“Binisaya” Instruction: Facing the MTB-MLE Challenges Head-on

By: Edgar R. Eslit

ORCID No. orcid.org/0000-0001-8072-0486
Email Address: Edgareslit@yahoo.com
Affiliation: Professor, SMC, Iligan City, Philippines

Abstract

Current studies show the growing movement of the Mother Tongue (MT) instruction in the
elementary years of a child‘s education all over the world. This is apparent in the rising number
of efforts in the educational programs in the Philippines that utilize this approach.
Nonetheless, Philippines is the only country in Asia to have instituted a national policy calling
for the mother tongue-based multilingual education (MTB-MLE) in the elementary years. While
studies have long supported the use of mother tongue as the language of instruction (MOI),
they have been primarily conducted in selected schools rather than employing it all over the
country down to the local community settings. As such, little is known about how a national
policy for the MTB-MLE can be disseminated in a contextualized local situation. This study
examined how teachers, parents, and pupils in two elementary schools (Public and Private) in
Iligan City face and understand the challenges affecting the MTB-MLE. The challenges were
explored and analyzed. Employing the qualitative method using the questionnaires, classroom
observations, and interviews, the necessary data needed for the study was completed. The data
were collected from July to September 2014. Results show that teachers, parents and pupils
were supportive of the program but were skeptical due to the growing challenges brought by
the lack of MT learning materials and books which they have considered as MTB -MLE’s biggest
challenge. In response, the researcher postulated his “Ethno-lingo propagar theory” to address
the challenges at hand.

Keywords: Mother tongue, MTB-MLE, Language Education, “Binisaya” Instruction

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1. Introduction

“There is, I think, no point in the philosophy of progressive education which is

sounder than its emphasis upon the importance of the participation of the
learner in the formation of the purposes which direct his activities in the learning
process, just as there is no defect in traditional education greater than its failure
to secure the active cooperation of the pupil in construction of the purposes
involved in his studying.” John Dewey (1938).

Iligan City and the rest of the country, Philippines, witnessed the enormous educational
transformation when Republic Act (RA) no. 10533, otherwise known as the “Enhanced Basic
Education Act of 2013”, was signed into law by President Benigno Aquino last May 15, 2013.
One of the striking features of this law is the use of the mother tongue (MT) as one of the
subjects taught in the classroom and as the primary medium of instruction (MOI). According to
UNESCO (2007), MT is a language that a person: 1) has learned first; 2) ascertains with or is
recognized as a native speaker of by others; 3) recognizes best; and 4) practices most. The
Mother Tongue Based Multilingual Education (MTB-MLE) program is more than just using MT as
the language of instruction when elucidating the curriculum but also conducting research and
evidence-based policies, adequate teaching and learning materials, and thorough teachers’
training which are now continuously conducted by the Department of Education (DepEd) in
Iligan.

This changing language policy is part of a rising movement around the world to support
mother tongue instruction in the early years of a child‘s education. In Asia, this is apparent in a
growing number of educational programs that use the mother tongue approach. Good
examples can be found in Cambodia, Indonesia, Malaysia, Thailand, and Vietnam (Kosonen,
2009).

While the use of non-dominant languages in education is allowed in each of the

aforementioned countries, Philippines is the only country to introduce a national policy
requiring the mother tongue (MT) inclusion in the early grades. The action of the Department
of Education (DepEd) and Congress to adopt the MTB-MLE was based on the aftermaths of
previous quantitative and longitudinal studies that highlighted the benefits of using the mother
tongue as the language of instruction. There were two studies in the United States (Ramirez,
1997) and one in the Philippines (Walter & Dekker, 2011) which concluded that the minority
language students gained literacy in their first language experienced with higher academic
achievement compared to students who learned in a second or third language. They
recommended that second and third languages can be acquired more easily if the foundation in
the first language is established promptly.

The program recognized that the MT policy holds potential for a large scale change.
Matland (1995) suggested that this kind of change will work for policies with low ambiguity and
low conflict. Policies with low ambiguity are easy to interpret, and policies with low conflict
have little chance of creating resistance for implementation. Matland compared change of this

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nature with a machine in which explicit information flows from one level to the next. He argued
that “top-down” approach is best suited for policies that are technical and administrative in
nature. It must essentially be assured to succeed as long as the appropriate resources are
allocated.

Opposing Matland‘s (1995) idea, the MTB-MLE reform in the Philippines contains
ambiguity and conflict. In terms of ambiguity, the DepEd orders specified what should be done
but offered little support on how it should be done. For example, the orders called for
instruction in the mother tongue, yet government-provided resources are only available in the
twelve primary regional languages (“Binisaya” is one) in kindergarten and for Grades 1- 3
nationwide. As such, it is unclear how to implement the policy in a way that it aligns with the
desired mother tongue approach given the lack preparation and suitable MT learning materials
and books.

Considering its current implementation, however, the linguistic and cultural diversity of
Mindanao especially on Iligan brings much complexity in terms of its implementation. With
more than 26 provinces and over 25 million population in Mindanao (Philippine Statistics
Authority. 8 June 2005), the program brings challenging situation in terms of language policy in
the locality.

