RELATED STUDIES

This part of the research discussed the related studies about the effects of mother-tongue interference
in the study of English.

Local

The Department of Education implemented the K to 12 curriculum through the Republic Act 10533 or
known as the Basic Education Act of 2003 which included the use of mother-tongue in the instruction
from Pre-elementary to Grade III. This program seeks to address the “high functional illiteracy of
Filipinos” where language plays a significant factor. In a study conducted by Oyzon et. Al (2014), there is
no difference in the effectivity of teaching geometrical figures using the mother-tongue and by using the
other languages. In fact, students have performed better when exposed to the mother-tongue according
to Espada (3012). This is because mother-tongue language is their first language and they can easily
understand the lessons.

In school year 2012-2013, the Philippine basic education system began its transition from the old 10-
year program to the enhanced K-12 program which DepEd describes as “carefully studied and designed
on research from other countries and our own local success and failures in education (Estacio, 2015). It
was seconded by the study conducted by DepEd (2016), where implementing mother-tongue
methodology is a reinforcement in a learner’s literacy.

English is known to be the best language for Education in the Philippines that is why local Language or
known as the mother-tongue is not used as the media of instruction. According to a study by Bernardo
(2004), even though there are studies that showed the positive effects of using local languages in
education, using English as a media of instruction still has its dominant position in terms of learning.

These studies that were conducted by different researchers only means that in terms of education, the
role of language may it be the mother-tongue of the learners or the second language, it can never be
overemphasized when a language is and spanned to a greater portion of education (Devanadera, 2019).
In addition to these, Alieto (2019) supported that a language is a potential tool that we can use for the
success of education here in the country.

Therefore, there is no concrete connection between the language used in the learnings of the students
in studying English. In this matter, Perez (2018) claimed that the success and failure of educational
system rely in which language between the mother-tongue of the students or the second language will
be welcomed by the schools. This is where the interference of English in the study learners takes place.
In order to distinguish which language should the schools choose, they must study the effects that these
languages can do to their students literacy.

This only means that language policy and planning is both essential and crucial that if wrongly done will
proceed to dire consequences; however if otherwise happens, it would significantly contribute not only
to the success of the students and education bot also to redound the nation-building (Ejieh, 2004). Even
though language is a symbol for identification among people who speaks it and a vehicle for the
expression of their collective, regional or global feelings— as well as their values and aspirations— such
feelings, values and aspirations are created by the other factors external to language. Language
expresses that these factors facilitate and not only the unity that identified it.

FOREIGN

Language is an important tool that enhances human communication and interaction. It is a vital
instrument in cultural transmission and preservation of a social group. On the other hand, mother-
tongue Language that distinguishes the major phenomenon between a man and other creatures that is
evidently the most enduring of every people’s cultural heritage (Kohn, 1986). Acquisition of two
languages naturally does not need time for learning, it is an on going life habit where acquiring a foreign
language at schools need much more practice.

The influence of learners' native language in making the acquisition of a second language can be easy or
difficult depending on factors that should be analyzed and considered (Clark, 1993). Many learners need
to learn the foreign language despite the interference of their first language. Torrijos (2009) said that
the influence of a learners’ native language lies in the process through which the learners of the foreign
language go through, may it be easily or difficulty, while learning.

Kosonen (2005) has expressed his concern regarding the act of choosing a language to be used in
schools. He claimed that the act of selecting one Language among many others is seen as an act of
discrimination. This has reflected the fear of Waiko (1997) who reported that choosing a language may
lead to serve a kind of social division. Another concern that relates to the interference of mother-tongue
language is the attitude which is an essential need to be well considered in language-in-education policy
planning ( Baker, 1992).

Mastering the second language (English) or even just by learning it needs an ability to use the language
appropriately and strategically. According to the study of Azman (2012), despite the exposure of
students in English, they still face some difficulties in mastering English even upon graduating in the
secondary school. This is due to the interference of their mother-tongue Language especially in their
writing.

Akinasso (1993) has reviewed a study on mother-tongue based programs in developing countries and
claimed that most project report positive correlation between the development of literacy in the
mother-tongue and the development of literacy in the second language.

The idea of ceasing the usage of mother-tongue in the Language classroom was brought by the odd
phenomenon where after studying foreign language, Students were still unable to fluently speak in the
language. This was because of Fries (1952) who claimed that there is a cross-linguistic difference that is
existing. This is also supported by the study of Lado (1957) which stated the difference in the cross-
linguistic difference in the acquisition of a second language that can be defined by the Contrastive
Analysis. Learners acquire a second language by their knowledge using their native language. They use
their mother-tongue Language to influence their learning of foreign language both positively and
negatively.