Republic of the Philippines

PALAWAN STATE UNIVERSITY

College of Teacher Education
Puerto Princesa City

Professional Readings
Points 30 points for every set of 3 professional readings
Frequency (per week) 3 professional readings per week for Weeks 1-2 (individual); 3
professional readings per week for Weeks 3-9 (group)
Total number of outputs to submit 6 professional readings (individual); 21 professional readings
(group)

Group Activity Format

Week No. 6
Group 7:
Group Number/ Cabate, Marianne Joy May 14, 2022
Date
Names of Members Castillo, Princess
Gabua, Lyn Rose
Section BEED 3 - B Research Article No. 1

Title of Book/Article Mother Tongue Implementation in the Philippines: What Do

Parents Say?
Author Gino G. Sumalinog
Place/Year of Publication International Journal of Science and Research (IJSR), June
2019
Area (e.g. Classroom Management) Medium of Instruction
Reference (in APA 6th edition) Sumalinog, G. (2019). Mother Tongue Implementation in the
Philippines: What Do Parents Say? International Journal of
Science and Research (IJSR). Retrieved from
https://www.researchgate.net/publication/333782297_Mother_
Tongue_Implementation_in_the_Philippines_What_Do_Parent
s_Say

Key Points Why do you feel this is In what learning situation(s) is

helpful in teaching? this applicable?

• Kindergarten and Grades 1 • This is helpful in teaching • This is applicable in a

to 3 shall be taught in the because it can address the learning situation where the
native tongue or first challenges or struggles in predominant language is
language of the learners. terms of the medium of employed as the medium of
• Philippines shall adopt the instruction to be used. education. This will ensure
MTB-MLE method. that students, especially
• There are a couple of those in kindergarten
challenges that many through third grade, grasp
schools have been taking what is being taught.
into considerations such as
implementing the mother
tongue to learners with
multiple mother tongue in
one classroom, lack of
mother tongue teachers who
are competent in the use of
the language, and lack of
 Republic of the Philippines
PALAWAN STATE UNIVERSITY
College of Teacher Education
Puerto Princesa City
sound curriculum and
educational materials.
• Mother tongue instruction in
multilingual regions has been
questioned as to what mother
tongue to use. As a result, it
was decided that the
predominant language would
become the medium of
instruction.

The introduction is brief, and it includes information about the

Notes on Research Republic Act governing MTB-MLE implementation, a list of problems
Introduction and challenges in implementing MTB-MLEs, and a list of people who
have conducted MTB-MLE studies.

The review of related literature focuses on the implementation of

Notes on Literature Review MTB-MLE, the struggles and problems, and the importance of the
mother tongue in one country.

In terms of research methodology, the researchers conducted the

study at Cebu Normal University, Cebu City. They used purposive
Notes on Research sampling procedures in determining the participants. A total of fifteen
Methodology (15) parents underwent a face-to-face interview. The study used
qualitative research design, and the researchers utilized a semi-
structured interview, composed of researcher-made questions.

• The researcher used the thematic analysis technique in

acquiring knowledge and insights from the gathered data. It
helped determine broad patterns and induced them more into
Notes on Data Analysis
themes, which emerged after intensive analysis.
• In the discussing part, the researcher comes up with different
themes based on the data they gathered from the parents.
 Republic of the Philippines
PALAWAN STATE UNIVERSITY
College of Teacher Education
Puerto Princesa City

Week No. 6
Group 7:
Group Number/ Cabate, Marianne Joy May 14, 2022
Date
Names of Members Castillo, Princess
Gabua, Lyn Rose
Section BEED 3 - B Research Article No. 2

Title of Book/Article Rural Indigenous Teachers’ lived experiences in Mother

Author
Place/Year of Publication
Area (e.g. Classroom Management)
Reference (in APA 6th edition)
Tongue Education in the Philippines: Counter-stories of
resistance
Mark Preston S. Lopez, Maria R. Coady & Annie Grail F. Ekid
December 2019
Medium of Instruction
Lopez, M. P., Coady, M., & Ekid, A. G. (2019). Rural Indigenous
Teachers’ lived experiences in Mother Tongue Education in the
Philippines: Counter-stories of resistance. Retrieved from
https://www.researchgate.net/publication/338388335_Rural_in
digenous_teachers'_lived_experiences_in_mother_tongue_ed
ucation_in_the_Philippines_Counter-stories_of_resistance

Key Points Why do you feel this is In what learning situation(s) is

helpful in teaching? this applicable?

