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Research on MTB-MLE Implementation

FACTORS AFFECTING THE IMPLEMENTATION OF THE MOTHER TONGUE-BASED
MULTILINGUAL EDUCATION AS PERCEIVED BY TEACHERS IN BAGUIO AND BENGUET

DIALYN A. GORIO
ANDREA M. GALINO
JOCHELLE B. MORALES
JOMAR B.PALILENG

A RESEARCH SUBMITTED TO DR. DESIREE F. BOTENGAN OF THE GRADUATE SCHOOL

BENGUET STATE UNIVERSITY, LA TRINIDAD, BENGUET IN PARTIAL FULFILMENT OF
THE REQUIREMENTS IN ADVANCE EDUCATIONAL ANTHROPOLOGY
FOR THE DEGREE

DOCTOR OF PHILOSOPHY
(Educational Management)

MAY 2014

ABSTRACT
The Mother Tongue-Based Multilingual Education (MTB-MLE) in the Philippines has already
materialized for already three years, and with this advent of a new language policy is also a coming of
different issues affecting its implementation. In this paper, the authors report a comprehensive account
of these factors affecting the carrying out of this language policy. The goal of the researchers is to
gather and analyze adequate data on the problems in the implementation, the strategies used by the
educators themselves in teaching the learning areas in the first language of the pupils, and the
acceptance of the teachers of the implementation of the MTB-MLE. This project established that
teachers play the main element in the success of the language program. Their attitude towards the
implementation, their teaching strategies, the instructional materials they use all count in the
achievement of the MTB-MLE objectives.

CHAPTER I
INTRODUCTION
This chapter presents the background of the study, the conceptual and theoretical framework,
the statement of the problems and the research paradigm.
Background of the Study
The links between education and language are fundamental and obvious in many different
ways. Language facilitates education, and language can be taught through education. Moreover,
according to Hudson (2010), language is the main medium of education; literacy as the mode of
education is one of the foundations of education; verbal intelligence is one of the most-used predictors
of educational success; foreign or second languages are traditionally an important part of the school
curriculum; language has a profound effect on education.
With these connections of language and education, the importance of teaching in indigenous and
vernacular languages surfaced in the 1950s (King & Benson, 1999). This is in the context of
international efforts to promote mass basic education. Note that higher literacy rates and greater access
to formal education are necessary to national development. Vernacular language is defined as a
language which is the mother tongue of a group which is socially or politically dominated by another
group speaking a different language (UNESCO, 1968, cited by King and Benson, 1999). Indigenous
language, on the other hand, is “the language of the people considered to be original inhabitants of an
area”.
To support the importance of indigenous and vernacular languages, UNESCO in 1953 released a policy
paper recommending that every pupil should begin formal education in his or her mother tongue.
 UNESCO has clearly supported initial reading, writing, and learning in the language of the learner on
psychological and pedagogical grounds. This position has since been strengthened by abundant
researches that students learn to read and write most efficiently and effectively when instruction takes
place through the medium of their mother tongue (Dutcher, 1995). In brief, there is overwhelming
evidence that students learn to read more quickly when taught in their mother tongue; students who
learn to read in their mother tongue also learn to read in a second or foreign language more quickly
than those who initially are taught to read in a second language or foreign language, and students
taught to read in their mother tongue acquire academic content and skills more quickly (Mehrotra,
1998).
The use of mother tongue in education has ranged from psychological and pedagogical to
human rights-based and to sociocultural context. This idea on the use of mother tongue leads to the
multiple definitions of literacy such as literacy as not simply knows how to read and write a particular
script but applying this knowledge for specific purposes in specific cultural contexts (Hull &
Fernandez, 1999). Moreover, Hymes (1964), as mentioned by Spolsky (2010), urged the study of
language in context and inclusion of language in the study of cultures. He asserted that literacy should
involve “ethnography of communication”. The ethnography of communication is further defined that
language can be learned in a cultural context.
The findings on the significance of mother-tongue based education have been paralleled by a
large number of international agreements supporting this language policy. King and Benson (1999)
have compiled these findings which include the 1966 International Covenant on Civil and Political
Rights recognizing the right of minority persons to use their language in communication with the other
members of the group (Article 27); the 1989 International Labor Organization (ILO) Convention 169
concerning Indigenous and Tribal Peoples in Independent Countries requiring that children belonging
to the peoples concerned shall wherever practicable, be taught to read and write in their own
indigenous language or in the language most commonly used by the group to which they belong
(Article 28); the 1989 Convention on the Rights of the Child confirming that the child’s education shall
be directed to the development of respect for the child’s cultural identity, language and values; and the
1992 Declaration on the Rights of Persons belonging to National or Ethnic, Religious and Linguistic
Minorities noting that states should take appropriate measures so that, wherever possible, persons
belonging to minorities have adequate opportunities to learn their mother tongue.
 As demonstrated by the international agreements on the use of mother-tongue, UNESCO has
really been a major voice in defending both the human rights basis and the pedagogical effectiveness of
mother tongue literacy in formal education. It has also emphasized the promotion of indigenous
literacies as the protection of endangered languages, stressing that safeguarding diversity today is one
of the most urgent challenges facing our world. This sense of urgency is in response to warnings that
about half of the world’s current languages are in danger of extinction by 2100 (Krauss, 1992). These
languages are then called as “endangered languages”. Mccarty,T., et.al. (1999) quoted UNESCO
(2003) of its definition of “endangered language”. It is called such when its speakers cease to use it, use
it in an increasingly reduced number of communicative domains, and cease to pass it on from one
generation to the next. According to Krauss (1992), “moribund” languages are those which are no
longer being learned by children; “endangered” languages are those which, though still being learned
by children, will, if present trends continue, cease to be learned by children during the coming century;
and “safe” languages are those which are neither moribund nor endangered. The concern of the mother
tongue based education is not only on the endangered languages, but on the safe languages as well,
viewed in the context that the safe languages are learned through the mother tongue, and the mother
tongue being the endangered language continues to exist. The question is, why should the society be
concerned about endangered languages? Previously, the discussion on the connection between
language and education is made. The following is a statement highlighting also the link between
language and culture:
Language and culture cannot be separated… Our language and culture… tell us who we are,
where we came from and where we are going. (Task Force on Aboriginal Languages and Cultures,
2005).
Language is the primary tool for understanding and communicating, and indeed, for creating the world.
As stated, it is in and through language that one can access to culture and humanity. Linguist Hale, K.,
who spoke more than 75 languages, put it in this way:
When you lose a language, you lose a culture, intellectual wealth, a work of art… (“The Economist”,
2001 as quoted by McCarty,et.al., 2005)

