Educ Research Template New Chapters 1 4 (1) 043304

Bucas Grande Foundation College
Claudio St., Brgy. Taruc, Socorro

Surigao del Norte
Effects of Mother Tongue-Based Multilingual Education on the Speaking Skills of Grade 6 Pupils
in Socorro Central Elementary School
CHAPTER 1
THE PROBLEM AND THE REVIEW OF RELATED LITERATURE
Background of the Study
As a subject, mother-tongue is essential for learning as part of intellectual
ability, mother-tongue is the language human beings acquire from birth. More
specifically, mother-tongue education focuses on the development of speaking,
reading and writing from grade 1-3. As a medium of instruction, the mother
tongue is used in all learning areas from Kinder to Grade 3 except in teaching
Filipino and English subjects. However, the purpose of a multilingual education
program is to develop appropriate cognitive and reasoning skills, enabling
children to operate equally in different languages starting with the first language
of the children.
In Socorro Central Elementary School, the pupils in Grades 1 to 3 are also
taught by the teachers with the mother tongue as part of the Mother-Tongue-Based
Multilingual Education (MTBMLE) Curriculum. When these learners are
prompted to Grades 4 to 6, they no longer have MTBMLE since their teachers use
English and Filipino language as media of information. In connection to this, the
pupils are encouraged to speak in Filipino and English depending on the subject.
However, these learners were prompted from Grades 3 to Grades 6 without the
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in Socorro Central Elementary School 2
presence of the teacher since the learning delivery modality used foe over two
years was printed modular class.
Moreover, Sumbalan (2017) as cited in The National Policy on Education
or NPE (2013), affirmed that Government recognizes the importance of language
as means of promoting social interaction, national cohesion and preservation of
our culture. The policy endorsed the need for every child to learn the language of
the immediate environment, which is the first language (FL), home language,
native language or vernacular used by every individual at home.
In addition, Wyk et. al. (2016), noted in their research that despite the
pervasive criticism and ongoing arguments in favour of Mother-Tongue medium
of instruction during the early years of education, multifaceted reasons have urged
people to against this notion and rather opt for the dominant language or the
language of Wider Communication (e.g. English) to be implemented in schools as
soon as possible.
According to Espada et. al. (2017), this single holistic case study found
difficulty in understanding concepts, pronouncing and using archaic terms, code
switching, performing low in competitions carried out in English, widening gap
between parents and children in scaffolding process as the major challenges
encountered by primary students, teachers and parents in MTB-MLE.
Furthermore, finally parents and children still prefer English to mother while
teachers reluctantly choose mother-tongue with a compromise that it will only be

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used to facilitate learning and not considered as anew language to be taught and
learned.
With these, the researchers are prompted to conduct this study to identify
the underlying effects of Mother-Tongue Based Multilingual Education on the
Speaking Skills of grade 6 pupils. Also, they want to know the factors affects the
speaking skills of the learners and they are interested on devising a concrete plan
as intervention to take control the result if found alarming.
Review of the Related Literature
This part presents various reviews of related literature and researches taken
out from the different ideas shared by the brilliant authors on the internet which
are thematically arranged that will in effect contribute to the enhancement of the
study.
Mother tongue is a general term for the language of the childhood home,
learned ‘at one’s mother’s knee’, often used anonymously with native language.
Mother tongue pertains to the language that you speak since you were young. It is
your native language. When you use the term mother tongue, you refer to the
language a person learns from birth. It is the language one was initially exposed to
and the first language learnt. However, it also means the speaker’s home and
dominant language, not only from acquisition but also from its importance and the
speaker’s ability to fully learn its communicative and linguistic features. In

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language translation terms, it means that the translator is highly capable of
translating the text into one’s dominant and primary language
Mother-Tongue or MTB-MLE is the subject that we use our vernacular
language. In learning process, the lack of urgency in coming to grips with the
problem may arise from the shift of emphasis in language teaching which has
been going on during the same period. The shift I mean is from a concern with the
formal properties in language. Generally, errors made in pronunciation especially
in English subject a couple with problem solving in math subject.
History of Mother-Tongue in the Philippines
The Philippines is an archipelago in the Pacific with rich linguistic and
cultural diversity. According to the Ethnology, there are 171 living languages
spoken in the Philippines today. For the most part, this linguistic variety has not
been accurately reflected in governmental and educational policies. The current
constitution declares both English and Filipino (Tagalog) to be the official
languages of the country, as both are spoken in metro Manila, the nation’s capital.
In schools, it has been observed that the old curriculum only allows pupils to
speak or express themselves using the English or Filipino language making their
performance seem to fluctuate. And so, the Department of Education (DepEd)
launched last June, 2014 the teaching of Mother-Tongue to Grade I-III pupils.
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DepEd officials are convinced that the new policy, learners will find confidence in
speaking out what’s on their minds using their first language. Also according to
them, using Mother-Tongue as medium for instructions will not only facilitate
learning but will also aid to the last acquisition of the second or third language.
As in light of Dogara (2022), the term “mother tongue” refers to a person’s
native language — that is, a language learned from birth. It is also called a first
language, dominant language, home language, and native tongue (although these
terms are not necessarily synonymous). According to Burton and Ann (2021)
there is a growing trend around the world to support mother tongue instruction in
the early years of a child's education. In Southeast Asia, this is apparent in a rising
number of educational programs that utilize this approach. However, the
Philippines is the only country in Southeast Asia to have instituted a national
policy requiring mother tongue-based multilingual education (MTBMLE) in the
primary school years. While studies have long supported the use of mother tongue
as the language of instruction, they have primarily been conducted in community
rather than national settings. As such, little is known about how a national policy
for MTB-MLE can be disseminated into contextualized local environments. This
study examined how teachers and parents in one school district in the Philippines
understand and enact MTB-MLE.
According to Dep-Ed (2012) as in light of National Statistics Office
(2021), the department of education implemented the use of Mother Tongue-based