The current study relatively addresses this problem. Policies with ambiguity and conflict
may require more involvement from the ground level to be sustainable and effective (Darling,
1995). In the case of MTB-MLE, very little consideration has been given to the perspectives of
those at the grassroots or ground level, namely teachers, parents and students. The
government rather viewed them as soldiers of the system carrying out the orders (Shohamy,
2006). Despite assumptions that the reform is being implemented in alignment with explicit
policy statements, other researches suggested that policies are interpreted and appropriated
differently depending on the context (Johnson & McCarty, 2011). While the national MTB-MLE
policy statement (i.e., the de jure policy) aims to integrate mother tongue instruction
throughout the country, the actual implementation (the like of the de facto policy) differs
across the country. This points to the importance of parents, teachers and students in the
policy process because, in essence, their actions affect the implementation of the policy itself
(Sutton & Levinson, 2001). Contrary to the claim made by government, stakeholders have a say
when it comes to the MTB-MLE implementation. The researcher sought amplifications of the
matter in one of the affected schools, the Queen of Angels School of Iligan (QASI). After all,
manning the wheel of the program lies in the hands of the stakeholders who serve as the
program’s front liners.

2. Objectives of the study

The main objective of this paper is to study the “Binisaya” instruction and its challenges.
Specifically, the paper intends to answer the following questions: 1) Is the “Binisaya ” (L1) used
in Grades 1 to 3 classrooms in QASI? If so, how frequently is it used and for what purpose? 2)

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What are the attitudes of the students and teachers towards the “Binisaya” instruction in the
classroom and what would be its effect to the learners?; and 3) What are the challenges
encountered by the teachers, students and parents?

The participants of this study were ten (10) teachers, ten (10) randomly selected
students and another ten (10) randomly selected parents whose children are enrolled in QASI.
The teacher participants were all faculty members of the same school, with teaching
experiences ranging from one (1) year to nine (9) years.

2.1. The Locale of the study

The Queen of Angels School of Iligan (QASI) is located at Purok Lerio, Acmac, Iligan City
which is approximately one hundred meters away from the national highway and about thirty
(30) minutes ride from the heart of the city. The place is accessible to all kinds of
transportation. It was established last August 21, 2004 by Mrs. Inocencia L. Tapic, Mrs. Vilma T.
Sumaoy, and Fr. Bernard Begornia. Now, on its 9th successful years of operation, it caters the
intellectual needs of local residents who are looking for quality Kinder and Elementary
education. The school is under the direct supervision of Mrs. Inocencia L. Tapic, the directress.
In accordance with the implementing rules and guidelines in running the school, the
administration complied and passed all the necessary requirements instigated by the
Department of Education (DepEd) including its permit to operate.

2.2 The school

The Queen of Angels School of Iligan (QASI) accommodates kinder and elementary
pupils from all walks of life. The Socio-economic backgrounds of its clientele range from low to
above average status whose domiciles are located within the locality of barangay Acmac and its
nearby barangays. Their classrooms are fully air-conditioned, clean, well lighted, spacious and
complete with school amenities. All learning materials, kits, and other learning aides are
conveniently placed in every classroom to encourage pupils to enjoy and learn while they are in
school. Each pupil is provided with cubby table to keep their personal belongings safe. Their
library has the essential reading materials and visual aides for the pupils and teachers to use.
They also have a clinic which is situated just beside the principal’s office. It is equipped with
medicines, first aide kit, and a school nurse. Their canteen offers nutritious and affordable
food for the personnel and students. The playground is big enough for the 150 students to
enjoy. They got indoor and outdoor sport’s facilities and basketball court to help support the
physical, mental, and social needs of the pupils.

2.3. Respondents’ Profile

The current study sought the assistance of thirty (30) respondents from the Queen of
Angels School of Iligan (QASI). Their profile were classified as follows: Teachers (10), Parents
(10) and Students (10).

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2.4. The Teachers’ Profile

SUBJECT YEAR IN
NAME AGE COURSE Language
TAUGHT SERVICE spoken
26 yrs. Binisaya
Baylon, Jeaniel Joy A. Gen. Ed 4 years BEED
old
23 yrs.
Bergonia, Jenelyn M. Gen. Ed. 2 years BEED Binisaya
Old.
BEED w/
45 yrs. C.L./Gen. Ed for
Destua, Roda G. 8 years Master’s
old prep. Binisaya
degree units

39 yrs. Gen. Ed for MA-Education

Eslit, Ma. Evelyn B 8 years Binisaya
old Elem. Management
22 yrs.
Gil, Beverly A. English, MTB 2 year BSED English
old Binisaya

22 yrs. ACT major in

Hortilano, Devine D. Computer 2 year
old Multi-media Binisaya

43 yrs. Gen. Ed for Prep,

Niez, Marcilita B. 2 year2 BEED
old MTB Binisaya

Sagon, Janine Maica 25 yrs. Gen. Science, BEED Gen.

