
then later in an L2, outperform those taught to read exclusively in an L2. Learning to
read in one’s own language provides learners with a solid foundation for learning to
13. Will increasing the time for English or making it the exclusive medium of
28
No. This popular belief is increasingly being proven untrue. Large scale
research during the last 30 years has provided compelling evidence that the critical
variable in L2 development in children is not the amount of exposure, but the timing
teach it well. This depends on the proficiency of teachers, the availability of adequate
models of the language in the learner’s social environment, and sufficient reading
materials. Simply increasing the time for English will not work.
Definitely “yes.” As far back as 1925, during the American colonial period,
the Monroe Commission already recommended the use of the local languages in
education.
abolished in 1974, when the bilingual education policy was launched by the Marcos
government.
Languages grow and change in response to changes in the physical, social, political,
spiritual and economic environments in which they are used. As a language is used
for instruction, for example, it intrinsically evolves to adapt to the demands of its
users.
29
16. Why not use an early exit program where the L1 is used from pre-school up to
Early-exit programs can help but may not be enough. The international
children need at least 12 years to learn their L1. It takes six to eight years of strong L2
consolidated Gullas, Villafuerte and Del Mar Bill (or the “English-only” MOI Bill)
pending in Congress appears to support the use of the local languages and also the
native language may be used as the MOI in all subjects from preschool until Grade
III.” However, the Declaration of Policy section betrays the Bill’s real intention and
this is to strengthen English “as the medium of instruction in all levels of education,
from the preschool to the tertiary level.” The optional use of L1 and the national
language as MOI really means that they may not be used at all.
17. Don’t we need more English since the language will provide more jobs for our
Many believe that this is an extremely short sighted view because not all
Filipinos will become call center agents. The more important concern is how to solve
the current mismatch between industry and the educational system. According to
former Education Undersecretary Miguel Luz, the consensus among employers is that
a high school diploma with its current coverage is inadequate for its purposes because
Filipino high school graduates are weak in their ability to communicate, to think
30
logically, and to solve problems. Luz adds: “It (the Gullas Bill) is a dangerous bill,
learning. As such, the young learners and their teachers will concentrate on the
language, not on Science and Math and literacy (that is more fundamental to
learning).” The best way to learn basic science and math, problem solving skills, and
Education and Literacy Bill, or the Gunigundo Bill, which is far superior to the
Contrary to popular belief, L1-based education may actually cost less than a
system that is based on L2. If we consider the money wasted on drop-outs, repeaters,
and failures, as well as other added costs, studies show that L2-based education
• The Department of Education, through Secretary JesliLapus: “We find the bill (the
Gunigundo bill) to be consistent with the Basic Education Sector Reform Agenda
31
Elementary Education where pupils were found to comprehend better the lessons in
class.”
Ralph Recto: “From the economic and financial vantage points, we believe that
adopting this education policy (HB 3719), in the final analysis, is cost-effective...
• The Philippine Business for Education (PBED), one of the largest associations of
businessmen in the country: “English and Filipino are languages `foreign’ to most
Alberto Romulo: “Multilingualism is the order of things in the UN and in the world.
The unique richness of the world’s national identities draws on the many traditions
that make up different countries and are expressed through local and indigenous
educational quality by building upon the knowledge and experience of the learners
and teachers.”
No. The Lubuagan experience, the DepEd Lingua Franca Project, and other
existing programs using the local languages tell us that it is already possible to
32
Chapter III
RESEARCH METHODOLOGY
This chapter presents the methods of study used; the research utilizes to obtain
the needed data and information including its preparation, validation and
In this chapter, they will see the brief explanation based on the methods of
process on methods that has been used like research design, research instrument, and
Research Design
The study adopted the descriptive method that assessed the effectiveness of
the different aspect of academic performance, teaching and learning, study habits,
proficiency.
The study utilized the descriptive method of research as the most appropriate
method in conducting the investigation. The method was deemed most appropriate in
33
Description of the Respondents
The study involved Public Grade School Teachers who are currently
used 100% total numbers of teachers, with the overall total of 26 respondents.
Research Instrument
respondents such as name, gender, age, civil status, position held highest educational
attainment, teaching experience, and religion. The second part isthe problems
encountered by the teachers. The third part is effectiveness of mother tongue based
teaching and learning, study habits, retention and application, comprehension level,
34
Procedures in Gathering Data
was submitted after it was approved, another request letter to the respondents were
attached to the questionnaire asking for their cooperation about the study to be
undertaken. The questionnaire was distributed during school year 2012-2013. The
The data gathered were compiled and was strictly scrutinized for accuracy,
The following descriptive and inferential statistical tools are used in the
Descriptive Statistics
P = percentage
X = fx
n
35
b. Weighted Mean – this was used to compute the average values of the
observation
Where in;
F = frequency
∑ = fx
N
36
Z-Test
Z= P1 – P2
p1q1 + p2q2
n1 n2
Where:
q1 = 1- p1
q2 = 1- p2
37