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Multilingual Education in all public schools, specifically in Grades 1, 2, and 3. At
first, there are 12 Languages selected to use in different regions such as;
Tagalog, Kapampangan, Pangasinense, Iloko, Bikol, Cebuano, Hiligaynon, Waray
, Tausug, Maguindanaoan, Maranao and Chabacano. However, in the year 2013, 7
more languages are added in the MTB-MLE such
as, Ybanag, Ivatan, Sambal, Aklanon, Kinaray-a, Yakan, and Surigaonon.
Importance of MTB-MLE
Mother-Tongue is studied because when children develop their mother
tongue, they are simultaneously fostering a whole host of other essential skills,
such as critical thinking and literacy skills. It is these skills that they take with
them into formal education, and research tells us that any skills and concepts
gained in the learner’s home language don’t have to be re-taught when they
transfer to a second language. The study of Baker and Cummins (2000) as cited
in Parentcircle (2022), found that learning mother tongue can help a child build a
strong foundation for further language development. So, when the parents at home
encourage the use of the mother tongue on a daily basis, they help their child
develop a deeper understanding of how to use sounds and language to express
himself verbally and communicate effectively.
According to Kolman (2018), she stated that one of the most important
factors in terms of guaranteeing academic success is the education of children

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with their own language. It has shown that children’s first language is the
optimal language for literacy and learning throughout primary school which could
lead to a better educational outcome. In line to this, the Philippine Basic
Education Curriculum was revised to consider Mother Tongue as a medium of
instruction for Kinder to Grade III level in the elementary schools. .
Similarly, Savage (2019), indicated that having a strong mother tongue
foundation leads to a much better understanding of the curriculum as well as a
more positive attitude towards school, so it’s vital that children maintain their
first language when they begin schooling in a different language .
MTB-MLE is education through learners’ mother tongue and other
languages as they are gradually acquired (Trammel, 2016). In other words, this
policy lets children start formal education in their mother tongue and finish
in a more dominant language (Malone, 2016). In light of JITSRD (2020), this
journal stated that if one has a strong understanding of their mother tongue, it is
easier for him or her to master a new language. When a child reads out in their
mother tongue since childhood, he or she would have stronger literacy skills in
additional languages. Mother tongue advances a strong basis for learning
additional tongues. Children are capable of learning numerous languages while
young.
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Also, Bidya (2003) as cited in WordPress.com (2021), stated that learning
the mother tongue is very important for overall child’s development and being
fluent in the mother tongue is another factor for education. The first language that
a child learns right from birth, plays a crucial role in education for a wide array of
reasons and it’s also actually built up a child’s social, personal, and cultural
identity. Many child physiologists are indicate that having a strong mother tongue
foundation for any child leads to a much better understanding of their education as
well as a more positive attitude towards their socialization. Mother tongue (L1)
provides children strong education base and that makes it easier for the child to
learn other languages later as well. So children must maintain their first language
when they begin schooling because, at the time when children develop their
mother tongue, simultaneous development of a host of other essential skills such
as critical thinking and literacy skills takes place in them.
Furthermore, Bidya (2003)) as cited in WordPress.com (2021), said the
importance of mother tongue is so important for child education because many
experts argue that foreign language education is not always the best. If the child is
taught in a language that the child doesn’t understand, then comprehension
doesn’t occur and results in rote memorization. Therefore, it is a healthy approach
to learning for the child to teach second languages with first languages because
they can of language to express their thought. Early schooling in a child’s mother
tongue (L1), has recommended by National Education Policy. This can improve
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learning, increase student participation and reduce the number of dropouts.
Furthermore, children with a strong mother tongue found it easier to pick up a
second language and develop their literacy skills. The research covers many links
between a child’s development and their mother tongue (L1), and they found that
children, who learn two or even more languages, have a deeper understanding of
cultural identity is also easily adapted.
Moreover, Bidya (2003) as cited in WordPress.com (2021), state that
languages are the most important way of keeping our culture alive as well
education and child which speaking mother tongue had a fixed mindset on how to
communicate. The mother tongue helps the child stay connected to learning and
also created strong roots. Research shows that children learn better when their
learning is taught in their mother tongue and these studies have shown that child
