Parents’ Perception of English Native Speakers on MTB-MLE

Instruction
Xin Xian Calvo, Kent Aryll Canete, Michael James Cinco
University of San Jose - Recoletos

Abstract
This study delves into the perception of the parents of learners whose first language is
English towards Mother Tongue-based Multilingual Education (MTB-MLE) as an
Instruction. The perception of the parents was accumulated through a Questionnaire.
Hence, the degree of agreement of their perception was determined by computing the
weighted mean and standard deviation with the use of Survey Analysis Methodology.
Findings revealed that parents whose child is an English native speaker agreed to the
benefits of Sinugbuanong Binisaya in the Language and Sociocultural Development of the
learners. Thus, the English native speakers may unconciously learn the language of the
environment (Sinugbuanong Binisaya) when they converse and interact with the people of
the said language. Moreover, seeking the perception of parents of the learners whose first
language is English provides an important guide for any other institutions across the globe
that have not implemented fully the MTB-MLE as a subject to consider its implementation,
and opens up the realm of the Instructional Materials and Teaching Strategies utilized in
MTB-MLE as an instruction which has to be conducted to supplement the general study.

Keywords: MTB-MLE, perception, mother tongue multilingual education

1.0 Introduction
The Mother Tongue-Based Multilingual Education (MTB-MLE) is the world’s current
trend in teaching and learning (Cruz, 2015). It bridges the children’s development in
learning their second language (Nolasco, 2009). Many Southeast Asian countries are
currently utilizing the MTB-MLE approach (Cruz, 2015). As a result, the Philippines
implemented the MTB-MLE policy just recently. Its implementation includes not only in
Public, but also in Private Institutions (Awid, 2000). Consequently, this study sought to
find out the perception of parents of the English native speakers on MTB-MLE Instruction.
Language is but the means for people to communicate and understand one another
in a classroom setting, thus the devoid of which is a loss for all humanity (Benson, 2004).
Furthermore, Romaine and Nettle (2000) on their book “Vanishing voices,” emphasized
the direct correlation of language to the preservation of ethnic identity, cultures, and
knowledge. In the educational aspect, learning to read in one’s own language provides
learners with a solid foundation for learning to read in any L2 (Nolasco,2009). Thus,
fluency and literacy in the home language offer a cognitive and linguistic foundation for
learning another language (Ball, 2010). As a result, the Department of Education
implemented the Mother Tongue-Based Multilingual Education based on Republic Act
No. 10533 with DepEd Order No. 60, s. 2008 to preserve indigenous languages, to stop the
growing number of endangered languages (Gacheche, 2010; Ghimire, 2012; Wa-Mbaleka,
2014), to reach an effective long-term knowledge assimilation through a medium that
children understand (Mondez, 2013), and to address the high functional illiteracy of
Filipinos where language is one of the significant factor (Capitol University, 2017). When
it comes to MTB-MLE perception, Bado (2009), as cited by Chakma (2012), affirmed that
successful bilingual education requires parents support. It has even been sought that the
mother tongue or the home language is a valid bridge or transitional medium of
instruction (Duguiang and Dekker, 2010). Hence, Rosario (2010), as cited by Gallego and
Zubiri (2013), states that parents are more open to using the mother tongue as medium of
instruction in schools given their view on their own language.
According to Chakma (2012), parents in Chakma community prefer the children
or the learners to learn mother tongue first and then gradually shift to the second language
as they believe that MTB-MLE would promote loyalty to the mother tongue. Hence,
since parents prefer to use mother tongue as instruction in schools and tend to
communicate with teachers for the children’s academic requirements (Benson, 2002, as
cited by Ball, 2013), they need to know about the MTB-MLE because their actions affect
the implementation of the policy itself (Sutton & Levinson, 2001) as cited by Eslit
(2017). Moreover, part of the effects of the policy of MTB-MLE is the bridging between
the culture at home and the one at school and in mainstream society (Bang, 2015). In
contrast, Gallego and Zubiri (2013) variously cited researches which the parents to master
L2 over L1, such as Rafael and Rosario’s (2011) which notes that Pangasinan parents
prefer that their children learn Filipino and English first because these enable their
children to communicate with a wider range of people; Posel and Casale (2011) which
states that English was favored by South African parents and administrators regardless of
the first language of the learners due to its promised economic and social benefits, and
Grivas & Salome’s (2011) and Adarve and Hipolito (2011) which comments that teachers
showed explicitly preference towards English, not only because the language is the