5 years
O. old MTB Science Binisaya

21 yrs.
Tacbas, Rowena A. Filipino, Sibika 2 year2 AB Filipino
old Binisaya

BEED w/
28 yrs.
Tapic, Ivy Flor L. English 4 years Master’s
old Binisaya
degree units

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2.5. The Parents’ Profile

Name Language Spoken Gender Age

Belogoco, Elfie Fatima N. Binisaya Female 31
Costomban, Suzette Binisaya Female 32
Fernandez, Ian Binisaya Male 40
Fernandez, Micah E. Binisaya Female 36
Gabutin, Mary Joy S. Binisaya Female 44
Macapayag, Criss Binisaya Male 39
Manahan, Evelyn R. Binisaya Female 43
Ningasca, Irish Mae L. Binisaya Female 31
Pino, Juliet Binisaya Female 30
Yordan, Wella Kate Binisaya Female 28

2.6. The Students’ Profile

Name Language Spoken Gender Age

Ahat, Adrian Eulexis Hairo B. Binisaya Male 8
Alino, Casey Rose J. Binisaya Female 7
Aninon, Xander Philip L. Binisaya Male 8
Hanz Benedict B. Esli Binisaya Male 9
Loberanes, Azekel Imre S. Binisaya Male 7
Manahan, Kurt Ferdinand R. Binisaya Male 8
Ompoc, Chloe G. Binisaya Female 7
Orong, Fame A. Binisaya Female 7
Perez, Ralph John E. Binisaya Male 8
Saragoza, Phil Marize P. Binisaya Male 8

3. Related literature and studies

Recent initiatives on “Binisaya” instruction revolves around Mother Tongue-Based

Multilingual Education. The MTB-MLE program was institutionalized on July 14, 2009 through
Order No. 74 of the Department of Education (DepEd). It is believed to have supplanted the
country’s bilingual education policy (English and Filipino as media of instruction) which has
been in place for almost three decades. The difference between MTB-MLE and bilingual policy
can be understood essentially in terms of which languages should be the medium of
instruction. The Philippine bilingual education requires English and Filipino, the national
language, as media of instruction depending on which subjects are being taught (Gonzalez and
Luzares, 2001). The MTB-MLE, on the other hand, pushes for the mother tongue (MT) or
sometimes called L1 of students as medium of instruction in all subjects except for English and
Filipino. Currently, however, the debates seem to be limited to MT and bilingual policy issues in
the primary grades. The DepEd Order No. 74 is based explicitly on the assumptions of the

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“superiority” of the use of mother tongue in education based on successful projects and
empirical research which include the Lingua Franca Project of DepEd started in 1999, an
immediate precursor of MTB-MLE; the longitudinal study of the Lubuagan Experiment (Walter
and Dekker; Dekker and Young, 2011) which showed that the performance of the Grades 1 to 3
pupils taught in the local language outperformed better than those taught in English; and the
DepEd study (Lim and Giron, 2010) which affirmed international studies showing that pupils
taught mathematics in their mother tongues performed relatively well in the international
exams.

Support for MTB-MLE has come from a diverse range of sectors in Philippines, creating
an increasingly coalescing network of initiatives and alliances working for various levels of
advocacy for mother tongue instruction, such as microsystem values, policies and funding,
research, training and resources (Ball, 1994). Similarly, based on the same assumptions about
the superiority of mother tongues in the facilitation of effective learning in schools, several
individuals, government agencies, and professional organizations have also taken an
unwavering stand in favor of MTB-MLE. These include the Philippine Business for Education,
Komisyon sa Wikang Filipino and the Linguistic Society of the Philippines. But what is perhaps
more meaningful are the many regional, provincial and school-based initiatives to implement
the MTB-MLE. These include the National Training of Trainers (TOT) spearheaded by the
Department of Education, the formation of new coalitions such as Akademiyang Bisaya Inc
(ABI), and the holding of significant conferences such as the 1st Philippine Conference-
Workshop on Mother Tongue-Based Multilingual Education sponsored by the170+Talaytayan
MLE Consortium in Cagayan de Oro City and the MLE-themed Annual Conference and General
Assembly of the Linguistic Society of the Philippines in Metro Manila, both were conducted in
2010. To highlight a certain point, the MTB-MLE framework is not really new (UNESCO The Use
of Vernacular Language). Mother tongue instruction has been vigorously pursued in non-
formal, indigenous, and minority schools in other countries. The mother tongues in schools
have not only served as tools for effective learning, but also as channels for the expression and
affirmation of local cultures and identities. The use of the mother tongue has rarely been
questioned because of the following reasons: The first is that the MTB-MLE framework has
usually been a part of a larger framework of social and community development where the
mother tongues are the “natural” choice. Second is that it has been used “outside” the
mainstream education system where the bilingual education policy was put in place (Canieso-
Doronil, 1998).

While the MTB-MLE program remains at par to that of what is being universally
established, it can not be denied, however, that some challenges are larking within the
parameter of its implementation and in such stature have to be dealt in this paper.

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4. Theoretical framework

This study is anchored on UNESCO’s (2007) factors in the success of mother tongue-
based multilingual education program implementation (Benson, 2004, Danbolt, 2011 and
Malone, 2012) inventory of challenges in mother tongue-based multilingual education.

As emphasized in UNESCO (2007) MTB-MLE guidelines, it pointed out that the

effectiveness of mother tongue-based multilingual education necessitates thorough planning
and commitment. The planners need to take into consideration measures to ensure that the
program is effective. All this guided the researcher in framing the questionnaire for the study.
Variables were considered and factors were adapted by the researcher to fit the present study.
The researcher came up with the general MTB-MLE questionnaire for the teachers, students
and parents’ assessment of “Binisaya” instruction, ways and frequency of its use, and the
challenges encountered by the respondents to be used in the present study.