cognitive development, as well as their intellectual development, is comparatively
faster in those who are learned in their mother tongue. Moreover, literacy learning
is easiest when educators provide initial literacy instruction in a child’s first
language. Such instruction is consistent with strong building on children’s
understanding strengths and with connecting unfamiliar vocabulary as well
learning material to the familiar to maximize learning efficiency. When a child is
learning a concept in their first language (L1), they don’t have to spend much time
or thought on (mother tongue) first language acquiring proficiency in the language
the concept is taught in. Children are able to utilize their cognition for critical
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thinking and higher-order of their learning and these skills are so helpful to them
in formal education, where they find, it easier to interpret their learning in a
second language.
In addition, PursueIAS (2021), said that mother tongue is the language that
a person has grown up speaking from his/her early childhood. It is a person’s
native language. It is therefore the medium of communication that a person is
most familiar with. This familiarity can be used for providing education, though
this is not what happens. What we see all around the world is the use of either a
major commercial language or a colonial language as the medium of instruction in
schools.
According to Nishanthi (2022), mother tongue is valuable due to several
reasons. Mother tongue is vital in framing the thinking and emotions of people.
Learning to speak in the mother tongue is very necessary for a child’s
comprehensive development. Being fluent in the mother tongue, which is also
known as the native language, benefits the child in numerous ways. It associates
him to his culture, ensures enhanced cognitive development, and supports in the
learning of other languages. A child first comprehends what is around them
through the language they hear their mother communicating in from before they
are born and thought their lives. Many children across the developing world are
learning very little in school, a reality that can be linked to teaching that is in a
language they do not fully understand. It is a practice that leads to limited or non-
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existent learning and acquisition of knowledge and skills, alienating experiences,
and high drop-out and repetition rates. To improve the quality of education,
language policies need to take account of mother-tongue learning.
Models of education which ignore the mother tongue in the early years can
be unproductive, ineffective and have a negative effect on children’s learning.
Mother-tongue education at least in early years can enable teachers to teach, and
learners to learn more effectively. In previous published work that was based on
PRIMR data, we showed that mother-tongue literacy instruction can be effective,
evn in settings where commnity support for mother-tongue instruction is weak
(Piper et al., 2016). More specifically, a critical aspect to building support from
community members as opposed to researchers or policy makers for mother-
tongue is showing that this instruction will not result in poorer outcomes in other
critical subjects seen as central to student success. One study using national data
from more than 9000 south African schools, including some that had changed
their early grade language policies between 2007 and 2011, found that children
who were taught in their mother-tongue in the first three grades of primary school
did better on an English exam in grades 4, 5 and 6 than children who were taught
English in the early grades (Taylor & Fintel, 2016).
Moreover, Clegg and Simpson (2016), agreed that there are two ways in
which mother-tongue instruction could be helpful in learning other subjects. First,
mother-tongue could be used directly for teaching mathematics or science, for

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example. Using a familiar grammatical structure and vocabulary likely would
enhance student understanding of new material. Incorporating mother-tongue
instruction into courses often taught in a second or third language could be
particularly useful where students knowledge of the language of instruction is
very low.
According to Albano (2022), In his piece “English ‘pa more,’ the
betterer’?” (Commentary, 12/4/21), Dr. Ricardo Ma. Nolasco wrote that the
current Mother Tongue-based Multilingual Education (MTB-MLE) policy is
“under review.” But during the language forum held by the Department of
Education (DepEd) on Feb. 22, 2021, he had bared that the agency was already
drafting a “truly additive” language policy. The DepEd officials present did not
react. Apparently, after nine years of implementing the program, the DepEd is
finally conceding that it erred when it adopted what Nolasco describes as a “weak,
subtractive, short exit program” instead of the “L1 plus L2 no-exit program”
mandated by law which makes use of the first language (L1) as primary language
of instruction (LOI) in all subjects until high school, when the second languages
(L2), namely Filipino and English, replace it as the primary LOI. Nolasco did not
highlight it, but apart from ending the MTB-MLE in Grade 3 instead of in Grade
6, the DepEd also deviated from the mandate of the law for L1 to be used as LOI
in all elementary subjects with its policy of teaching the Filipino and English
subjects in those languages.