• The effective implementation • This study is helpful in • This study is applicable in

of MTB-MLE supports teaching, particularly in rural rural areas teaching Kinder
educational equity in terms of areas that implement MTB- to Grade 3, in which these
student learning outcomes MLE. This will serve as an are the levels that use
and multilingualism. eye-opener not only to the Mother tongue as their
• Language is the key to researchers but also to the medium of instruction.
communication and Department of Education.
understanding in the This article featured the
classroom. counter-stories of rural
• RA 10533 and the teachers that disrupt the
Department of Education dominant narratives about
Order No. 74, Section 4 of mother tongue education.
RA 10533 stipulate that When most of the
“basic education shall be researchers focused on the
delivered in languages implementation of MTB-MLE
understood by the learners and none of these studies
as the language plays a highlighted rural-teachers
strategic role in shaping the counter-stories, this study
formative years of the contributes to filling that gap
learners”. and opens up spaces for
future research to use CRT
to frame rural teachers’
experiential knowledge
about educational policies.
 Republic of the Philippines
PALAWAN STATE UNIVERSITY
College of Teacher Education
Puerto Princesa City

• Multilingual education, where the use of more than one language

is used as a medium of instruction remains a challenge across
the world.
• It emphasized that multilingualism plays a central role in the
achievement of the UNESCO’s development goals, which are “a
set of shared aspirations and efforts to make the world a more
Notes on Research equitable and sustainable place”.
Introduction • The Philippines is the only country in Southeast Asia that has a
national policy institutionalizing and enacting as law Mother
Tongue-Based Multilingual Education (MTB-MLE) in
mainstream education.
• The four areas of development that MTB-MLE aims to address
include language development, cognitive development,
academic development, and sociocultural awareness.

• This study focused on the lived experiences of rural, indigenous

teachers in implementing the top-down policy on mother tongue-
based multilingual education in the Philippines.
• The academic literature reports the benefits of MTB-MLE in two
domains: (1) the sociocultural domain which cultivates
Notes on Literature Review educational equity, and (2) the academic domain which nurtures
student success.
• Different themes of challenges in implementing MTB-MLE have
been presented, and these themes imply the need to critically
examine the implementation of MTB-MLE in multilingual, rural
spaces.

• Use a combination of a phenomenological study design with

Critical Race Theory.
• To analyze the data, researchers read the teachers’ counter-
stories through epistemological and interpretive facilities, the art
of storytelling.
Notes on Research
• Researchers employed composite counter-storytelling (CCS)
Methodology
that primarily serves to disrupt the dominant narrative about
mother tongue instruction.
• Respondents are from the three school districts in Mountain
Province. (School Districts A, B, & C)
• Ten primary-level school teachers participated in the study.

• Researchers collected data through a series of open-ended,

semi-structured, and in-depth phenomenological interviews.
Notes on Data Analysis
• They utilized a semi-structured interview format, and were audio-
recorded are transcribed verbatim.