The challenges affecting the “Binisaya” instruction were given strong emphases. Benson
(2004) mentioned that one challenge that may be faced in mother-tongue based schooling is
acceptability, apart from human resource. Human resource could mean that of human resource
development and teachers’ training. These trainings should not be carried out without
appropriate in-service and pre-service training. Along with this challenge is the difficulty to find
teachers who are competent in the MT. In consequence, unqualified teachers with less training
can be hired especially when nationwide implementation is carried out.

Another challenge according to Benson is on the materials development. She said that
special attention should be given to time and resources in the implementation of mother
tongue- education. Educators and people in the community should have time to work together
with linguists to be able to produce materials in the MT. Benson stressed that there are
problems in the implementation because people who are involved in the implementation fail to
reach a consensus on the allocation of resources.

Moreover, Danbolt (2011) cited another challenge and this is on attitude towards the
language which is very important in learning to use one or two languages. Learning a language
goes with attitudes of its users and of persons who do not know the language. When one has a
positive consideration towards the language being used, a feeling of belongingness and identity
exists. Skutnabb-Kangas (1981) supported this idea by saying that positive attitude towards
language is in relation to the feeling of being at home with the language. Benson (2009)
postulated that the use of the mother tongue in the classroom makes students feel good about
school and their teacher. This happens because they are becoming knowledgeable in the
language familiar to them. This makes them demonstrate what they know and participate in
their own learning and eventually express themselves.

Furthermore, Malone (2012) as cited by Kadel (2012) mentioned seven challenges in

planning, implementing and sustaining an excellent mother tongue-based education. These are
multiple languages with multiple dialects, absence of concrete orthographies, shortage of

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mother tongue speakers with teaching materials, scarcity of written literature, various mother
tongues, large class sizes, and deficiency of curriculum and instructional materials. Kadel also
pointed that challenges may also be faced on poor coordination among government agencies,
misconception and differences in the knowledge about mother tongue-based multi-lingual
education, confusion of parents about the notion of mother tongue-based multilingual
education, qualms among teachers in the government schools due to the apprehension of
losing their jobs, eagerness of parents to send their children to go to schools with English as
medium of instruction, making MTB-MLE inclusive for all since it aims for the utilization of non-
dominant languages speaking children only, and the unfair allocation of financial resources
from the agencies.

On the bases of the afore cited maxims, they prefigured MTB-MLE’s learning theories: 1)
The Developmental Learning Theory by Jean Piaget, a Swiss Scientist(1896-1980) noticed that
children learn by passing through a consistent series of stages in cognitive development; 2) The
Schema Theory by R.C. Anderson, a respected educational psychologist organized knowledge as
an elaborate network of abstract mental structures which represent ones understanding of the
world; 3) The Social Learning Theory by Albert Bandura asked the question, “How are societies
so successful in transmitting their ideas of what is good and bad behavior, of what is valued,
and of what skills are most important?” The learners in these societies often seem unaware
that they have been “taught” these behaviors; 4) The Socio-Cultural Learning Theory by Lev
Vygotsky, a Russian psychologist (1896-1934) states that everything is learned twice: first
socially (that is, with the help of other human beings), then privately (internalized). All
knowledge is socially constructed; that is, all learning is group learning . 5) Building on these,
Cummins (1984) formulated an ‘interdependence theory,’ asserting that second language
competence depends upon the level of development of L1. Cummins distinguished between
two kinds of language mastery: ‘interpersonal communication’ refers to oral communication
skills that are used in everyday situations, while ‘cognitive academic language proficiency’
(CALP) is achieved when the speaker can use language in decontextualized ways, including
writing, permitting the use of the language as a cognitive tool. Cummins argues that if learners
have achieved CALP in L1, this competence can be transferred to L2, permitting them to
participate successfully in academic learning in L2. 6) Language Interdependence Theory; and 6)
Skutnabb-Tangas and Toukomaa (1976) proposed the ‘threshold theory, which posits that only
when children have reached a threshold of competence in their first language can they
successfully learn a second language without losing competence in both languages.

5. Methodology

The researcher adopted the Qualitative Participatory Method by Davies and Dart (2005).
Such approach is deemed appropriate for the current study. The method was administered by
making use of a direct classroom observation and interview.

The qualitative approach in research is now widely accepted and has been applied in
many social fields, including education (Robson, 2011). This approach affords a more flexible

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design than might be possible with more traditional quantitative assessment tools in the sense
that the design, at least in part, emerges as the research progresses and is adjusted to the
realities of the situation (Robson, 2011).

It is a fact that qualitative research has its basis in a social constructionist view, defined
by Robson as follows: Social constructivism indicates a view that social properties are
constructed through interactions between people, rather than having a separate existence.
Meaning does not exist in its own right; it is constructed by human beings as they interact and
engage in communication (Robson, 2011).