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Positive Impact of Mother-Tongue in Education
According to IOJPE (2020), mother tongue strategy enhanced pupils’
literacy and numerical skills in primary schools in Osun state, regardless of their
gender. In addition, Swain et. al. (2009) as cited by Taylor and Francis Online
(2022), language has a strong positive impact on learning French as a third
language in the bilingual programme, whereas Heritage Language use without
literacy has little effect. The positive effect on third language learning is a
generalized one and is not limited to literacy‐based activities in that language.
However, Savage (2019), she stated that a strong mother tongue
foundation equips children with the skills they need to learn additional languages,
allowing them to transfer their understanding of the structure of language to
several new languages. The intuitive understanding of grammar that develops
when children learn their first language can easily be passed on to other
languages.In addition, Language and mother tongue also play a huge role in the
development of personal, social and cultural identity. Children with a strong
foundation in their first language often display a deeper understanding of
themselves and their place within society, along with an increased sense of well-
being and confidence. Naturally, this flows down into every aspect of their lives,
including their academic achievement.

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On the other hand, Rosario et. al. (2016), stated that teaching of mother
tongue revealed advantages in teaching such as: learners were able to express their
thoughts and ideas resulting to high participation in class discussions; learners
become independent in their choice of expression, and the use of mother tongue
facilitates in explaining the meaning of some English words. In addition, Valerio
(2015), one of the changes in Basic Education Curriculum brought about by the
new K-12 program is the introduction og 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. The mother
tongue helps boost confidence for learners in public schools because they can
explain their idea and opinion without hesitation.
Strategies and Problems in Teaching MTB-MLE
Strategies are need in teaching MTB-MLE to deliver the lesson to the
pupils well and it’s also useful in fixing problems in teaching. In the ideas of
Lartec et. al. (2014) as cited in IAFOR (2017), they say that teacher must used
strategies such as translation of target language to mother tongue, utilization of
multilingual teaching, utilization of lingua-franca, improvization of instructional
materials written in mother tongue, remediation of instruction, and utilization of
literary piece written in mother tongue as motivation.

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Moreover, Lartec (2016), she stated that the collaborative perspective of
parents and teachers towards a model for MTB-MLE in a multilingual setting and
reflected on the importance of language, social values, cultural heritage and the
suggested instructional materials for teaching in a multilingual environment.
However, Gurus (2015), stated that children learn best when they use
graphical ways to represent what they are studying. They prefer it when
information is represented in diagrams or graphs. Hands-on activities provided by
the teacher can support students to learn and gain more knowledge and confidence
in speaking the Filipino language.
Problems are expected to come in any part or things that are created by
human, specifically in the used of mother tongue-based multilingual education.
According to Lartec et. al. (2014), as presenting in IAFOR (2017), they stated that
some problems encountered by the teachers in implementing mother tongue-based
instruction include absence of books written in mother tongue, lack of vocabulary,
and lack of teacher-training.
Nishanthi (2020), stated that there is a strong equity dimension in the
failure to provide mother-tongue education. The language children are taught in
often reflects broader societal inequalities or asymmetries in power. For instance,
marginalized tribal groups struggle to have their identity and languages fully
recognized, respected or understood within wider society. The failure to provide
mother-tongue teaching is a form of discrimination that perpetuates these

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inequalities. Children from poorer rural areas or from ethnic and linguistic
minorities are less likely to receive a quality education, and more likely to become
non literate adults. Many children in minority language communities, especially
those living in remote areas, face significant challenges in accessing a good
quality education. Moreover, In many developing countries, a significant
proportion of children enter school not speaking the language of the classroom.
Many education systems favour using national or ‘global’ languages instead of
Mother tongue teaching.
In the study of Zhao (2019), she stated that students’ problems in their
English study by analyzing the mistakes according to language transfer theories .
In addition, she also stated that negative transfer refers to the interference of
mother tongue, sometimes mother tongue cannot promote to learn a foreign
language, to some extent even impede the learner to master some new language
knowledge; this transfer is named negative transfer. Education is often carried out
in the old colonial language, an international language, such as English. This is
based on the belief that certain internationally ‘important’ languages give children
a competitive advantage in later life. UNESCO notes: “Africa is the only
continent where the majority of children start school using a foreign
language”.Education is almost universally offered in the old colonial languages –
French, English or Portuguese – which most young people do not speak at home.
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For instance, in Zambia, where English was the educational language
(among non-English speakers), It was found that at the end of primary schooling
children were unable to read fluently or write clearly. Many failed examinations
because they could not read and understand the instructions. Reading skills were
poor, even among secondary school children. Literacy skills in tertiary education
were unsatisfactory: students failed to read and
grasp information. Furthermore, Mother-tongue education requires teachers whom
share the
language and culture of the children. It also requires that teachers are trained in
the same language they are to teach in. Some teachers may not be truly proficient
in the language
of instruction, and may struggle with teaching in a ‘dominant’ language they are
not fluent in themselves or they may come from a minority language group and
have been excluded from the learning process due to a lack of training materials in
their language. Sometimes a lack of
understanding can cascade down the generations where a teacher, who never fully
understood their own teacher, is attempting to teach a child who barely
understands the language.