prescribed MOI, but also because the teachers feel that more exposure to English would
improve the students’ skills in language. Thus, the cited researches of Gallego and Zubiri
(2013) concluded that parents oppose L1 instruction as they see it as an empty and
worthless effort. Moreover, according to Walter and Decker (2011), learners who have
been immersed in the learning environment in which the mother tongue of the inhabitants
of that particular area has been shown statistically significant improvements in adopting
the language.
Most literatures and researches were focused on the perception of teachers and
parents of native speakers forgetting the perception of the parents with English native
speakers who also get affected by the MTB MLE as Medium of Instruction. With that, we
wish to fill that gap.
This study provides important insights on the instruction of MTB-MLE from the
parents’ perception whose learners are English native speakers. The researchers believed
that identifying the perception of these people helps the professionals to find out the
perception of the parents on MTB-MLE instruction, to identify the support of the parents
to the learners, to address programs in order to bridge the first language to the second
language, and to guide the organizations and administrators to make a separate program
for these learners.
2.0 Theoretical Framework
This study is anchored on the theory entitled Implicit Personality Theory by Bruner
and Tagiuri. According to Bruner and Taguiri (1954), parents observe the most evident
traits and then create stereotypical assumptions about their child’s behavior and
personality. Moreover, implicit means automatic, thus, these assumptions are not
something parents do intentionally or consciously. It is a subconscious reflect --- the way
for their minds to begin processing information about their child. English language
minority learners, as well as native English language students, appear in the classrooms,
and teachers are faced with the challenge of providing a quality education for them
(Collier, 1995). In addition, a parent whose learner speaks English as his/her first
language may perceive implicitly the advantages and disadvantages of MTB-MLE for
his/her child in terms of Language Development and Sociocultural Development. Based
on J Cummin’s Threshold Theory (1995), in terms of Language Development, the lower
the mastery level of the first language becomes, the harder it is to achieve bilingualism.
Furthermore, if one language is learned with the negligence of the first language, this
may harm the overall growth and success of a/the learner. Thus, in order for the native
language to grow, it should be used at least through elementary years. Hayes and Herbst
(2005) as cited by Castello 2015 concludes that the first language is a major component
and participatory factor in the acquisition of the second language and its maintenance.
Thomas and Collier (1997) also asserts that language development discusses the learners’
verbal skills — both oral and written skills --- such as vocabulary, morphology,
phonology, syntax, semantics, pragmatics, discourse, and paralinguistics. Also, the
greater the students’ native language proficiency skills become, the more adept they
become in their second language. Thus, it is necessary that parents are aware of these
aspects and how these aspects affect the learners whose first language is English (Collier,
1995). It is important for the parents to note that “the more developed the first language
is, the easier it will be to learn for the learners” (Baker, 2011, p. 169). Hence, good
communication which makes these learners better able to engage in socialization and to
learn from their environment and from formal classroom instruction may affect the
learners (Child Development, 2016). According to Hortwitz (1988) as cited by Crossref
(2010), learners believe that learning a second language primarily involves engaging
oneself to the common field experience of the people using the language; thus, it will
give them more opportunities to communicate effectively and enjoyably with the Native
speakers of the language. As a result, language development may affect Sociocultural
development of these learners. According to Kelompok (2011), language plays a very
important role in social interaction. It is a tool to make integration and social adaptation
as well as a tool to hold social control. Thus, it is a means of communication to form and
share cultural and social practices; that is why Lev Vygotsky (1978), in his Sociocultural
Theory, placed an emphasis on the community in which these learners communicate and
interact with their peers, friends, family, and other people surrounding them. In addition,
according to Walter and Decker (2011), learners who have been immersed in the learning
environment in which the mother tongue has been used showed statistically significant
improvements in adopting the language. Thus, all the higher functions originate as actual
relationships between individuals. In relation to Implicit Personality Theory (1954),
parents may perceive the effects of the immersion of these learners to MTB-MLE.
 Figure 1. Conceptual Framework