Empirically, while the traditional method would maintain distance between the
participants and researchers (Robson, 2011) for the sake of objectivity or impartiality (Crackne,
2000), a qualitative approach calls for a researcher to relate to participants, to interpret the
research situation in which all are immersed and, inevitably, to contribute to the process of
constructing and interpreting meaning. This sort of subjectivity is welcomed, considering that
the task of the researcher is to understand the multiple social constructions of meaning and
knowledge because not only are the values and attitudes of the researcher important, but also
those of the participants. Their values will be reflected in their constructions of meaning
(Roche, 2000). This is very important, because research sustainability will likely be
compromised if the stakeholder’s values are ignored (Abeyratne, 2010).

Now, whether or not the stakeholders themselves will participate in monitoring and
evaluation has been a matter of discussion, asking what degree of involvement a researcher
can have with that which is being evaluated and still be an appropriate evaluator (Cracknell ,
2000). For the last two decades, interest in participatory approaches has increased, originating
from the discussion of ‘fourth generation’ evaluators (Guba and Lincoln, 1989). The three
previous generations of evaluators focused on ‘mastery of the facts’ (1989), tended toward
managerialism, failed to acknowledge the non-homogeneity of participants’ value systems and
were overcommitted to the scientific paradigm of inquiry. Guba and Lincoln argue that a
research methodology that uses the traditional scientific method is not necessarily independent
of a value system (1989), and propose a ‘constructivist methodology’ as ‘a replacement for the
scientific mode’ (1989), removing the pre-established parameters and boundaries of previous
models in favor of an emergent model where indicators are not pre-determined and
stakeholders are involved in an interactive process of negotiation. There is a loss, in a sense, of
complete control, of finding universal solutions, but it is a loss in favor of solutions with local
meaning and utility.

This discussion basically advocates Cracknell’s recognition that various categories of

stakeholders will have their own value systems, and each of these is significant and cannot be
ignored. Researchers should adjust their roles to become negotiators or “agents” facilitating
discussion of the judgments and conclusions drawn by various groups of participant
stakeholders, helping them to achieve consensus. Such negotiation gives stakeholders
opportunities for empowerment and education. The goal is a real participatory method rather
than donor-dominant practices (Cracknell, 2000). As Patton states, “the best way to be sure

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that evaluation is targeted at the personal concerns of the stakeholders is to involve them
actively at every stage of the evaluation” (cited by Cracknell, 2000). This demonstrates respect
for the dignity and integrity of beneficiaries, welcoming everyone’s contribution, so that the
participants continue to be treated as human, not as objects of experimentation (Guba and
Lincoln, 1989). It promotes genuine interest in hearing their concerns in order to learn what
actions will meet the felt needs, not just to measure the degree of success or failure (Cracknell ,
2000).

5.1. Research Focus

The research focus is on “Binisaya” instruction challenges. The researcher focused on

the challenges encountered by the teachers, students and parents relative to the MTB
implementation. With regard to the challenges, Guskey (2002) stated that the main goals of the
MTB-MLE program include changes in the attitudes, beliefs and practices of the stakeholders as
well as in student learning outcomes. He asserted that teachers’ attitudes and beliefs will
change only as they observe improved learning outcomes as a result of new practices. Without
such evidence, change will not be attainable. Evidence could include not only in test scores, for
example, but the level of student participation in the classroom as well as ‘students’ feelings of
confidence or self-worth’ using the language. Guskey also considers the cyclical nature of the
process, that as teachers’ attitudes improve, they might make other changes in practice which
will improve student outcomes even further. The changes in teacher’s practices and attitudes
through MT can be seen as the MTB-MLE program progresses. Parents and educators have
related their own experiences and assessments of progress of their pupils compared to the
traditional teaching-learning paradigm.

The use of learning materials is also having its big role. Regarding the instructional
materials, others have used quantitative fixed-design methodologies for evaluation
(Abdulrahman 2008). But the materials lay open to in this research are quite simple. These are
books and other teaching aids or MTB-MLE learning materials. Some are simple children’s
books, handmade by the teachers and intended to be predictable. Each lesson includes word-
building and sentence-building exercises and a short text that, as much as possible, uses only
letters that have already been taught. Review exercises are included to stimulate creativity of
the teacher and to help reinforce what pupils have been learning. These are among the first
pieces of literature ever produced in “Binisaya” language, so the goal was not to evaluate them
like a textbook in a literature-rich school environment, but to look for evidences of acceptance
and efficacy of the materials in how teachers and pupils relate to and use them; and evidences
of their contribution to the process of beginning acquisition of literacy, specifically, the
decoding skills of the beginning reader.

On the process, the researcher played the role of an active observer assessing the
“Binisaya” instruction by observing and interviewing the respondents but not making a general
MTB-MLE program evaluation. The implementation of the program is still at a very early stage.
General assessment would require a model that would‘ embrace the wider context of

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influences and change processes that surrounds the program, and the wide variety of the
resulting impacts’ (Roche, 2000). It involves all kinds changes. Robson asserted that ‘change is
a process, not an event’ (Robson, 2011), explaining that effective change takes years before it
causes significant impact. However, even though program assessment focuses on longer term
changes, ‘significant change or progress towards long-term change can also be detected in the
short term’ (Save the Children, 2003). While it might be too early to assess the “Binisaya”
instruction in its fullest sense, stakeholders are expected to have perceptions, to feel effects, to
see changes in the process and the other people who get involved in the communities. They
likewise were expected to have impressions as to the effectiveness and role of the “Binisaya”
itself, the learning materials, written in the language and its use in the school. The stakeholders
have their interest in this regard as a window into what is working and what could be improved
as the MTB-MLE program is growing to include more languages even in the local level. For the
time being, they are posing a lot of challenges.