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Synthesis of the review
Mother Tongue- Based Multilingual Education or MTB-MLE is the most
fundamental skills a child can learn . Evidence indicates that learning to read both
early and at a sufficient are essential for learning to read well, and consequently
understanding what is read. It also helped both teachers and student in a broader
understanding of the lessons since it is exemplified using MTB-MLE. However,
the pupils are given the opportunity to be more oriented in their native dialect, and
they can share and express their thoughts at an early age during a discussion of a
lesson. Moreover, MTB-MLE can possibly affects the reading comprehension that
can cause difficult to read especially in English, Science and Math subject.
The aforesaid literature and studies taken from varied sources which were
then have presented a point of resemblance to the current study as both talk about
challenges, problems reviewed and factors affecting the speaking skills of the
learners. Moreover, both the current studies and the previous one focus on the
effects of mother tongue on the speaking skills of the students.
On the other hand, the present research differed from the previous one in
terms of locale, the respondents, methodology, and the process in treating the data
collected.
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Conceptual Framework
This study is anchored on sociocultural theory that explains how learning
is built up gradually during the early years and with the help of the child’s social
context. Children gradually develop their learning through social interaction: they
acquire new and improved skills, as well as the logical process of their immersion
into a familiar, routine way of life (Vygotsky, 1978). This theory is deemed
appropriate to the present study because this identifies the effects of mother
tongue to the speaking skills of the grade 6 pupils.
Moreover, this is based on DepEd order No. 16 issued in 2012 Guidelines
on the implementation of the Mother tongue-Based-Multilingual Education
(MTB-MLE), which stated that starting school year (SY) 2012-2013, the Mother
Tongue-Based-Multilingual Education (MTB-MLE) shall be implemented in all
public schools, specifically in Kindergarden, Grades 1, 2 and 3 as part of the K to
12 Basic Education Program. The MTB-MLE shall support the goal of “Every
Child-A-Reader and A-Writer by Grade 1”. This order also included objectives
emphasizing the four developments that MTB-MLE would greatly influence
specifically: (1) language development, (2) cognitive development, (3) academic
development, and (4) sociocultural awareness. In addition, Mother Tongue –
Based Multilingual Education (MTB-MLE) is the government’s banner program
for education as a salient part of the implementation of the K to 12 Basic

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Education Program. Its significance is underscored by the passing of Republic Act
10523, otherwise known as the “Enhanced Basic Education Act of 2013.”
In implementing the MTB-MLE, DepEd cites local and international
studies which have shown that using the language that is being used at home
(mother tongue) inside the classroom during the learners early years of schooling
produce better and faster learners. They can also easily adapt to learn a second
(Filipino) and third language (English).
According to Words Worth (2019), though articulation of individual
sounds while teaching this language is addressed, teaching of pronunciation is not
given much importance either. In regular Indian classrooms, the importance of
native-like accent is not given due stress. One strong reason that could be
attributed to this could be that number of dialects found is so large that it is
practically impossible to address all the accents in a classroom. This is serious
challenge in the Indian classrooms. The areas of sound relating to spoken English
and to pronunciation in the Indian context needs to be consciously addressed to
counter this challenge and to make native-like accent in Indian learners more
plausible.
However, Kambala (2021), he stated that students vagueness when
speaking in English are influenced by their mother tongue, both intonation and
pronunciation or and some also have good accents and pronunciation. In

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short,business students are affected with their native language especially in
English speaking.
In addition, Piaget (1896-1980) Cognitive Development Learning Theory.
Noticed that children learn by passing through a consistent series of stages in
cognitive development. Piaget believed that learning proceeded by the interplay
of assimilation (adjusting new experiences to fit prior concepts) and
accommodation (adjusting concepts to fit new experiences). The to-and-fro of
these two processes leads not only to short-term learning, but also to long-term
developmental change. The long-term developments are really the main focus of
Piaget’s cognitive theory.
Lastly, the schematic Diagram in Figure 1 contains four boxes. The four
boxes contains the profile of the pupils, the seat boxes in the middle shows the
level of effects and the box shows the factors of affecting speaking skills. And the
last one is the proposed intervention. It shows there relationship between the
performance of the pupils, the profile of the respondents, the effects of MTB-MLE
in grade VI to their speaking skills. The profile of the respondents ( age, sex,
mother’s highest educational attainment and father’s highest educational
attainment ) the level of effects of Mother-Tongue ( pronunciation, word stress,
juncture and grammar ) the effects of Mother- Tongue Based Multilingual
Education on the speaking skills.