Week No. 6
Group 7:
Group Number/ Cabate, Marianne Joy
Names of Members Castillo, Princess
Gabua, Lyn Rose
Section BEED 3 - B
Title of Book/Article
Author
Place/Year of Publication
Area (e.g. Classroom Management)
Reference (in APA 6th edition)
Key Points
• Language. The language
used as MOI needs to have a
recognized orthography and
some degree of
standardization.
• Localized/Indigenized
Curriculum. An MLE
curriculum should be
anchored in community
ethnolinguistic knowledge,
practices, and beliefs.
• Materials. MLE success is
complemented by localized
reading materials in the MT
(SkutnabbKangas, 2008)
• Teacher Training. Program
evaluation has shown that
MLE teachers need to speak
the MT well (Ball, 2011) and
know how to use it as MOI
(Pinnock, n.d.).
Republic of the Philippines
PALAWAN STATE UNIVERSITY
College of Teacher Education
Puerto Princesa City
May 14, 2022
Date
Research Article No. 3
Investigating Best Practice In MTB-MLE In The Philippines
Phase 1 Progress Report: Strategies And Challenges In MTB-
MLE Implementation In The Early Year
Alan B. Williams, PhD
Romylyn A. Metila, PhD
Lea Angela S. Pradilla, MM
Melissa Marie B. Digo, MA (Ed)
Assessment Curriculum and Technology Research Centre
(ACTRC), 2016
Medium of Instruction
Wiiliams, A., Metila, R., Pradilla, L. A., & Digo, M. M. (2016).
Investigating Best Practice In MTB-MLE In The Philippines
Phase 1 Progress Report: Strategies And Challenges In MTB-
MLE Implementation In The Early Year. Retrieved from
https://actrc.files.wordpress.com/2013/07/mtb-mle-phase-1-
progress-report.pdf
Why do you feel this is In what learning situation(s) is
helpful in teaching? this applicable?
• Mother tongue is the • Elementary
language that a child gets to
hear after birth and helps
give a definite shape to our
feelings and thoughts.
Learning in the mother
tongue is also crucial
for improving other critical
thinking skills, second
language learning, and
literacy skills. This will be
helpful in Teaching for it will
be easier for children to pick
up and learn other
languages.
 Republic of the Philippines
PALAWAN STATE UNIVERSITY
College of Teacher Education
Puerto Princesa City
• Funding. An important
pragmatic consideration is
financed (Skutnabb-Kangas,
2008; Buhmann & Trudell,
2008), but various programs
worldwide, like those in
Guatemala, South Africa,
and PNG, have
demonstrated that MLE can
operate despite meager
budgets.

• There had been a bilingual education system using English and

Filipino, the vernaculars had also always been used in schools
(Gonzalez, 2003).
• In 2009, Mother Tongue-Based Multilingual Education (MTB-
MLE) was institutionalized under Department of Education
(DepEd) Order No. 74. This reform is consistent with the
widespread implementation of mother tongue (MT) education in
many comparable countries, such as Papua New Guinea (PNG),
Thailand, China, Cambodia, and Malaysia. Some earlier
Notes on Research attempts at implementation under former Department of
Introduction Education, Culture and Sports (DECS) Secretary, Br. Andrew
Gonzalez were successful, particularly in Lubuagan, where a
program received considerable non-government organization
(NGO) support. The motivation for the policy is that learning a
language familiar to the child helps establish a strong foundation
for further education and literacy development (Ocampo, 2006).
• The MTB-MLE policy was piloted in the school year (SY) 2010-
2011 in selected pilot schools (“DepEd Develops Learning
Supplements Using Mothertongue,” 2011; Martin, 2011) and SY
2011-2012 in 921 ‘pioneer’ schools across the country.

• In recent years, bi- and multilingualism have gained worldwide

attention due to several studies that relate them to academic
achievement and cognitive and academic development (Barron,
2012; Ocampo, 2006; World Bank, 2005).
• MTB-MLE has also been found to improve students’ self-esteem
and cultural identity (Barron, 2012; Ocampo, 2006; Kuper, as
cited in Ouane, 2003; Benson, 2001), and make learning more
Notes on Literature Review enjoyable (Ocampo, 2006).
• For teachers, MTB-MLE provides more effective pedagogical
strategies (Kuper, as cited in Ouane, 2003) and improves
communication with parents regarding student learning (Barron,
2012; Ocampo, 2006; Baker, Kovelman, Bialystok, & Petito,
2003; Benson,2001).
• For the community, the program recognizes and preserves
home culture and language (Ocampo, 2006; Kuper, as cited in
Ouane, 2003; Benson, 2001), and provides several social
 Republic of the Philippines
PALAWAN STATE UNIVERSITY
College of Teacher Education
Puerto Princesa City
benefits (World Bank, 2005; Kuper, as cited in Ouane, 2003) and
ultimately lowers education costs (World Bank, 2005). The focus
of research has now shifted from the efficacy of multilingual
education (MLE) to the question of how MLE programs can be
implemented successfully in different contexts worldwide
(Cummins, 2013).