5.2. The Classroom Observation

Observation is widely used in social research (Robson, 2011), and it was applied in this
research, too. The purpose would be to observe classroom dynamics, especially related to the
research focus, as a means of cross-checking and perhaps expanding the data analysis. The
researcher assumed the role of an “observer” but somehow act as “participant observer”,
anticipating that perhaps children would look at the researcher as a teacher or teaching
assistant, as commonly occurs with younger pupils when an adult visitor is present in their
classroom (Robson, 2011).

After a short introduction, the researcher sat at the back of the classroom to help
minimize distraction of the pupils. The teachers grant permission to use a camera (Celphone
cam), which was used solely for documentation purposes. Observations were planned for
morning hours, but one was shifted to an afternoon; total combined observation period was
three (3) days. The teachers in the classrooms where the observations occurred spoke the
Mother Tongue (MT) used as the language of instruction, and all had completed the series of
MTB-MLE trainings held by DepEd office in Iligan as of summer 2014. During the first quarter of
the A.Y 2014-2015, each teacher had received a Primer Teacher’s Guide in their language and a
copy of the MTB-MLE Curriculum and syllabus for Grades 1, 2, and 3. These are documents that
were developed by DepEd personnel together with other teachers during their trainings. The
class activities were documented using the camera during the observation session, and the
researcher took handwritten notes using a simple template (See appendix C), observing
teachers’ practices and how they were applying what they had been taught in the MTB -MLE
trainings. After the observations, some questions were asked to the respondents concerning
what has transpired.

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6. The Data Gathering

To find out the recurring challenges, after completing the field method preliminaries, as
pointed out earlier, three (3) selected classes (grades 1-3) were being observed. Likewise, the
researcher also intended to find out how frequent, how long, and on what occasions the
“Binisaya” language was used. To obtain a more authentic data, the teachers were informed of
the observation ahead of time. After the observation, three teachers were interviewed and
asked why they use “Binisaya” in their classes. The responses were logged in the researcher’s
notebook for easy access, translation, and interpretation.

7. The Results discussion

7.1. Observation

Having collated the data from the observation log and interview the following
information made significant insights in the study:

Table 1: Classroom observations

Occasions in which the “Binisaya” language was used Total

Explaining Explaining
Giving Explaining complex
Occasion meanings complex
instructions grammar rules
of words ideas

Teacher 1 1 8 1 0 10

Teacher 2 0 3 3 1 7
Teacher 3 9 2 0 1 12

Total 10 13 4 2 29
Table 1 shows the number of times and occasions that “Binisaya” was used in the class.

The table shows that “Binisaya” was used by the three teachers in the class to give
instructions and to explain the meaning of words, complex ideas, and complex grammar points.
The highest use of “Binisaya”, 13 times, was to explain the meaning of words. Teacher 1 used
“Binisaya” to explain the words spout, terrain, melt, and beneficiary after her English
explanations, which proved to be effective judging from the students’ responses. Teacher 2
used “Binisaya” to explain the meanings of the words outpouring, high, and spell following her
English explanations. In explaining the word high in the phrase a search for a ‘high’ life does
not supply. She came up with an appropriate and contextually or culturally specific “Binisaya”
translation and the students seemed to understand it quickly. One could conclude that the
teacher use “Binisaya” only when she explained abstract or culturally-specific words. All three
teachers first attempted to explain the words, grammar points, and meanings of complex ideas

Page 13 of 22
in English, but resorted to “Binisaya” when they thought the students did not or could not
understand their explanations.

Teacher 3 used “Binisaya” most frequently to give instructions. In the first five instances,
the teacher used “Binisaya” only after first giving instructions in English, apparently to ensure
that every student understood what was said. Because it was quite noisy outside the classroom
at that time, the teacher used “Binisaya” instruction on four occasions to hold the students’
attention and make them follow her.

These three class observations indicate that “Binisaya” is used on occasions when
English explanations fail to work, hence the MT plays a supportive and facilitating role in the
classroom.

7.2. The Interview

After the classroom observations, the three teachers were interviewed about their use
of “Binisaya” in the classroom and how they viewed its challenges. Since the researcher and the
teachers do not have luxury of time, only teachers handling grades 1 to 3 were prioritized
during the first visit. They were asked about their prior classroom MTB-MLE experiences. Their
answers are summarized as follows:

Teacher Jenilyn: This is tough, right? (She looks nervous) First, I think using “Binisaya”
words is more effective and less time-consuming. Often, it’s okay when
you spend some time or use English to explain a word or idea, and the
students still look confused. Using one simple “Binisaya” word or phrase
might solve the problem. Class time is limited; if using “Binisaya” is
helpful, why not do it (‘di ba?). Second, criticizing the use of “Binisaya”
on the grounds that the students’ exposure to English will be reduced
does not reflect the fact that students read the English text and still
communicate in “Binisaya” with the teacher and other students in the
classroom. The use of “Binisaya” in the class actually provides more time
for students to practice their English and get exposure to “Binisaya.
Finally, the amount of “Binisya”used depends on the students’ language
proficiency. All in all, I think that using “Binisaya” in the classroom is
necessary and the advantages of doing outweigh the disadvantages. I
think if MT materials are accessible, the more that they’d learn a lot.