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Level of effects of Mother

Tongue Base Multilingual
Profile of the 1.1 Pronunciation

respondents :
1.2 Word stress
1.1 Age Proposed
Intervention
1.2 Sex
Factors of affecting
speaking skills
1.1 Shyness
1.2 Fear
1.3 Pressure
Figure 1. Schematic Diagram

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Statement of the Problem
This study aims to determine the effects of Mother-Tongue or MTB-MLE
between the speaking skills of Grade 6 pupils in Socorro Central Elementary
School, Barangay Navarro, Socorro, Surigao del Norte during the school year
2022-2023.
Specifically, it will seek to answer the following sub-problems:
1. What is the demographic profile of the Grade 6 pupils In terms of:
1.1 age;
1.2 Sex;
1.3 Mother’s highest educational attainment;
1.4 Father’s highest education attainment; and
1.5 Family monthly income?
2. What is the level of effects of mother tongue-based multilingual education on
the speaking skills of the pupils in terms of:
2.1 pronunciation;
2.2 word stress; and
2.3 Intonation
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3. What are the factors affecting the speaking skills of Grade 6 pupils?
3.1 Shyness
3.2 Fear
3.3 Pressure
4. Is there a significant difference in the effects of MTB-MLE on the pupils when
they are grouped according to their profile?
5. Based on the findings, what intervention may be proposed?
Hypothesis
At 0.05 level of significance, it is hypothesized that:
Ho: There is no significant difference in the effects of MTB-MLE on the Grade VI
pupils, when they are grouped according to their profile.
Significance of the Study
This study provides information on the effects of MTB-MLE to the Grade
VI pupils speaking skills in Socorro Central Elementary School. Therefore, the
information of the study may come into great significance the following
stakeholders:
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Students: This study may contribute them on how to address the factor in the
difficulties in speaking second language.
Teachers: This may help them on how to deal with the effects of mother tongue
based- multilingual education on students speaking skills as well as the factors
that negatively affect the skills.
Schools Administrators: The output of this study, may be help of to the teachers
to address such problems they may send them seminars.
Parents: The outcome of this study may help them realize their indispensable role
in helpng the school to lessen the problem of their children.
Future researchers: The results of this study may be replicated them by
conducting a quantitative study on the lived experiences of the Grade 6 pupils in
MTB-MLE.
Scope and Delimitations
Focus: This study will determine the effects of Mother Tongue-Based-
Multilingual Education on the Speaking Skills of Grade 6 pupils.
Time and place: This study will be conducted at the Socorro Central Elementary
School during the School Year (SY) 2022-2023.

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Respondents: The respondents of this study will be the Grade 6 Pupils of Socorro
Central Elementary School.
Definition of Terms
The following keywords and statements are use in this research, the
following terms are defined conceptually and operationally for better
understanding.
Fear. How does the pupils felt when they’re speaking.
Intonation. It refers the rise and fall of the voice in speaking.
Mother Tongue. Refers to the first language learned at home in childhood and
still understood by the person at the time the data was collected.
MTB-MLE. is education, formal or non - formal, in which the learner’s mother
tongue and additional languages are used in the classroom.
Pressure. It concerns on how the pupils felt when they’re speaking.
Pronunciation. The outcome on how Mother-Tongue affects the grade VI pupils.
Shyness. It talks about how the pupils manage their selves and the reason’s why
they’re shy to express their thoughts.
Speaking skills. Are the skills that give us the ability to communicate effectively.
Word stress. The difficulties of recognizing the word stress.

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CHAPTER 2
METHOD
This part of the paper presents the design of the study, sampling size,
respondents, the validity and reliability of the research instrument, data gathering
procedure and statistical tool will also be founded in here:
Research Design
This study employs the descriptive research design, measure the extent of
affecting the speaking skills effects of MTB-MLE on the students pronunciation
and word stress. Moreover, it will identify the factor and intonation.
Respondents
The respondents on this study are the Grade VI pupils in Socorro Central
Elementary school. They are deemed appropriate in investigating about the
common problems committed in MTB-MLE. The total population used to
determine the number of participants.

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Research Instrument
The instrument to be used in this study will be the researcher-made
questionnaire which will be validated by the experts in the education. The first
part of the questionnaire contained questions about respondent’s profile such as:
age, and sex.
Validity. To ensure the validity of the research instruments, it will be
subjected for the scrutiny to the following experts: the research adviser, one
English coordinator from the researchers’ station and from the panel of the
experts.
Reliability. The research instrument will subjected to a reliability test
specifically dry-run by the non-participants to ensure that it was comprehensible.
Data Gathering Procedure
The researchers will write request better to the school principal. Upon
approach the teachers of the pupils to state gathering the data. After collab the
data, they will analyze and interpret these using the statistical.
Data Analysis
Frequency count and percentage: These will be used in the analysis of
respondent’s profile.
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Mean and standard deviation: These will be utilized to measure the effects
of MTB-MLE on the respondents speaking skills.
ANOVA: This will be used to determine the results on the analysis of
variance.
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Survey Questionnaire
This study will determine the effects of MTB-MLE on the respondents speaking
skills.
Part I: Demographic Profile of the respondents.