Viewed in this light, it is a clear indicator that language does not only carry the syntax and the
semantics, but it is also a carrier of ways of life. Romero and McCarty (2005) points out that rights to
language are fundamental to collective and personal identity, and efforts to resist language loss are part
of larger struggles for personal and communal well-being, self- determination, and cultural survival.
Despite the pedagogical and cultural merits of the mother tongue education, deviations as to the
second language acquisition still arise. Al- Seghayer (2010) emphasized that by using the native
language as the medium of instruction in the foreign/second language classroom, teachers are not
encouraging students to use and think in the target language. In other words, permitting the use of a
language other than the target language during instruction will encourage less motivated students to
rely on their first language to convey the messages they want to deliver because their teachers do not
build up their confidence in using the target language. Also, by doing so teachers are getting the
students in the habit of translating from the first language into the second language. By introducing the
target language through the native language, there is no full attention to training students to understand
the target language without seeking outside aid. Educators are not creating opportunities for them to
learn. Furthermore, students who experience such instruction are not trained to thinking in the learned
language. Thinking in the target language is a substantial point in the process of learning a language.
Helping students to reach that stage, means removing the need for translation and assisting them in
becoming better students.
Reviewing the above discussed hurdles in the revitalization of indigenous languages, it is therefore
fundamental that nations should lay language policies that are carefully reviewed, although this is
almost universally a recent development. McCarty,T.,et.al. (2005) gave Saami as an example. The
Sami people, also spelled Sámi or Saami, are the indigenous Finno-Ugric people inhabiting the Arctic
area of Sapmi, which today encompasses parts of far northern Norway, Sweden, Finland, the Kola
Peninsula of Russia, and the border area between south and middle Sweden and Norway. Their
traditional languages are the Sami or Saami languages and are classified as a branch of the Uralic
language family.
Saami was introduced in Norwegian, Swedish, and Finnish primary schools around 1970. Saami rights
were strengthened in all three countries during the 1970s and 1980s; in Norway and Finland, this
included constitutional reforms. The Saami Language Act entered into force in 1992, and in 2000 a
similar law was passed in Sweden. The legislation is designed to secure the right of Sami-speaking
citizens to communicate and receive information in Saami.
Additionally, as explained by McCarty ,T.,et.al. (2005), in the United States, the 1990 and 1992 Native
American Languages Act (NALA) reversed two centuries of federal language policy by vowing to
preserve, protect, and promote the rights of Native Americans to use, practice, and develop Native
American languages, including in federal Indian schools.
More of the language policies in promoting indigenous languages are Maori and Hawaian which
gained recognition with the impressive grass roots language revitalization efforts. Maori is the
Austronesian language of the members of the Polynesian people who are the aboriginal inhabitants of
New Zealand. Pre-schools were developed to recreate environments in which indigenous language and
culture are conveyed and developed. The preschools are parent or community operated and aimed to
developed a high level of proficiency in the indigenous language for children, teachers and parents.
These efforts have dramatically produced significant numbers of new child speakers, and demonstrated
academic gains for indigenous students.
In Nepal, a pilot project at six community sites is planning materials development and teacher training
with the long term aim of teaching all Nepal’s indigenous people through the mother tongues during
the first school years. In Orissa, India, 200 schools have begun teaching tribal children in their mother
tongues of 10 languages. A similar project is underway in Assam, with plans for extending mother
tongue teaching to other Indian states with tribal peoples. Also, MTB-MLE has long been used by
other developing countries. Here are benchmark studies from UNESCO: (1) Modiano’s (1973) study in
the Chiapas highlands of Mexico found that indigenous children efficiently transferred literacy skills
from the L1 (First Language/ Mother Tongue) to the L2 (Second Langauge) and out-performed
monolingual Spanish speakers; (2) The Six-Year Yoruba Medium Primary Project (Fafunwa et al.
1975; Akinnaso 1993; see Adegbiya 2003 for other references) demonstrated 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 than all-English schooling. It also suggested that teachers should be allowed to
specialize in L2 instruction, and (3)The Rivers Readers Project, also in Nigeria, showed how mother
tongue materials of reasonable quality could be developed even where resources were scarce and even
for previously undeveloped languages with small numbers of speakers (Williamson, 1976).
Communities themselves provided competent native speakers and funds for language development,
producing over forty publications in fifteen languages.
These initiatives stand as powerful exemplars of indigenous self-determination and language rights.
Many other groups are planning or have begun immersion programs or mother tongue-medium
maintenance programs.
In the Philippines, one of the recent changes in Basic Education Curriculum brought about by the
new K-12 program is the introduction of Mother Tongue- Based Multilingual Education (MTB-
MLE) specifically in Kindergarten, Grades 1, 2 and 3 to support the goal of “ Every Child- A- Reader
and A –Writer” by Grade 1.” Mother Tongue is used as a Medium of Instruction (MOI) for Grades 1, 2
and 3 in teaching Math, Araling Panlipunan (AP), Music, Arts, Physical Education and Health
(MAPEH) and Edukasyon sa Pag-uugali (EsP). Mother tongue is taught as a separate Learning Area in
Grades 1 and 2, and since the implementation of this three-year old language polcy, it had been
coupled by researches justifying its need in the Philippine educational system. One of these researches
on the implementation of the MTB-MLE in the Philippines is conducted by Balce,M. (2005)
recommending an adoption of the mother tongue (L1) as the language of learning and instruction
(LOLI) for Science and Health at the elementary school level for two reasons: (1) The science process
skills (or thinking skills) are linguistic: communicating, classifying, inferring, predicting, interpreting
data, hypothesizing, defining operationally, and investigating. These skills are best developed and
sharpened using the mother tongue. (2) Elementary school children are at a stage in which they are
still mastering their mother tongue. They need time to focus and attain the full mastery of their mother
tongue to understand complex science concepts.
In view of the discussions made, this research is geared towards the revitalization of indigenous
languages as aide in developing literacy among students/pupils. It is along this line that this study is
undertaken. It determined the level of implementation of the mother-tongue language- based education
as perceived by selected teachers of Baguio and Benguet. Furthermore, problems in the
implementation process are determined and the degree of seriousness is likewise be one of the research
concerns.
Conceptual Framework
This study is anchored on the following concepts on language and education, and the mother-
tongue based education in the Philippines.
Right to Education
Nolasco (2010) reiterates the Rights of the Child as mentioned in the United Nations Convention
(2003) by underscoring the belief that all the children have the right to education and to learn and use
the language of his family. Therefore, all children have the rights to an education and to learn and use
the language of the family.
Local Language for Teaching
Using the local language for teaching and learning is one way to promote the understanding of the
various concepts in a particular socio-cultural perspective and context. This kind of situated pedagogy
increases the chance for learners to feel ownership of their education and reduces the conditions that
hinder their acquisition and learning of various knowledge and processes. Understanding the context
(personal), cultural, and environmental) is important and using the local language is vital in teaching
and learning. Vygotsky (1962) as cited by Nolasco (2010) explained that language plays a crucial role
in forming abstract concepts and these abstract concepts are critical to the development of some
disciplines. Therefore language really plays an important role in developing ideas (Banks and
Thompson, 1995).
Most world knowledge is accessible in English as a language and so knowledge of English is
certainty useful. However, it is not true, 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.
Despite this findings of Trends in International Mathematics and Science Study (TIMSS) of the
National Center for Education Statistics, the Philippines still uses English as medium of instruction.
Learning the language, seems to be one of the top priorities in Philippines Basic education. However,
this practice can be an obstacle in developing functional literacy since English is not the native
language of the learners.
In some cases, learners are hesitant in participating during the classroom discussions not
because they do not know the topic, but they are not quite comfortable with the medium of instruction
being used. To understand concepts and skills, it is imperative for learners to discuss and share their
ideas but this is not made possible should a foreign language be primary used as a medium of
instruction. Attesting to this is the present situation in the Philippines where most graduates are
considered half-baked due to insufficient mastery of basic competencies. Hence, this needs
consideration among education stakeholders, one thing that should be considered by teachers.
1.Mother tongue as Medium of Instruction
Mother language or First Language (L1) refers to the language or languages first learned by a child,
which he/she identifies with, is identified as a native language user of by other, which he/she knows
best, or uses most. This includes Filipino sign language used by individuals with pertinent disabilities.
The regional or native language refers to the traditional speech variety or variety of Filipino sign
language existing in a region, area of place. (R.A No. 10533, Enclosure to DepEd Order No. 43, s.
2013)
Mother language is the medium of one’s inner thoughts and reflections. The mother tongue being the
primary tool for thought processing and knowledge acquisition is considered as the best medium of
instruction. As source of creativity and which for social expressions, the mother language along with
linguistic diversity matter for the identity of individuals and vital for the health of societies. It opens
opportunities for dialogue necessary for understanding and cooperation. (Manila Bulletin, Editorial
Column, February 21, 2012).
One’s own language enables a child to express himself easily, as there is no fear of making
mistakes. MLE encourages lecture participation by children in the learning process because they
understand what is being discussed and what is being ask of them. They can immediately use the
mother tongue to construct and explain their world, articulate their thoughts and add new concepts to
what they already know. (Nolasco, 2010)
The Lubuagan Experience cited by Nolasco (2010) has shown that using the Mother Tongue
contributes to the performance of Pupils. The over-al results of the tests showed that 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.
Dutcher (1994) claims that research and experience have shown that quality language education
occurs most effectively when learners begin to read and write in their mother tongue which advances in
a structured manner to language if wider communication used in the national education system. It can
be said therefore that the use of mother tongue in education has shown to facilitate acquisition and
literacy skills and provide the foundation for continuing autonomous learning. In addition to outcomes
associated with learner achievement in the classroom, multilingual education also offers a context for
the maintenance of local language acquisition and instruction, and promotes learner integration into the
national society without forcing children to sacrifice their linguistic and cultural heritage.
By using the child’s language for basic education, we start from what they already know and build on
this. Since the child is already familiar with language used, learning to read and write becomes the
focus and not learning the medium instruction. The child can immediately use this language to add new
concepts to what she/he has already learned. Rote memorization where the children know to “used” but
do not understand can be avoided, (Nolasco, 2010).
Thomas (1970) stated that the most powerful predictor of academic success is the second
language is formal schooling in the first language. What the student finds out for himself from his own
effort to solve communication problems will improve his own future competence.(Post man and
Damon (1976,) as cited by Julian (2000).
Implementation of Mother Tongue Based Education in the Philippines