Teacher Jenilyn was very affirmative in regards to the use of the “Binisaya”. The only
challenge she thought dragging her around is the idea that, apart from the scarcity of MT
materials, the grade 1 parents would always think that the “Binisaya” is inferior compared to
English. She couldn’t find ways how to convince them.

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 Teacher Jeneil: (Nervous and shaking) The main reason I use “Binisaya” in the
classroom is that sometimes students —because of their low proficiency
level in English—fail to follow me when I use English only to explain the
meaning of the text or to give instructions. Also, when I happen to know
certain and appropriate “Binisaya” translation of an English sentence, I
will give it to students so they can immediately comprehend the meaning
of the English sentence. This will help them compare the word choices in
the two languages. Some “Bisaya” terms are new to the pupils. With MT
materials, they could perform better.

Teacher Jeneil is another teacher who’s very supportive of the MT instruction. The only
challenge that hampers her is that she often stumbles into “Binisaya” terms which are quite
new to the pupils. She was longing for “Binisaya” materials to help her in her lesson.

Teacher Janine: (Agoy, ako na jud…hehe) I am using “Binisaya” to discuss the meaning
of some difficult, abstract words and to explain the grammar and ideas
expressed in long and complicated sentences. Sometimes when
students look confused after my English explanation on certain points, I
will use “Binisaya” to interpret them. Furthermore, when the classroom
is noisy, I use “Binisaya” to keep order. It is more effective than using
English. It helps because I have my tablet. I can easily check words
online.

Teacher Janine’s view is quiet new. In as much as there are so many words that can be
used in translating complex ideas as in the case of the figurative language, the challenge lies in
the interpretation. She even resort to use the google search engine for translation purposes
and in translating technical terms. There are some “Binisaya” words which have no equivalent
in English terms or vice versa. These are typically observed in the study conducted by Cracknell
(2000) and Abdulrahman (2008). On the other hand, her other purpose of the “Binisaya” to
keep order in the class is normal for a teacher to establish decorum.

8. Significant Insights

The teacher respondents indicated a positive attitude towards the MTB-MLE and that
“Binisaya” instruction is good for the translation of some words, complex ideas, or even the
whole passages in their lessons. The researcher’s observation of the three classes can attests
that without translation, learners would likely make unguided and often incorrect translations.

The result also revealed that in the English class, the “Binisaya” language plays a
dynamic and facilitating role in the classroom. The medium of instructions (MOI) in the class in
all subjects observed used “Binisaya” for grades 1-3 except for English and Filipino subjects. As
with the other classroom observations, the use of the mother tongue helps improve language

Page 15 of 22
comprehension and proficiency. The researcher agrees with the majority of student
participants in saying that 100 percent of the class time should be spent using “Binisaya”.

As to be more perceptive of the Qualitative participatory method, the researcher took

advantage of the opportunity to discuss (further) among the other respondents the challenges
brought by the MT. Although they are all MT (Binisaya) speakers, they had voiced their feelings
of certainty but expressed fears about the scarcity of MTB-MLE instructional materials available
in their school. They expressed the need for more MT materials, more training and help in
developing materials to bridge the MT to L2 or L3 language, but affirmed their willingness to
face the challenges, expressing satisfaction at how quickly and easily children were l earning.
They hinted at the effects of the challenges on their teaching, stating that improved
relationships with the children and even parents were helping them gain confidence and
creativity, and that they were applying strategies they learned in the MTB-MLE teacher training
from DepEd in developing some of their instructional materials.

In one of the review of related studies cited above, two studies by Guskey (2002) and
Malone (2012) pointed out that most challenges in the MTB-MLE happened after observing
how easily the pupils were learning in the MT class. The effectiveness of the MT teaching is
changing the learning experience of the children, which in turn is shaping the attitudes and
beliefs of the person involved. Having asked their views about the “Binisaya” instruction and
MTB-MLE program in general, they cited, among others, the following views:

Teacher Bebs: “I feel very, very confident in using MTB-MLE and I will stand for it. I
know this is the way for my pupils to progress. However, we still need
intellectualized learning materials for our class. As observed, current
MT materials we use in class would seem to be mixed up or not in
consonance with the teacher manual”.

Teacher Ivy: “As with my previous experiences in teaching, it was very difficult for
children to understand their lessons because we had to teach in
English or Filipino. Now I am happy to see how the children are able to
understand and follow my instructions easily. Yes, it would be better
if we can get hold of the contextualized MTB books with complete
activities and exercises”.

Teacher Beverly: “It helped me to develop and trust in myself as an elementary

school teacher. This MTB-MLE is not only good for the children but
also for me as a teacher. Looking for more training to enhance my
skills”.

Teacher Roda: “With more materials and good books in MTB, the more that you can
get closer to the pupils because they can communicate their feelings.
Apart from using the mother tongue, we use strategies that can make
the students participate. The teacher has become like a facilitator

Page 16 of 22
 who guides the children. With the support of the parents and the
community, the more it can make learning easy and fun”.