Direction: Fill in the blank and provide the necessary information and please put
a check on the space provided for each variable applicable to you.
Name: ____________________________________________( optional)

Age:____
Sex___Male ___Female
Parent’s Highest Educational Attainment
Mother’ Educational Attainment

Elementary level___
Elementary Graduate___
High school level___
High school Graduate___
College level___
College Graduate___
Father’s Educational Attainment

Elementary level___
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Elementary Graduate___
High school level___
High school Graduate___
College level___
College Graduate___
Combine Monthly income:
___5,000 below ___6,000 - 10,000 ___11,000 - 15,000

___16,000 - 20,000 ___20,000 and up
Part II: Level of effects Mother-Tongue Based Multilingual Education.
Direction: Please put a check (/) on the appropriate column that describe your
current effects of Mother Tongue.
Scale Range Verbal Interpretation Quantitative

Description
5 4.50 - 5.00 Highly Practiced always
4 3.50 - 4. 49 Practiced rarely
3 2.50 - 3. 49 Undecided sometimes
2 1.50 - 2.49 Slightly Practiced often
1 1.00 - 1.49 Not practiced never
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Competency 1 2 3 4 5
A. Pronunciation
1. Stressing individual words incorrectly.
2. Stressing the wrong words in a sentence.
3. Pronouncing certain consonant sounds incorrectly.
4. Mixing up short and long vowel sounds.
5. Forgetting to finish your words.
B. Word Stress
1. I can pronounce the word correctly.
2. I can read a sentence fluently.
3. I can finish reading without mistakes.
4. I can recognize the stress of the word.
5. I can read a whole paragraph correctly.
C. Intonation
1. I know when to adjust my pitch.
2. My energy is full when I am speaking.
3. I always emphasize my duration.
4. I can emphasize the tempo of my voice.
5. The pupil can produce sound quality.

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Part III: Factors of affecting speaking skills
Direction: Put a check (/) between YES or NO if you can relate the statements
below.
Competency YES NO
A. Shyness
1. I can face with many people.
2. I can read loudly.
3. I can talk confidently.
4. I can motivate myself in any situation.
5. I can face with my classmates.
B. Fear
1. I can control myself.
2. I can face any difficult situation.
3. I don’t feel nervous.
4. I am confident enough to speak.
5. I’m not scared when I am reading.
C. Pressure
1. I don’t feel pressure when I am speaking.
2. I can read and speak.
3. I know how to control myself.
4. I know how to lessen my fears.

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5. I know how to encourage myself.
REFERENCES
DO 16, S. 2012 – GUIDELINES ON THE IMPLEMENTATION OF THE
MOTHER TONGUE-BASED- MULTILINGUAL EDUCATION (MTB-MLE)
https://www.deped.gov.ph/2012/02/17/do-16-s-2012-guidelines-on-the-implementation-of-
the-mother-tongue-based-multilingual-education-mtb-mle/
Albano, E. C. Jr. (2022) Mother Tongue policy violates law, main study.
Philippine Daily Inquirer.
https://opinion.inquirer.net/148179/mother-tongue-policy-violates-law-main-
study#ixzz7kwE4oRC6
IOJPE (2020) IMPACT OF MOTHER TONGUE ON PRIMARY PUPILS’

LITERACY AND NUMERACY SKILLS IN OSUN STATE.ISSN: 1300 –
915X.volume 9, issue 2.
https://files.eric.ed.gov/fulltext/EJ1283007.pdf
Kambala, A.(2021) THE INFLUENCE OF MOTHER TONGUE ON STUDENT’S

SPEAKING SKILL. Jalan Sultan Alauddin No. 259Makassar.
https://digilibadmin.unismuh.ac.id/upload/20131-Full_Text.pdf
Lartec, J. K. (2016) “Parents’ and teachers’ collaborative perspective: an input

for a model on materials development in a multilingual setting,” Journal of
Research Initiatives: Vol. 2: Iss. 2, Article 1.
Available at: https://digitalcommons.uncfsu.edu/jri/vol2/iss2/1
Namanya, S. J. C. (2017). THE EFFECTS OF MOTHER TONGUE-BASED

MULTILINGUAL EDUCATION ON THE ENGLISH LITERACY OF CHILDREN
IN SILANG, PHILIPPINES. International Forum Journal, 20(2), 160-177.
Retrieved from https://journals.aiias.edu/info/article/view/70
Nishanthi, R. (2020) "Understanding of the Importance of Mother Tongue

Learning" Published in International Journal of Trend in Scientific Research and
Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-1, pp.77-80.
Surigao del Norte
https://www.researchgate.net/publication/
345436020_Understanding_of_the_Importance_of_Mother_Tongue_Learning
National Statistics Office (2021) Mother Tongue-Based Multilingual Education in

the Philippines : Its success and struggle.
https://varlyproject.blog/mother-tongue-based-multilingual-education-in-the-philippines-its-
success-and-struggle/
Swain, M., Lapkin, S., Rowen, N., & Hart, D. (1990). The role of mother tongue
literacy in third language learning. Language, culture and curriculum, 3(1), 65-
81.
https://www.tandfonline.com/doi/abs/10.1080/07908319009525073
Valerio, T. (2015.) Current perspectives on mother – tongue based instruction in