One of the changes in Basic Education Curriculum brought about by the new K-12 program is the
introduction of Mother Tongue- Based Multilingual Education (MTB-MLE) specifically in
Kindergarten, Grades 1, 2 and 3 to support the goal of “ Every Child- A- Reader and A –Writer” by
Grade 1” (as stated in the background of the study).
MTB-MLE refers to “first-language-first” education that is, schooling which begins in the mother
tongue and transitions to additional languages particularly Filipino and English. It is meant to address
the high functional illiteracy of Filipinos where language plays a significant factor. Since the child’s
own language enables her/ him to express him/herself easily, then, there is no fear of making mistakes.
It encourages active participation by children in the learning process because they understand what is
being discussed and what is being asked of them. They can immediately use their mother tongue to
construct and explain their world, articulate their thoughts and add new concepts to what they already
know.
Mother Tongue is used as a Medium of Instruction (MOI) for Grades 1, 2 and 3 in teaching Math,
Araling Panlipunan (AP), Music, Arts, Physical Education and Health (MAPEH) and Edukasyon sa
Pag-uugali (EsP). Mother tongue is taught as a separate Learning Area in Grades 1 and 2, as specified
in the background of the study (DepEd Order #31s.2013).
The use of the same language spoken at home, in early grades, helps improve the pupils’ language and
cognitive development in addition to strengthening their socio-cultural awareness. Local and
international studies have shown that early use of mother tongue inside the classroom produce better
and faster learners. It makes them adept at learning a second (Filipino) and third language (English)
too. Secretary Armin Luistro cited by Delon Porcalla (The Philippine Star) Updated May 16, 2013 –
12:00am)
Nolasco (2010) cited that the child’s mother tongue shall be the medium of learning in Grades 1 to 3
because the 3R’S and fundamental Math and Science concepts are introduces in these levels.
Makabayan shall be taught in the mother tongue as well. Furthermore, Foerth (1998) as cited by
Serquince (2010) stated that the mother tongue of the students provide the foundation for the
emergence of reading and writing behaviors. Clay et al. (1998) as cited by Sequin (2010) posts that the
best entering into literacy is through the use of child’s native language.
August and Hakuta (1997); Collier (1987); Cummins (1984) as cited by Banks and Banks
(2007) cited that whatever the earners first language, students who are literate and bare had prior
formal schooling in their first language have been found to outperform students who have not been
taught in the mother tongue. Affirming to this is the 2003 results if Trends in International
Mathematics and Science Study (TIMMS) wherein Singapore, Republic of Korea, Hongkong, Chines,
Taipei, and Japan tapped its said examination. It is worth noting that these countries do not use English
as medium of construction whereas, the Philippines who use English as medium of instruction ranked
among the fifth from the bottom in Math and Science excellence (Nolasco, 2010).
Furthermore, the Lubuagan experience has shown that using mother tongue contributes to the
performance of pupils. The overall result of the tests shown that the experimental class scored nearly
80 percent mastery of the curriculum, while at control class scored just over 50 percent mastery. The
results provide crucial evidence that mother tongue instruction strengthen learning’s Nolasco (2010).
Despite evidences on the positive effects of the MTB-MLE, it is still not yet fully accepted. One
potential explanation is that such policies are directly undermined by what Dorian (1998) describes as
“Western language ideologies”, including an “ideology of contempt” for indigenous languages.
Shohamy (2006) as cited by Spolsky (2010) has explained this idea further. He argues that five specific
mechanisms result in the disregard of mother-tongue based education in some nations: rules and
regulations, educational language policies, language testing, public language use, and ideology, myths,
propaganda and coercion.
The declaration of policies concerning the use of mother tongue entails well-crafted and
supported language policies in three areas (Cooper, 1989): status planning on the uses of the language,
corpus planning about the language itself which includes material preparation, and acquisition
planning about the users of the language. These areas require intensive work on the part of the policy
makers to come up with a well- crafted and supported policies. Moreover, implementing mother tongue
based programs would be too expensive, especially when multiple languages are involved (Spolsky,
2010). The hard work pushes some policy makers not to pursue with it. Yet, even once appropriate
policies are in place, there is often another hurdle: chronic under-resourcing. This may represent true
lack of funds or staff, but it more likely indicates that indigenous literacy programs are given low
priority, or worse yet, that ‘lip service’ policies are passed with no intention to implement them (King
& Benson, 2004).
2. Strategies in Teaching in the Mother Tongue-Based Multilingual Education(MTB-MLE)
Teaching in the MTB-MLE requires varied teaching strategies. Some of these strategies include
translation method, local literature, community immersion, film viewing, interactive discussion and
role play.

