GAPS

Students cannot speak in English because they are used to talk in their mother
tongue. Teachers need to go over the lesson again and/or explain the same lesson
in the mother tongue of the pupils so that learning may take place. Science
teachers also lamented that if they need to use Filipino for their discussion, they
cannot think of the exact word in translating Science terms (De Jesus, 2019). This
study supports the result of Namanya’s experiment (2017) when his findings
reveal that MTB-MLE may indeed adversely affect children’s English literacy and,
therefore, jeopardize their fighting chance in the global arena. It was revealed in
as short as about two weeks when students taught purely in their mother tongue
showed a significant decline in their English proficiency. On the other hand, it is
encouraging to note that even in a short a time, students taught in English
showed significant progress in their English proficiency. The results of his study
affirms that MTB-MLE may adversely affect children’s English literacy
development. Additionally, the current study through the gathered experiences
and observations of teachers braces the fears of parents and teachers that
children’s global competence maybe weakened (De Jesus, 2019).

In addition to teacher’s difficulties, fifty percent of the respondents declared that

teaching materials are insufficient especially the reference book for students and
Science dictionary (English-Filipino). According to the interview, since pupils are in
the adjustment process, subject teacher employ a lot of time in preparing
materials especially in translating Science terms. They insist that the school
should provide reference books for school and personal use of pupils; books must
be in English and Filipino language (De Jesus, 2019). In the study of Bernardo et al
(2018) they have encountered serious problems in attracting pupil’s interest due
to lack of textbook. This also happens in the current study when teachers express
their sentiments on the need of textbook and other teaching materials.
The Philippine Institute for development Studies (PIDS) revealed in 2019 that
among the challenges of the MTB-MLE program are inadequate teacher and
school preparation and dearth of textbooks and learning materials, Gatchalian
noted.

“Sa ating pag-reporma sa curriculum, kailangan nating punan ang mga

pagkukulang na ito upang matiyak nating nakatutulong ang mga polisiyang ito sa
pagkatuto ng mga mag-aaral (In reforming the curriculum, we should address
these gaps so we could ensure that these policies indeed help our students
learn)” Gatchalian told the DepEd.

As for the MTB-MLE, teachers complained about the inadequacy of learning

materials and training on the use of the mother tongue and transitioning to the
second language.

“Bagama’t maganda ang layunin ng mother tongue policy at spiral progression

approach, maraming pagkukulang sa pagpapatupad ng mga ito (While the
mother tongue policy and spiral progression approach have laudable intents,
there are several gaps in their implementation). Gatchalian, chairman of the
Senate basic education committee, said in his statement.

Under the MTB-MLE program, instructions, teaching materials, and assessment

shall be in the regional or native language of learners from kindergarten to Grade
3. From Grade 4 to Grade 6, Filipino and English shall be gradually introduced
through a language bridge program. (Terrazola, 2021)