3.0 Research Methodology

Participants and Design
This study utilized the correlational-descriptive research design. It is descriptive because
it describes the perception of the parents in the Language Development and Social
Development of the learners whose first language is English. Thus, it seeks to determine
the correlation between Language Development and Social Development of the child.
The study was conducted at University of San Jose - Recoletos in Basak Campus
because the parents in this university have a robust involvement in the academic
obligation of their children. In addition, the source of the researchers’ information is from
the 30 parents of pre-school to Grade 3 learners whose first language is English since the
focal point of MTB-MLE is in these grade levels. The sampling technique used was
purposive sampling due to the inavailability of the parents in the univeristy since most of
the learners were taken by their personal governess. Moreover, the researchers focused
only on reading and speaking skills amongst the communicative competencies because
these skills were dominantly used in language acquisition and development of
Sinugbuanong binisaya.
Measures and Procedures
The main data-gathering tools that were used in this study were Perception
Questionnaire. It was composed of two (2) categories as seen in the conceptual
framework which consist of possible perception of parents about MTB-MLE. The
instrument used is carefully planned to see the perception of the parents of native English
speakers. The tool is researcher-made questionnaire which was validated through a
dry-run in a group of parents. The reliability index of the tool was measured using
Cronbach Alpha. Thus, the tools were valid and reliable with the index of 0.85, which the
Statistician reviewed.
After collecting, the researchers tallied and analyzed the data. Afterward, the
frequency of each question which was answered by the respondents was then determined
through tallying. A weighted mean was computed to determine the average of which the
perception of parents belongs to a certain degree of agreement which will be seen in the
verbal interpretation, and the standard deviation was computed to determine the degree of
dispersion in order to estimate the variability.

4.0 Results and Discussion

In this section, the researchers sought to interpret the analyzed data, which were
discussed in the previous sections. The fifth column is also provided in order to know the
verbal interpretation of the Weighted Mean. The Standard Deviation states, otherwise,
that even though the results bear a high weighted mean for the two developments, the
responses of the parents will still vary depending on how dispersed they are. Thus,
corresponding verbal interpretation for the result is bound to questioning in terms of the
degree of agreement or disagreement as per dispersion is concerned. Moreover, the tables
below show the interpretation and the explanation set for the results of the two
developments. Table 1 discusses the results of the Language Development of the child
while table 2 discusses the results of the Sociocultural Development of the child. An
overall interpretation is also present below with the verbal interpretation table:

Table 1: The average and the dispersion of Parents’ Perception on MTB-MLE in terms
of Language Development.

Focused Skills Statements Mean Standard Standar Verbal

Deviation d Error Interpretation
1 2.80 3.74 0.68 Satisfactory
2 2.93 2.50 0.46 Satisfactory
Speaking
3 2.73 1.91 0.35 Satisfactory
4 2.80 2.38 0.43 Satisfactory
5 2.60 3.50 0.64 Satisfactory
6 2.33 3.20 0.58 Fair
7 2.40 4.35 0.79 Fair
Reading 8 2.40 2.38 0.43 Fair
9 3.33 2.97 0.54 Excellent
10 2.27 3.10 0.57 Fair
Total Weighted Mean: 2.70 3.00 0.58 Satisfactory
3.26-4.00 = Excellent
2.51-3.25= Satisfactory
1.76-2.50=Fair
1.00-1.75 =Poor