Translation Method
Language is a set of sounds with a particular meaning attached to each sound (Horton and Hunt,
1980:48 cited by Salcedo, et al, 2001). Another definition is that “language is a purely human and non-
instinctive method of (Santiago and Panopio;26 as cited by Salcedo, et al, 2001) Symbols include
words, numbers, drawings, paintings, photographs, or may ideas, they express the differences and
nuances of men in their everyday lives.
Researches indicate that languages of culturally simple groups show that, phonetically and
grammatically, they are systematic and orderly. Because of these, linguists believe that, like culture, all
human groups have a language which is unique to each group but should not be considered as inferior
or superior to the others.
A language – whether primitive, preliterate or modern- should possess grammar, syntax, phonetics,
vocabulary, among other things. The main function of language is to transmit knowledge, experiences,
values, beliefs, ways of life, old and new inventions and discoveries. It has enabled man to come up
with norms which regulate his interrelationship with others; it has led to the growth and development
of books and artifacts of civilization, including the present age of computer technology. (Salcedo, et al,
2001)
The kankanaey dialect is spoken by one among the minority groups in the Northern Cordillera.
Mankayan kankanaey is one and still on its process of developing its dictionary and orthography.
While it is on process, teachers with their initiatives use translation or self made stories to come up
with instructional materials to meet the demand of the K-12 curriculum.
As cited by Igualdo (1989), the kankanaey have so many bunbuntiya (riddles) and rhymes which the
children usually recite before retiring to bed at night. Examples of these riddles and rhymes considered
products of the translation method are the following:
1. Tamboyog ko ed dekkan adi
Adi kalkalgasan
Songbat: Buwan

My orange in the farm

It will never be out of fruits
Answer: Moon

2. No egoyod mo din eket

Manat-ayaw din ak-ki
Songbat: Buwet

If you pull the string

The monkey will be dancing
Answer: Top
Rhymes

1.Manok ko ay bokbokiki, (I have a little chicken)

Enakew di man-ili (It was stolen by a visitor)
Bayadan yos salapi (You pay it for fifty centavos)
Ta waday ekaon kos baba-e (So I will have money to wed a woman)
Mangi utos e-ib-a mi (To cook the food of my relatives)

2. Ameyak ed nabel-asin (When I went to the otherside of the neighbourhood)

Ngangas-it di sayote ( There were chayotes being cooked)
Tebek yan nababatil (I tried to see if it’s cook, only to find out that it is not
Ekag dak di kamisil ( I pressed it for the pigs to eat).
Local Literatures
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. An example of these local literatures is as follows:
“Inmey nan-oskila din adado ay mumuyang ed Day Care Center. Wada da Dina en Mila ay adi nan-
oskila tay magay mang-itolod en daida. Ad-ado di am-amagen mama da ed beey da.
“Ulay adi kayo man-oskila. Man-ay-ayam kayo et ed abong ta man-oto ak”, kanan mama da.
Adi nailan mama da din inay-ayam da. Nan-ala baw da Dina en Mila si posposro et siya di inay-ayam
da. Inmey da ed kuwartoda.. Sinitgatanda sin kutson da asi dan bunbonan si galey. Maaw-awni , man-
as-asok din kuwarto da. Katagtagda ay dowa ay bemela sin beey da. Nailan inada et nan-ayag si
bombero ngem din lugan di ili yan magay danom na isunga nan–ayag da si bomberon di kaaluba da
et siya si nangedep sin apoy.
Nad-ep din apoy ngem maga et amin ay osal da ya beey da. Ad-ado di binmadang ed daida. Waday
nan-idawat si kanen da, bado da ya osalen da ay man-amag si beey. Ed wani naiamag beey da et wada
kasin pantean da ngem kitkitoy et” (Galino, 2014)

Community Immersion
Community immersion enables one to know, experience, to feel the problems, the frustrations, the
needs, the capabilities, the interests, the aspirations and the dreams of a group of people with whom he
or she lives.
For a person to know the community problems, needs and aspirations, there is a need to spend time
with the community. Community immersion affords a person opportunities for dialogue with the
members of the community. The community members become more aware of what’s going on in the
school and may even offer services they can offer.
With curriculum indigenization, pupils will find subject matter more interesting. The connectedness of
the classroom lessons with life outside the classroom will be reinforced. Pupils’ cultural identity will be
affirmed and validated, thus making them feel proved of their cultural identity. If learners, parents,
local specialists and leaders will take active part in the designing and in implementing the curriculum,
then curriculum will be more relevant. The good elements of culture will likewise be preserved.
Respect for others is enhanced so stereotyping, ethnocentrism, regionalism are reduced, if not
eliminated.
The action on problem-centered approach is a community-based approach intended to make pupils
experience that they are members of their community by helping solve community problems. Seeking
the help of parents, local government officials, and government agencies in the collection of these
indigenous materials cultivating our bond of partnership with them becomes stronger (Corpuz, 2003).
Film Viewing
According to Hidalgo, teaching through a movie is like the ordinary lecture method but only there is
presentation and analysis of activity that makes it livelier. This method will be more effective because
the knowledge being imparted doesn’t only pass through the sense of hearing, but also through the
sense of sight.
Movies enable the students to write a detailed analysis of the way the object is presented. Through
movie, the student is able to describe and analyse the stages of the objects shown.
Role Play/Simulation Games
The purpose of simulation games is to allow players to set some of their own goal using data they have
collected and the framework of the game to guide them. It allows them to have the opportunity for the
players to consider the consequences of alternatives to avoid irrational decision. Simulation includes
the interactions of both students with the participation of the teacher as a guide.
To develop inquiry skills in the game using simulation, teachers must become a guide in making the
student free in learning what is, the teacher must become a resourceful direct conveyor of knowledge.
Teacher, must be willing to accept activity outcomes and student attitudes, they must value student
judgment.
When the teacher develops security in the mechanics of the games, he can begin to be more creative in
adapting games to meet specific needs in guiding a class to develop a game fitting into a curriculum.
Interactive Discussion
According to Corpuz (2003), the small group can be used for several kinds of discussions and for types
of learning activities. Despite the diversity, it is possible to make some suggestions to enhance the
effectiveness of all small groups. Properly administered, the small group format furnishes opportunities
to discover and nurture talents that might not show through while the students are functioning in the
usual class organization. These people, however, take a very active part in the discussion whereby a
small group arrives at a decision to do or not to do something.
When a small group is used to discussions, it would seem desirable to include students with diverse
backgrounds and life-styles, so they can learn from each other and the teachers can easily monitor
group progress.
This method enhances cooperation, team work, and group motivation. It develops the social behavior
of the child. It may help timid students to break out of their shell by being encouraged by the more
active ones.

Other Factors Affecting Implementation of MTB-MLE

Mother tongue is in its third year of implementation and there are many issues to consider.
Teachers are one factor affecting the implementation of the mother tongue teaching. Teachers are an
integral part of the Department of Education, the largest agency in the Philippine government with
about half a million teachers and support staff. The department administers and supervises both the
public and private elementary/primary and secondary schools which are referred to as the two levels in
basic education. It is “a complex learning organization that develops, promotes, provides, and ensures
basic education responsive to the internal, external, and emerging learning needs” (DECS Service
Manual, 2000). An interesting conceptualization of teaching is something that takes place only when
learning does. Regardless what the teacher is doing in his classes; if his students are not learning
something significant; he is considered not teaching well and when the students failed, the teacher
failed more. As such, a potent evaluation tool and appropriate assessment system is used to reflect this
purpose and respect the dignity of the students and how learning take its score.
As cited by Allen (2002), teachers’ abilities to clearly articulate their precepts, and opinions, about
what makes learning happen in an integral part of their effectiveness as educators. There precepts
become the vessel within which all future teaching ideas are contained and the perspective through
which new ideas are filtered. They are the criterion of which the failure of current instructional
strategies is judged as well as the mental framework from which decisions are made regarding future
instructional choices. Perhaps most importantly teachers’ ability to articulate these foundational beliefs
can assist them maintaining a focus on the long-term objectives of a learning situation.
Another factor that affects the implementation is the use of instructional materials. A selection of
informational books can provide the depth and richness of detail not possible in textbook coverage of
the same topic. The latest informational books are also likely to be more up-to-date than textbooks
since the process of producing and choosing textbooks may take many months or over years.
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.
Using informational books leads to varied opportunities for teaching critical reading in context rather
than with skill sheets or sterile exercises. Children who have searched for information on a topic need
to synthesize and report their learning.
Some of the possibilities are ABCs, question and answer formats, guided tours, diaries and life stories
of plants, animals or machines. Not only is this usually more fun, it often encourages more of the kind
of thinking the teacher is trying to promote.(Huck,1987)