Based on the current study, it can be deduced that the MTB-MLE program was observed
and implemented in QASI. While R.A. no. 10533 (Enhanced Basic Education Act of 2013) is in
place, schools in Iligan have no option but to implement it. The challenges came to the fore
because of the scarcity or lack of instructional materials and books in their school. On the part
of the students, often than not, they pointed out that the MT helps a lot. Take for example the
case of a grade 3 pupil, Kurt. He said: “I like it because I can understand the lessons well but I
don’t have a book”. It is an opinion of an MT speaker that supports the mother tongue
program but hindered by the absence of books. Another point is that of Xender, a grade 2 pupil
who pointed out that since they are using foreign materials in the class, he could not
understand the stories used by the teachers. This is a typical point that needs serious
consideration in terms of lesson contextualization. Even if the students have the advantage
over the MT language which they already owned, but with the absence of the localized and
context-based books, the appreciation of the students of their lessons will also be affected.

Furthermore, three of the interviewed parents lauded their diverse and subtle views
towards the program. Mrs. Daligdig said: “MTB-MLE is okay but, I think it is not yet understood
by everybody. There are no books (Wa pa gyo’y libro!)”. Another parent, Mrs. Libot, also
pointed out that “MT might affect the second language (English) learning”. These two points
can cross the needle’s string but if left unattended might boil down to negative insinuations and
would very likely escalate and become bigger problems. Such issue is also pointed out in the
study of Ball (1994) and Henson (2004). Unlike the two parents, however, Mrs. Fernandez
presented a very promising opinion by saying “Students may become so dependent on the
mother-tongue teaching of the teacher. They only need books”. As pointed out in the study of
Cracknell (2000), he made mention of the recognition that various stakeholders will have their
own value systems, and each of these is significant and cannot be ignored. But then, a carefully
planned material production can answer such area of concern. In a broader perspective, it can
be inferred that these challenges can be answered by a strong local and national government
support together with the positive stakeholders’ orientation, reinforcement of the community
and the NGOs, and to have a collective support between and among the stakeholders involved
(Abdulrahman, 2008).

It is notable that if the MTB-MLE program has to survive in QASI, there should be more
contextualized books and learning materials for their grades 1 to 3 students. This includes
appropriate cultural inputs to help students transfer their literacy skills. Developing a scheme
for materials development among the teachers themselves is also recommended as in the
teacher training for MTB-MLE. Enlisting parents and the community for participation in the
MTB-MLE program orientation or even re-orientation is highly recommended as well, relieving
the teachers on some of the burdens of their gigantic task.

Page 17 of 22
 Yes, the respondents generally support the use of the Mother Tongue (MT), “Binisaya”,
in the classroom. The findings in this study are indeed remarkable, not just because of their
effects in the learning outcomes but are so forceful information to address if the MTB-MLE
program has to continue. Notable challenges, the most significant ones, are the scarcity of
learning materials and MT books which are supposed to help sustain the hope and enthusiasm
of the learners for them to understand and unleash their learning potentials. This has to be
addressed accordingly. Note: A book “Bansayon nato ang Binisaya” which was authored by this
researcher was given to QASI (See appendix D) to help the recurring concern of the teachers.

The qualitative participatory method helps a lot in the completion of the paper. Over
the course of the study, as anticipated for this methodology, some adjustments were made to
the original research design due to practical limitations, including the researcher’s location
access, the partiality of some participants in using the language and learning materials, and the
availability of the participants for the interview. At the organizational level, limited opportunity
for direct face-to-face conversation with the respondents especially the parents necessitated
the much needed conversation.

9. Conclusion and Recommendations

“My view: We should become tri-lingual as a country. Learn English well and
connect to the World. Learn Filipino well and connect to our country. Retain your
dialect and connect to your heritage." Pres. Benigno Aquino III

The study is a microcosm in terms of facing the MTB-MLE challenges. The respondents’
voices are loud enough to call for the government and the affected community to demystify the
current MTB-MLE implementation. There is a need to reassess the MTB-MLE implementation
processes based on the existing challenges not from the “top” to “bottom” but from the
“grassroots” and “up”.

For the time being, while the QASI is supportive of the program, it can be deduced that
the MT “Binisaya” instruction is not walking in a highway but in a marshy path. Challenges are
growing. But such challenges must not stop the MTB-MLE’s noble intention. Its birthing stage
must not be allowed to die, but must be cherished, nurtured, encouraged until it will be
perfected or so in its practical sense. Elucidating the concurrent challenges is part in giving a
solution. Hence, the researcher put forward the self-made theory called the “Ethno-lingo
propagar theory”. It means collectively propagating a community-based learning materials and
books to answer the current educational needs of the community affected by the MTB-MLE
program*. And to address further the current challenges, the Department of Education
(DepEd) must intensify the MT in-service training for all teachers handling the MTB-MLE classes.
For future researches, they must include studies on how to write and produce “Binisaya” books
and other MTB-MLE materials for the specific community. For the government, it must
establish a monitoring body of language experts from the academe (not the politicians) to
check the contents of the Mother Tongue books and materials. A mapping study is also
recommended. Finally, a comparative and experimental study between and among the private

Page 18 of 22
and public learning institutions will also be conducted in order to measure the MT, “Binisaya”,
learning outcomes quantitatively.

Page 19 of 22
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