Table 1.0 reveals that implies that children often ask for translations of different
Sinugbuanong Binisaya words as it is perhaps because of their inclination on learning the
Sinugbuanong Binisaya language. It can also be deduced that despite their supposed
experienced difficulty, they still strive to learn the Sinugbuanong Binisaya language
which is their second language in this context. This acquiesced with J. Cummin’s
Threshold Theory which states that the greater the students’ native language proficiency
skills become, the more adept they become in their second language.
On the other spectrum, standard deviation, which posits that the parent’s perception
in this section is dispersed. Therefore, even if the result showed that the parents agreed to
the MTB MLE Instruction, the parents still need to know more about MTB MLE
Instruction due to its dispersed standard deviation. These branches out to the idea that the
parents may not have yet totally grasped the essence of the Instruction because of the
varied responses; thus, they still need to know more about the said instruction.
Parents sought the difficulty of the said speakers in retelling well stories using
Sinugbuanong Binisaya as the result bore a 2.27 mean with a 3.10 SD, the least among
the weighted averages of the statements in the Language Development. This simply
implies that the said speakers are having more difficulty in reading than in speaking
because one has to comprehend the words and understand the context of what one has
read despite the complexity of the words used. Hence, one needs more concentration to
achieve reading comprehension (Debate Organization, 2015).
However, the 3.10 Standard Deviation connote dispersion and means that even if the
result showed retelling stories using the said language as the weakest of the child, there is
no certain judgement that the parents see the said angle as the child’s weakest point
because of the varied responses. This can be deduced that not all, though most, children
have the difficulty.
In the tabulation, it is but vivid that most of the statements having most of the
weighted average with higher standard deviation are geared towards the speaking skills of
the said speakers in Sinugbuanong Binisaya while the statements having least of the
weighted average are geared towards the reading skills of the said speakers. This is true
to the words of Aicart (2016) that when learners read and write, they have to put extra
time in order to convey their thoughts into words comprehensibly. Furthermore, reading
and writing becomes more difficult since learners need a lot of considerations in it; these
include: the psychological condition and the physical condition whereas speaking is
easier. This is too, perhaps, due to the complexity of writing and reading than speaking
because in writing there are rules to be followed and structures to be well organized, most
especially spelling, but in speaking, though there are structures and rules, the complexity
there is much lesser compared to jotting it down.
Table 2: The average and the dispersion of Parents’ Perception on MTB-MLE in terms
of Socio-Cultural Development.

Areas Statements Mean Standard Standard Verbal

Deviation Error Interpretation
1 2.83 5.56 1.01 Satisfactory

Social 2 2.83 4.99 0.91 Satisfactory

3 3.10 4.11 0.75 Satisfactory

4 2.17 2.21 0.40 Fair

5 2.67 1.89 0.34 Satisfactory

6 3.43 3.42 0.62 Excellent

7 3.30 3.24 0.59 Satisfactory

Cultural
8 2.93 3.93 0.72 Excellent

9 2.20 3.31 0.60 Excellent

10 2.24 3.00 0.55 Satisfactory

Total Weighted 2.72 3.75 0.65 Satisfactory

Average
3.26-4.00 = Excellent
2.51-3.25=Satisfactory
1.76-2.50=Fair
1.00-1.75=Poor