Research Paradigm
The objectives of the mother tongue language-based education in the Philippines are the
independent variables in this study. While the level of implementation of this language policy,
considering its objectives in the achievement of pupil literacy and the degree of seriousness of the
problems in the operation are the dependent variables. The teachers’ attitude towards the
implementation of the MTB-MLE, and their teaching strategies are the intervening variables. Figure 1
shows the operational paradigm of the study.
Statement of the problem
The study aimed to find out the level of implementation of the Mother Tongue-Based Multilingual
Education as perceived by selected teachers in Baguio and Benguet. Specifically, the researchers
sought the answers to the following questions
1) What percentage of the population accepts the implementation of the MTB – MLE?
2) What is the level of implementation of the following objectives of the mother tongue?
3) What is the degree of seriousness of the factors affecting in the implementation of the mother
tongue?
4) What is the frequency of use of the teaching strategies used by teachers in the implementation of
the MTB – MLE?
5) What is the relationship between the degree of implementation of the MTB – MLE objectives
and the degree of seriousness of the factors affecting the implementation of mother tongue as to:
a) Teachers
b) Pupils
c) Instructional Materials
6) What is the relationship between the degree of implementation of the MTB – MLE Objectives
and the frequency of use of varied teaching strategies use in the implementation of mother tongue?
Research Hypotheses
1. One hundred percent or all of the teachers accept the implementation of the language policy.
2. The teachers of Baguio and Benguet highly implement the objectives of the MTB-MLE.
3. The degree of seriousness of the factors in the implementation of the language policy is very
serious.
4. The teachers always use varied teaching strategies in the attainment of the program objectives.
5. The degree of correlation between the degree of seriousness of the factors and the level of
implementation of the MTB-MLE as to teachers, pupils and instructional materials is very strong.
6. The degree of correlation between the level of implementation of the MTB-MLE and on the
frequency of use of varied teaching strategies is very strong.

DESIGN AND METHODOLOGY

This section presents the research design that was used in the study. It also discusses the procedures,
population and locale of the study, data gathering tools and statistical treatment of the data gathered.
Research Design
 The descriptive-normative survey was used as a method of investigation. According to Gay
(1971), the descriptive method is the collection, presentation, and description of data in order to test
hypotheses or to answer questions concerning the current status of the subject of the study, and
according to Travers(1981), the two principal aims of descriptive research are to describe the nature of
a situation as it exists as the time of the study, and to explore the causes of particular phenomenon.
The data were presented using tables and texts.
Population and Locale of the Study

A total of 31 kindergarten and grades 1 to 3 teachers of Baguio and Benguet participated as

respondents in this study. The researchers chose them at random and had them answer the survey-
questionnaire on May 2014.
Data Collection Procedure

Permission from the college dean to gather data from the kindergarten and grades 1 to 3 teachers was
obtained after the approval of the researchers’ professor to conduct the study. The researchers
personally administered the questionnaire to the teachers using simple random sampling method.
Data Collection Instrument

The survey questionnaire was used as the primary gathering tool for the data of this study. The items in
the questionnaire are actual indicators of the problems in the implementation of mother tongue and its
impact to the attainment of mother tongue objectives set by the government.
The questionnaire is of four parts. Part I is the respondent’s profile which includes the name, name of
school as workplace and attitude towards the implementation of MTB –MLE. Part II shows the degree
of implementation about the objectives of mother tongue. Respondents were asked to check whether
they highly implement, moderately implement, poorly implement and not implement at all the
attainment of the objectives. Part III shows the degree of seriousness of problems encountered by
teachers in the implementation of mother tongue. Respondents were asked to rate each item in the
questionnaire using four point scale. Lastly, Part IV shows the frequency of usage of the different
methodologies use in the classroom. The respondents were asked to check if they always use (A),
sometimes use (SO), seldom use (SE) and never use (N) the stated strategies of teaching.
Treatment of Data
The gathered data were organized, tabulated and illustrated in a series of tables. The descriptive
measures utilized to address the problems and objectives were frequency count, percentage, ranking
and weighted means.
To determine the degree of implementation of the mother tongue objectives, the following scale of
interpretation was used:
1 Not Implemented 1.00-
(NI) 1.75

2 Poorly Implemented 1.76 -

(PI) 2.50

3 Moderately 2.51-
Implemented (MI) 3.25

4 Highly Implemented 3.26 - 4.00

(HI)
To determine the degree of seriousness of the factors affecting the implementation of MTB – MLE, the
following scale of interpretation was used:
1 Very Serious (VS) 1.00 -
1.75
2 Moderately 1.76 -
Serious (MS) 2.50

3 Slightly Serious 2.51 -

 (SS) 3.25
4 Not Serious (NS) 3.26 - 4.00
To determine the frequency of use of the different teaching strategies use in the implementation
of MTB – MLE, the following scale of interpretation was used:
1 Always (A) 1.00-
1.75
2 Sometimes (SO) 1.76 -
2.50

3 Seldom (SE) 2.51 -

3.25
4 Never (N) 3.26 - 4.00

To determine the degree or strength of relationship between the degree of implementation and degree
of seriousness of the problems met during the implementation, teachers’ profile and degree of
seriousness of the problems met during the implementation, teachers’ profile and degree of
implementation, the following scale of interpretation was used:
Ranges of r Degree/strength of relationship
±1.00 perfect relationship
± 0.90 to ± 0.99 very strong/very high
± 0.70 to ± 0.89 strong/high
± 0.40 to ± 0.69 moderate/substantial
± 0.20 to ± 0.39 weak/small
± 0.01 to ± 0.19 almost negligible to slight
0.0 no correlation