• As a scoping study, Phase 1 of the project aimed to identify

practices and issues for broader and deeper investigation in the
later phases of the research. To scope possible answers to the
research questions, a qualitative methodology was employed in
a small number of schools, through class observations, teacher
training observation, documentation of classroom and school
linguistic environment, key informant interviews (KIIs), and focus
group discussions (FGDs). Qualitative data were organized and
coded to identify recurrent themes. The language dimension of
the study comprises the nature, characteristics, and contexts of
languages used in MTB-MLE. Variables in the linguistic
landscape of the Philippines include the size of speech
communities, the status of the MT, and some MTB-MLE
programs’ use of Tagalog dialects, which are closely related to
Filipino. While one MT is dominant in some schools and
communities, there are also schools and communities where
several MTs are used and none is dominant (Gonzalez, 1998;
Young, 2011). To account for this diversity, two schools were
identified from each of the following language contexts: • Large
language (LL) contexts, in which schools use an MT with more
than 2 million speakers (excluding Tagalog), such as Cebuano,
Notes on Research
Methodology Iloko, and Hiligaynon; • Small language (SL) contexts, in which
schools use an MT with fewer than 2 million speakers; • Tagalog
contexts, in which schools use a Tagalog dialect (distinct from
Filipino) as an MT; • Linguistically diverse (LD) contexts, where
schools and community members speak several MTs. The two
schools from each context were recommended by DepEd
division MTB-MLE coordinators. They were asked to nominate
schools they considered to be successful in implementing MTB-
MLE in the early years, and schools that were facing challenges.
When these suggestions were analyzed, it was evident that what
the schools considered successful was the implementation of
the program from the earliest opportunity – they were
‘pioneering’ or central schools, which also had strong community
and school head support for the use of MT as MOI or the
presence of MT teachers who are trainers or curriculum writers.
The schools considered to be facing challenges were in the early
stages of implementing MTB-MLE. As discussed below, the
differences between the two can be explained by the stage of
implementation at which they are observed. The sample was
limited to Luzon due to practicalities of access and security
 Republic of the Philippines
PALAWAN STATE UNIVERSITY
College of Teacher Education
Puerto Princesa City

• Data gathered in this study were analyzed using the qualitative

data analysis computer software package NVivo 10. The
software allowed the researchers to organize data and identify
the major recurring themes in KIIs, FGDs, and classroom
observation data. Collected data were classified according to
different themes or topics (called ‘nodes’ in NVivo 10) which
were organized in hierarchies composed of more general topics
(parent nodes) to more specific ones (child nodes). A total of 30
parent nodes represented recurring themes observed in the data
collected; new nodes that emerged were added by working
through the parent nodes. Appendix 1 presents samples of the
NVivo data coding. Table A1.1 presents parent nodes clustered
into the major dimensions of the study. The first and second
columns show the nodes and their descriptions respectively, and
the last column indicates the number of references coded at the
given nodes. Figure A1.2 shows samples of classroom materials
coded for implementation, Figure A1.3 shows samples of
Notes on Data Analysis
interview data coded for implementation, and Table A1.4 shows
samples of the coding of interview extracts. Table A1.5 presents
the parent nodes (in boldface) and their child nodes in the first
column. Node descriptions and the number of references are
also featured in the second and third columns. This classification
enabled analysis of the frequency of issues or phenomena
captured by the data and the exploration of correlations between
items of data that were considered relevant to more than one
node. In this way, significant issues and strategies were
identified and connections were made between items coded as
having relevance to different issues. The inter-rater reliability
between the two coders during the first and third quarters of data
coding was computed using the Coding Comparison Query on
NVivo which gives the extent of agreement that could be
expected to occur through chance. The level of correlation
revealed by this analysis was within the satisfactory range
stipulated by the software designers

Rubrics Weight
Content 40%
Organization 30%
Grammar and Mechanics 20%
Punctuality 10%
Total 100%