Table 2.0 revealed that when the said speakers are at home, they respond to and
interact with elders and neighbors through the medium of Sinugbuanong Binisaya,
contains the highest weighted average of 3.10. Thus, they strive to speak the language of
the community. In short, they try to keep up with the environment. This is an implication
that though the said speakers are English Native Speakers, they still speak the language of
the people around them which can be a good start of learning the language. According to
Sociocultural Theory by Lev Vygotsky, learners construct the new language through
socially mediated communication, thus, gradually adopting the language fully. Moreover,
according to Walter and Dekker (2011), learners who have been immersed in the learning
environment in which the mother tongue has been used showed statistically significant
improvements in adopting the language. Thus, the parents agreed to the Sociocultural
Development of the child in the MTB MLE instruction. However, it is to be noted that
the Standard Deviation of the statement with the highest mean is dispersed. This goes to
show that the responses are varied. Perhaps, the parents are baffled as to the frequency of
the interaction of the child using the Sinugbuanong Binisaya with the adults.
In contrast, the standard deviation can be deduced that when the said speakers are in
school where English is used as the medium and instruction, the child uses the language
of the people around him which is English in conversing or interacting. This is a
manifestation that the said speakers code switch depending on the language of the
environment. Furthermore, this coincides with Lev Vygotsky’s Socio-Cultural Theory
which places an emphasis on the community in which these learners communicate and
interact with their peers, friends, family, and other people surrounding them. It is but seen
that when the said speakers are with a hoard of Sinugbuanong Binisaya neighbors and
elders, they tend to speak the language of the said elders and neighbors. Thus, same goes
through when the said speakers are with their teachers and classmates who communicates
through the medium of English. Vygotsky’s Theory assures the role of the community in
shaping the learners’ mastery of the language.

Table 3: The average and the dispersion of Parents’ Perception on MTB-MLE in

two dimensions

Dimensions Mean Standard Verbal

Deviation Interpretation
1. Language Development 2.70 3.00 Satisfactory
2. Socio-Cultural Development 2.72 3.75 Satisfactory

Total Weighted Average 2.71 3.38 Satisfactory

3.26-4.00 = Excellent
2.51-3.25 = Satisfactory
1.76-2.50=Fair
1.00-1.75= Poor

Table 3.0 revealed that parents agreed in the Language Development and the
Socio-Cultural Development of the child with regards to the MTB MLE Instruction.Most
importantly, the result showed that the said speakers might learn the language easily
when they interacted and conversed with people whose language was Sinugbuanong
Binisaya. Contrary to that, the said speakers had difficulty in reading. However, even if
the parents agreed to the two developments of the child, the parents still need to engage in
a deeper understanding of the concept of MTB MLE due to the dispersed Standard
Deviation for both developments and in the overall standard deviation of 3.38. Parents
need to know about the MTB-MLE because their actions affect the implementation of the
policy itself (Sutton & Levinson, 2001) as cited by Eslit (2017). Thus, MTB-MLE is part
of the learners’ academic subjects.
With that, it is just to reiterate the need for the administrators and school staff to
provide orientations and convocations intended for the parents. The parents have to know
where their child is going or leading most especially that MTB MLE Instruction is new to
them and has no enough researches conducted in the Philippines to assure such
effectiveness. According to National PTA (2016), orientation of parents such as PTA is
important because they address the educational issues that are important to parents.
Moreover, public administrators must always consider this aspect. The result also
springs to the idea that the parents may still be in quandary as to the effectivity of the
Instruction of the two mentioned developments because the Instruction has been
implemented five years ago; therefore, there is no enough substantial evidence that may
persuade the parents to believe in the effectivity of the said Instruction.
 Table 4: The correlation of the two dimensions

Dimensions Pearson P- Value Interpretation

Correlation
1. Language Development
0.49 0.001 Moderately
2. Socio-Cultural Development Strong
Correlation
1.00 = perfect correlation
0.80-1.00 = very strong correlation
0.60-0.80= strong correlation
0.40-0.60= moderately strong correlation

5.0 Conclusion
The perception of the parents is positive which connotes that the parents perceived a
significant change and moderate correlation in and between the Language Development
and Socio-Cultural Development of the child in MTB MLE Instruction; thus, it offers any
institutions a focal point of revisiting their MTB MLE Curriculum and revising few terms
in the implementation MTB-MLE as an Instruction. In return, based on the findings of
the study, the parents were proposed to have a training program on how to teach and
assist children in learning MTB-MLE as they would be of great help to their children’s
language acquisition on Cebuano language.

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