RESULTS AND DISCUSSION

This section presents the data and information gathered by the researchers in relation to the
study. Also presented are the analyses and interpretations of tabulated results in answer to the specific
problems of the study.
Acceptance of teachers towards the implementation of MTB – MLE
Table 1 shows the result of the attitude of teachers towards the implementation of Mother Tongue
Based – Multi Lingual Education (MTB-MLE). Out of thirty-one respondents, twenty one teachers or
sixty eight percent (68%) accepts the implementation of the MTB – MLE while 32 percent of the
respondents were against the language policy. It was revealed that more of the respondents had a
positive attitude toward the new program enacted by the government.
The findings regarding the acceptance of the teachers in the implementation of the language policy
revealed that 100 percent of the teachers as the primary implementers of the MTB-MLE is not attained
because of the transition period from the bilingual education to the mother-tongue based education as
part of the k to 12 curriculum reform of the government. This result supports to the statement of the
Department of Education undersecretary Quijano,Y. as cited by Guerrero (2013), when she said in an
interview that not all teachers will abreast the implementation of the MTB – MLE on its first and
second year of implementation particularly to those teachers who experience difficulties in adjusting
and don’t want to change their traditional ways of teaching. .
Paulson (2011) mentioned that teachers play a major role in the success of the language policy.
In their positive viewpoint towards the implementation of the MTB-MLE drastically affects the
implementation. According to the research of Paulson (2011), teachers are into the trainings with two
distinct viewpoints about mother tongue instruction; some were positive towards it and others were
negative about it. After a series of trainings, however, teachers will not all be more positive about using
the mother tongue as the language of instruction. Teacher interviews revealed that 1) spending time
learning about their own language increased teachers’ confidence in their ability to teach it, 2) when a
significant amount of time was spent creating mother tongue teaching and learning materials, teachers
were much more positive about the prospect of teaching in the mother tongue, 3) having the chance to
reflect back on their own learning experiences and to experience what it is like to learn in a language
which is not familiar also was important in helping teachers become more positive about mother
tongue-based instruction.
Table 1. Attitude of teachers towards the implementation of MTB – MLE
ATTITUDE PERCENTAGE
YES 68%
NO 32%
Level of Implementation of the MTB-MLE Objectives
Table 2 presents the level of implementation of the MTB-MLE in the attainment of its
objectives, namely: (a) improve language acquisition of the pupils both in mother tongue and in the
second languages English and Filipino; (b) improve cognitive ability of the pupils; (c) develop/improve
socio/cultural awareness of the pupils such as self-expression and consciousness of cultural identity
and multiculturalism in the classroom.
Table 2. Level of Implementation of the MTB – MLE objectives
OBJECTIVES MEAN DESCRIPTION
1) Improves language acquisition of the 2.92 MI
pupils both in mother tongue and in second
languages English and Filipino.
2) Improves cognitive ability of the 3.38 HI
pupils.
3) Develop/improve socio/cultural 3.52 HI
awareness of the pupils such as self-
expression and consciousness of cultural
identity and multiculturalism in the
classroom.
OVERALL 3.27 HI
Legend:
3.26-4.00 Highly Implemented (HI)
2.51 – 3.25 Moderately Implemented (MI)
1.76 – 2.50 Poorly Implemented (PI)
1.00 – 1.75 Never Implemented (NI)
As gleaned from the table, the utmost objective being implemented is the development of the socio-
cultural awareness of the pupils such as self-expression and consciousness of cultural identity and
muliticulturalism in the classroom. This objective is perceived to be highly implemented with a mean
of 3.52. It is therefore, reflected that the the MTB-MLE is used as a cultural preservation and
revitalization among the pupils.
The second objective which is likewise rated as highly implemented with a mean score of 3.38 is on
the improvement of the cognitive ability of the pupils. This objective establishes the pedagogical merits
of the mother tongue policy. With the MTB-MLE, students develop higher order thinking skills
because they can grasp the content of the lesson delivered in their own language.
Among the three objectives of the MTB-MLE, the objective on the improvement of language
acquisition of the pupils in mother tongue and in the second languages English and Filipino, is the only
area moderately implemented. It is determined that teachers faintly understood that the mother tongue
of the students should be used as a springboard to learn a second language.
In general, the level of implementation of the MTB-MLE is Highly Implemented. The result goes with
the acceptance of the teachers in the carrying out of the new language policy. Most of the teachers
accept the program, thus, when a program is accepted, then support is expected.

Teacher factors affecting the Level of the implementation of MTB - MLE

Table 3 explains the different factors faced by the teachers which affect the achievement of the
objectives of the MTB – MLE. The need to cope with the national test which is written in English or in
Filipino like Mathematics Teachers Association of the Philippines (MTAP) exam, National
Achievement Test (NAT) and the like is a major problem faced by the teachers in attaining the
objectives of the MTB – MLE. It has a mean of 3.63 and describes as very serious. The teachers see an
inconsistency between the language of instruction and the language used in the tests, thereby, affecting
the full implementation of the program. Despite the claim of the mother tongue advocators that the
MTB-MLE will help in the literacy problem in the Philippines (as cited in Chapter I) and aids in the
acquisition of English as second language, the teachers still find an incongruity.
The second factor affecting the implementation of the MTB-MLE is on the teachers lacking training
and workshops. The teacher-respondents rated this problem a moderately serious with a mean of 3.22.
The Department of Education conducts teacher training annually from the enactment of the K-12
curriculum in the Philippines, but, regardless of these trainings, the respondents still claim that they
lack trainings and workshops regarding the effective implementation of the program. These trainings
that they need do not concern the teaching strategies they need in the MTB-MLE because the use of
varied teaching strategies is describes as slightly serious problem. The teachers, therefore, need more
training to improve the language acquisition of the pupils in other tongue and in second languages
because it is along this aspect that the teachers described as moderately implemented as previously
stated.
The third factor with a degree of seriousness as moderate is on the scarcity of teaching references.
Since, this is still a three-year old language policy, the teachers experience insufficiency of materials,
especially those resources written in the indigenous languages.
The fourth and fifth problems described as slightly serious are on the teachers experiencing difficulties
in his or her teaching strategies in the implementation of the program and on the lacking of mother
tongue terminologies for highly technical terms in some subject areas.
The last problem, teachers do not know how to speak the dialect of the students, is described as
not serious. The localization requirement in the hiring process of the teachers is attributed to this factor.
The teachers are hired in their own locality, giving them a background on the languages of the pupils
enrolled in the school of the locality.
Overall, the degree of seriousness of the factors in the implementation of the MTB_MLE as to the
teachers is revealed as moderately serious. The findings are likewise attributed to the first findings of
the study. Most of the teachers accept the language policy because they are experiencing moderately
serious problems in carrying out the objectives.
Table 3. Teacher factors affecting the seriousness of the implementation of MTB - MLE
PROBLEMS MEAN DESCRIPTION
a) Lack of training and workshops 3.22 MS
b) Scarcity of Teachers’ References 3.15 MS
c) Teachers do not know how to speak 1.10 NS
the dialect of the pupils.
d) Experiences difficulties in his/her 2.31 SS
teaching strategies considering the MTB –
MLE.
e) Lacks mother tongue vocabularies in 2.07 SS
translating highly technical terms especially
in mathematics and science.
f) Need to cope with the national test 3.63 VS
since these are given in English and in
 Filipino (MTAP, NAT and the like)
Average 2.58 MS
Legend: 3.26- 4.00 Very Serious (VS)
2.51 – 3.25 Moderately Serious (MS)
1.76 – 2.50 Slightly Serious (SS)
1.00 – 1.75 Not Serious (NS)