the newly implemented k to 12 curriculum of the Philippines. Quirino Province:
Published by European Centre for Research Training and Development UK.
Vol.3, No.9, pp.51-66.
https://www.eajournals.org/journals/british-journal-of-education-bje/vol-3issue-9-
september-2015/current-perspectives-on-mother-tongue-based-instruction-in-the-
newly-implemented-k-to-12-curriculum-of-the-philippines/
WordPress.com (2021) The Importance of Mother Tongue in Education.
https://bidyapatibedstudy.wordpress.com/2021/08/15/the-importance-of-mother-tongue-
in-education/#site-header
Words Worth (2019) Mother Tongue Influence and It’s Impact on Spoken English. Gujarat,
India.204, Silicon Towers, Near Law Garden, Navrangpura, Ahmedabad - 380
009.
https://www.wordsworthelt.com/blog/mother-tongue-influence-and-its-impact-on-spoken-
english/
Zhao, Y. (2019) Negative Transfer of Mother Tongue in English. Creative
Education, 10, 940-946. doi:

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https://www.scirp.org/journal/paperinformation.aspx?
paperid=92526#:~:text=Negative%20transfer%20refers%20to
%20the,transfer%20is%20named%20negative%20transfer).

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Bucas Grande Foundation College

Claudio St., Brgy. Taruc, Socorro

THE PROBLEM AND THE REVIEW OF RELATED LITERATURE

Background of the Study

As a subject, mother-tongue is essential for learning as part of intellectual

specifically, mother-tongue education focuses on the development of speaking,

Filipino and English subjects. However, the purpose of a multilingual education

program is to develop appropriate cognitive and reasoning skills, enabling

In Socorro Central Elementary School, the pupils in Grades 1 to 3 are also

Multilingual Education (MTBMLE) Curriculum. When these learners are

English and Filipino language as media of information. In connection to this, the

years was printed modular class.

Moreover, Sumbalan (2017) as cited in The National Policy on Education

or NPE (2013), affirmed that Government recognizes the importance of language

as means of promoting social interaction, national cohesion and preservation of

native language or vernacular used by every individual at home.

pervasive criticism and ongoing arguments in favour of Mother-Tongue medium

language of Wider Communication (e.g. English) to be implemented in schools as

difficulty in understanding concepts, pronouncing and using archaic terms, code

switching, performing low in competitions carried out in English, widening gap

between parents and children in scaffolding process as the major challenges

encountered by primary students, teachers and parents in MTB-MLE.

teachers reluctantly choose mother-tongue with a compromise that it will only be

the underlying effects of Mother-Tongue Based Multilingual Education on the

as intervention to take control the result if found alarming.

Review of the Related Literature

speaker’s ability to fully learn its communicative and linguistic features. In

language translation terms, it means that the translator is highly capable of

translating the text into one’s dominant and primary language

Mother-Tongue or MTB-MLE is the subject that we use our vernacular

formal properties in language. Generally, errors made in pronunciation especially

in English subject a couple with problem solving in math subject.

History of Mother-Tongue in the Philippines

The Philippines is an archipelago in the Pacific with rich linguistic and

been accurately reflected in governmental and educational policies. The current

constitution declares both English and Filipino (Tagalog) to be the official

performance seem to fluctuate. And so, the Department of Education (DepEd)

As in light of Dogara (2022), the term “mother tongue” refers to a person’s

number of educational programs that utilize this approach. However, the

Philippines is the only country in Southeast Asia to have instituted a national

policy requiring mother tongue-based multilingual education (MTBMLE) in the

as the language of instruction, they have primarily been conducted in community

for MTB-MLE can be disseminated into contextualized local environments. This

understand and enact MTB-MLE.

According to Dep-Ed (2012) as in light of National Statistics Office

(2021), the department of education implemented the use of Mother Tongue-based

Multilingual Education in all public schools, specifically in Grades 1, 2, and 3. At

, Tausug, Maguindanaoan, Maranao and Chabacano. However, in the year 2013, 7

more languages are added in the MTB-MLE such

as, Ybanag, Ivatan, Sambal, Aklanon, Kinaray-a, Yakan, and Surigaonon.

Mother-Tongue is studied because when children develop their mother

develop a deeper understanding of how to use sounds and language to express

himself verbally and communicate effectively.

factors in terms of guaranteeing academic success is the education of children

lead to a better educational outcome. In line to this, the Philippine Basic

Education Curriculum was revised to consider Mother Tongue as a medium of

instruction for Kinder to Grade III level in the elementary schools. .

Similarly, Savage (2019), indicated that having a strong mother tongue

foundation leads to a much better understanding of the curriculum as well as a

first language when they begin schooling in a different language .

MTB-MLE is education through learners’ mother tongue and other

in a more dominant language (Malone, 2016). In light of JITSRD (2020), this

additional languages. Mother tongue advances a strong basis for learning

additional tongues. Children are capable of learning numerous languages while