Pupil factors affecting the seriousness of the implementation of MTB – MLE

Table 4 reveals the implications of the pupil factor in the MTB – MLE implementation of the
objectives as perceived by the teacher.
Table 4. Pupil factors affecting the seriousness of the implementation of MTB - MLE
PROBLEMS MEAN DESCRIPTION
a) The pupils have different dialects 1.64 NS
and/or languages.
b) The pupils experience language 3.19 MS
interference when they learn second
language. Example, they pronounce
English terms as affected by their mother
tongue pronunciation.
c) Lacks mother tongue vocabularies. 2.47 SS
Average 2.43 SS
Legend: 3.26 - 4.00 Very Serious
2.51 – 3.25 Moderately Serious (MS)
1.76 – 2.50 Slightly Serious (SS)
1.00 – 1.75 Not Serious (NS)
The first problem concerning the pupils is on the language interference learners experience when they
learn a second language (Moderately Serious). An example of this language interference is when the
pupils pronounce the English terms affected by the mother tongue pronunciation. This problem
indicates that the pupils lack language awareness causing them not to make a distinction between the
mother tongue and the second language phonemes.
The second problem concerning the pupils is on the vocabularies of the pupils in the mother tongue.
This is apparently an irony because the pupils are expected to be equipped with vast mother tongue
lexicon. Their first language is likely to facilitate better self-expression among the pupil because they
are not hindered with word problems. Nonetheless, this problem, described as slightly serious, does not
significantly hinder the attainment of the MTB-MLE objectives.
The problem on the pupils having different dialects and/or languages is treated as not serious, which
means that the diversity of learners does not pose a problem to the teachers.
Generally, the pupil factors are perceived as slightly serious and so not considerably affect the
execution of the language policy.
Instructional Materials Affecting the Degree of Seriousness of the Implementation of MTB-MLE

Table 5 indicates the factor on the instructional materials in the implementation of the mother tongue
education in the Philippines as perceived by the teachers-respondents. The results show that
unavailability of instructional materials such as the dictionary in the mother tongue and the difficulty in
preparing learning materials are interpreted to be very serious with a mean of 3.36, 3.57 and 3.28
respectively. The unavailability of dictionary in the mother tongue has the highest mean, described as
very serious, is perceived by the teachers as the biggest factor in the realization of the MTB – MLE
objectives. This problem is in contrary to the first findings of this study revealing that the teachers and
the pupils find lack of mother tongue vocabularies as slightly serious problem. Despite this slightly
serious problem, the teachers still claim that the scarcity of mother tongue dictionaries is a very serious
problem.
Table 5. Instructional Material factors affecting the seriousness of the implementation of MTB – MLE
PROBLEMS MEAN DESCRIPTION
a) No available IM’s to be used by the teacher and pupils. 3.36 VS
b) Difficulties in preparing learning materials like big 3.28 VS
books, story books and the like.
c) No dialect dictionary available 3.57 VS
Average 3.37 VS
Legend: 3.26 – 4.00 Very Serious (VS)
2.51 – 3.25 Moderately Serious (MS)
2.51 – 3.25 Moderately Serious (MS)
1.76 – 2.50 Slightly Serious (SS)
In view of the aforementioned problems in the implementation of the MTB-MLE concerning
instructional materials, Gusmao, K. (2011) acknowledged that full use of the mother tongue according
to additive multilingualism may not be possible in the early stages, due to the fact that linguistic
development, teacher training and materials will be ongoing, and that flexibility in the early stages of
implementation is encouraged, while maintaining the ultimate goal of multilingualism and multiliteracy
for all learners (Gusmao, K. 2011).
This problem of the respondents on the instructional materials negates other researches on mother
tongue claiming that locally-produced materials are inexpensive and can be done in many languages, as
demonstrated by efforts in Papua New Guinea (Klaus 2003), the Rivers Readers project in Nigeria
(Williamson 1985), and other community-based programs supported by Non-Government
Organizations s such as work with minority languages in China (Malone 2003). In Papua New Guinea
the communities themselves decide which languages will be used in their schools (Kosonen 2004) and
they themselves produce materials on the lexicons of the language.
Furthermore, Farfan, F. (1999) in Mexico and Bloch (2002) in South Africa do not consider
instructional materials as a problems and they argue that producing visually appealing, high-quality
materials in the mother tongue and/or mother tongue plus other languages is motivational and raises the
status of the language. One way to make instructional material preparation motivational is to convince
donors to fund publication of poetry, riddles, big books, little books, and other literature for new
readers. Aside from community participation in the preparation of instructional materials is through
different writing competitions. The NGO promoting mother tongue literacy in Mauritius, for instance,
has story writing contests and publishes a wide variety of literature in Kreol and Bhojpuri, playing a
leading role in efforts to reach agreement on orthographies (Ah-Vee 2001).
Frequency of Use of teachers on Varied Teaching Strategies Considering the Implementation of the
MTB-MLE

Table 6 shows the frequency of usage of the different teaching methodologies used by the respondents
in their teaching taking into consideration the attainment of the MTB – MLE objectives.
The conventional teaching strategies such as the translation method and the used of the local literatures
are shown to be always used. The indigenous songs, poems and stories are taught aided by translation
method. Kavaliauskiene, G. (2009) has affirmed that the translation method as a teaching strategy in
MTB-MLE has a positive effect on the achievement of the students. Her research states that the
translation method facilitates linguistic development increasing the comprehension of the students in
the second language.
The contemporary teaching strategies such as interactive discussions and role play are sometimes used.
Field trip, community immersion and film viewing are seldom used. These findings on the use of the
traditional means more than the contemporary strategies suggests that the teachers have yet to be
trained especially in using the community as a laboratory for learning. The implementation of the
MTB-MLE requires contemporary teaching strategies. One of the K to 12 objectives is on the
development of the 21st century skills among students, and to attain this, teaching strategies are
encouraged to be aligned with the 21st century learning.
Table 6. Frequency of usage of teachers on varied teaching strategies considering the implementation
of MTB – MLE
STRATEGIES MEAN DESCRIPTION
1) Translation method 3.52 A
2) Local literature
a. Songs 3.88 A
b. Poems (including riddles) 3.29 A
c. Stories 3.53 A
3) Community immersion / field trip 2.21 SE
4) Film viewing 1.99 SE
5) Interactive discussions 3.12 SO
6) Role play 2.95 SO
Average 3.06 SO
Legend: 3.26 – 4.00 Always (A)
2.51 – 3.25 Sometimes (SO)
1.76 – 2.50 Seldom (SE)
 1.00 – 1.75 Never (N)
Correlation between the level of implementation of the MTB – MLE Objectives and the degree of
seriousness of the teacher factors
Table 7 shows the link between the level of implementation of the MTB-MLE objectives and the
degree of seriousness of the teacher factors. The level implementation is described as Highly
Implemented and the degree of seriousness of the teacher factors is Moderately Serious.
The relationship between the two variables indicates direct and strong correlation which means that as
the level of implementation of the objectives of MTB – MLE increases, the degree of seriousness of the
teacher factors on the attainment of the MTB – MLE objectives also increases. This correlation
explains that as the teachers highly implement the objectives of the language policy, the problems also
arise and intensify. More problems and more needs of both the teachers and the pupils are realized as
the teachers strive to better implement the language policy.
Table 7. Correlation between the degree of implementation of the MTB – MLE Objectives and the
degree of seriousness of the teacher factors
Degree of implementation of the Degree of seriousness of the teachers’
MTB – MLE Objectives factors affecting its implementation
Mean 3.27 2.58
Interpretation Highly implemented Moderately serious
rs = 0.72 Interpretation: strong
Correlation between the level of implementation of the MTB – MLE Objectives and the degree of
seriousness of the pupil factors
Table 8 shows the connection between the level of implementation of the MTB-MLE objectives and
the degree of the pupil factors. The average mean of the level of implementation is described as Highly
Implemented and the degree of seriousness of the pupil factor is Very Serious.
The relationship between the variables is weak correlation, which means that there is a direct but weak
correlation between them. As the level of implementation increases, the degree of seriousness of the
pupil factors also increases. This direct correlation, however, is computed as weak. The pupil factors
do not significantly affect the implementation of the MTB-MLE.
Table 8. Correlation between the degree of implementation of the MTB – MLE Objectives and the
degree of seriousness of the pupils factors
 Level of implementation of the MTB Degree of seriousness of the pupils’
– MLE Objectives factors affecting its implementation
Mean 3.27 2.43
Interpretation Highly implemented Slightly serious
rs = 0.23 Interpretation: weak correlation

Correlation between the level of implementation of the MTB – MLE Objectives and the degree of
seriousness of the instructional material factors
Table 9 reveals the relationship between the level of implementation of the MTB – MLE Objectives
and the degree of seriousness of the instructional material factors. The correlation of the variables
resulted to 0.94 and interpreted as very strong correlation indicating that there is a direct correlation. As
the level of implementation increases, the degree of seriousness of the instructional materials also
increases. This relationship implies that as the teachers highly carry out the objectives of the language
policy, they likewise experience problems on instructional materials. The teachers therefore reveal that
in the implementation of the MTB-MLE, there is a great need of instructional materials.
Table 9. Correlation between the degree of implementation of the MTB – MLE Objectives and the
degree of seriousness of the instructional material factors
Level of implementation of the MTB Degree of seriousness of the IMs’ factors
– MLE Objectives affecting its implementation
Mean 3.27 3.37
Interpretation Highly implemented Very serious
rs = 0.94 Interpretation: very strong correlation

Correlation between the degree of implementation of the MTB – MLE Objectives and the frequency of
use of Varied Teaching Strategies
Table 10 shows the correlation between the degree of implementation of the MTB – MLE objectives
and the frequency of use of varied teaching strategies. The result of the Spearman rho correlation
between the degree of implementation of the MTB – MLE objectives and the frequency of usage of the
different teaching strategies in implementing MTB – MLE equals to 0.47 being interpreted as moderate
correlation. This reveals that there is a substantial correlation of the two variables where one affects the
other. This entails that this two variables must work together for the achievement of the MTB – MLE
objectives. If the frequency of use is low then most probably the implementation of the objectives will
also be low. The teaching strategies are tools of the teachers in the realization of the objectives of the
MTB-MLE.
Table 10: Correlation between the degree of implementation of the MTB – MLE Objectives and the
frequency of use of Varied Teaching Strategies
Level of implementation of the MTB Frequency of use on the strategies used
– MLE Objectives in teaching
Mean 3.27 3.06
Interpretation Highly implemented Sometimes
rs = 0.47 Interpretation: moderate correlation

Summary
Based on the results, the following are the salient findings; 1) Not all teachers agree in the
implementation of the MTB-MLE. 2) The teachers highly implemented the objectives of MTB – MLE
specifically on improving cognitive development and socio/cultural awareness of the pupils. 3) Teacher
factors were moderately serious; pupil factors were slightly serious while instructional material factors
were very serious in affecting the implementation as well as achievement of the targets of MTB –
MLE. 4) Teachers sometimes used varied teaching strategies in the implementation of the language
policy. 5) There is a strong correlation between the level of implementation of the MTB – MLE
objectives and degree of seriousness of the teacher factors affecting the implementation as well as
achieving its goal, slight correlation between the degree of implementation of the MTB – MLE
objectives and degree of seriousness of the pupil factors, and very strong correlation between the
degree of implementation of the MTB – MLE objectives and degree of seriousness of the instructional
material factors 6) There is a moderate correlation between the degree of implementation of the MTB –
MLE objectives and the frequency of use of varied teaching strategies.
CONCLUSIONS AND RECOMMENDATIONS
This section presents the conclusions and recommendations based on the data gathered.
Conclusions
Based on the results and salient findings of the study, the following conclusions were drawn:
1) Not all of the teachers agree with the implementation of the MTB-MLE. This finding negates the
research hypothesis that all of the teachers approve the policy. One of the seen factors that contributed
to this non-acceptance is the transition period from bilingual policy to the mother tongue-based
education.
2) Despite of the different attitude of the teachers in the implementation of the MTB-MLE, they still
highly implemented the objectives. This language policy has already put into law through Republic Act
10533 (Enhanced Basic Education Act of 2013) and the Republic Act 10157 (Kindergarten Education
Act).Putting the mother tongue education into law means imperative implementation.
This finding of the study accepts the hypothesis that states that the teachers highly implement
the objectives of the MTB-MLE.
3) The degree of seriousness of the problems is moderately serious which negates the research
hypothesis stating that the problems are on very serious degree. The problem on instructional materials
is found out to be very serious affecting the implementation of the language policy. Despite these
problems experienced by the teachers, findings indicate that they still highly implement the language
program. It is associated with the enactment of the MTB-MLE into law as earlier stated.
4) The teachers sometimes use varied teaching strategies and or activities in the implementation of
MTB – MLE, negating the hypothesis that teachers always use varied teaching strategies in attaining
the objectives of the program. This poses a dilemma because the objectives are highly implemented as
claimed by the teachers but problem occurs as to the effectiveness of implementation.
5) There is a strong correlation on the degree of implementation and the degree of seriousness of
teachers’ factors, slight correlation between the degree of implementation and degree of seriousness of
pupils’ factors while very strong correlation between degree of implementation and degree of
seriousness of instructional materials on the MTB – MLE. These findings disaffirm the hypothesis that
states that the correlation among the variables is very strong.
a. As to the level of implementation increases, the degree of seriousness of the teacher factors also
increases. In this connection, teachers still implement the objectives but as they implement, problems
also arise.
b. The correlation between the pupil factors and the degree of implementation of the MTB-MLE
indicates that if the pupil problems are not serious, the implementation becomes better. The
implementation of MTB-MLE, therefore, also depends on pupil factors.
c. There is a very strong correlation between the level of implementation and the degree of
instructional material preparation. The scarcity and difficulty of making instructional materials pose a
very serious problem in the implementation of the program. This correlation suggests that in the
implementation of the language policy, there is a great need of instructional materials.
6) The teaching strategies are the tools of teachers in the realization of the MTB-MLE objectives.
The moderate correlation, negating the hypothesis, indicates that if the teachers cease to use varied
teaching strategies, the implementation is negatively affected.

Recommendations
Based on the findings and conclusions, the following are recommended:
1) Teachers need to be properly oriented, trained and supervised in the implementation of MTB-
MLE. Sufficient teacher trainings lead to the acceptance of the teachers of the language program.
2) More seminars on language awareness are encouraged to be in placed to increase the
implementation of the teachers on language development objective of the MTB-MLE.
3) Basic needs of pupils and teachers, such as instructional materials, must be met for any reform to be
effective. Unless conditions are improved for the grassroots it is unlikely that a change in language
policy will dramatically improve educational attainment.
5) All stakeholders are encouraged to be involved in the decision-making regarding implementation of
the mother tongue based multilingual education, as well as which languages will be used and how they
will be developed. Top-down processes should enable implementation through legislation and
allocation of resources, while bottom-up processes provide grassroots commitment and linguistic
community support. This implies some degree of decentralization of educational decision-making,
especially that the MTB-MLE involves languages of the community.
6) There should be policy formulation that will ensure adequate provision for instructional materials in
the mother tongue. Moreover, all MTB-MLE teachers are encouraged to be exposed to, and trained on
the art of improvisation of instructional materials on regular basis so as to make teaching-learning more
effective.
7) Tracking the background of the teachers in terms of their readiness of MTB-MLE implementation is
encouraged.
8) Further researches employing other variables are motivated.

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