ABSTRACT
The institutionalization of Mother Tongue Based Multilingual Education (MTB-MLE) mandates using learners’ first language as the medium of instruction from the pre-kindergarten through grade three with Filipino and English taught separately. This study determined the status of Mother Tongue Instruction along pre-instruction and post-instruction phase, analyze the lived-experiences in teaching Mother Tongue in the primary grades of Tabaco City Division, and enumerated the common practices of primary teachers in teaching Mother Tongue. Using Focus Group Discussion (FGD) and Observation. Selected grade 1 to 3 teachers in Tabaco City Division were subjected for this research. The participants from the four districts were well-represented. The objective of the study was to formulate an additional guideline to enhance the teaching of Mother Tongue instruction. The self-conceived guideline aims to draw everyone’s attention to the importance of fostering a culture that nurtures literacy. This guideline serves as an appeal to the school, the entire community and society at large to address the urgent need for establishing a literacy-centric culture. In such a cultural context, everyone acknowledges the significance of each other as an essential element that contributes to the learning acquisition, especially for children.
Keywords: lived-experiences, mother tongue, teaching, primary grades
INTRODUCTION
To be globally competitive, one must possess adequate knowledge and skills to be able to deal with the competitive world. The use of Mother Tongue has been shown to improve literacy rates by building on existing language skills. Bidyapati B.Ed (2021) emphasized that language is the most important element to develop a sense of belongingness and identity. People use language to make new acquaintances and friends. It is deemed that children communicate well using their first language, the same way they learn best using their Mother Tongue.
In the Philippine setting, there is a dire need to strengthen the implementation of a language policy supportive of learners’ knowledge acquisition. Since different language policies in the Philippines seem to have fluctuated over the last century, as such, in order to address the issues, in 2009, the Department of Education (DepEd) took action against the bilingual education policy by mandating the implementation of Mother Tongue Based-Multilingual Education (MTB-MLE). This directive emphasizes the utilization of learners’ native languages as the primary medium of instruction for all subjects from pre-kindergarten through grade three, with Filipino and English taught as distinct subjects.
In January 2013, the Philippine Congress officially supported this endeavor by approving the Enhanced Basic Education Act. This legislation not only involves a shift towards a K–12 educational frameworks but also mandates that instruction, teaching materials, and assessments be provided in the regional or native language of learners from kindergarten through grade three, with a transition to another language program from grades four through six. Despite President Benigno Aquino not having signed the bill into law yet, nationwide implementation of Mother Tongue Based-Multilingual Education (MTB-MLE) has commenced. The mass training programs began with grade one students in 2012, followed by grade two and three in 2013 and 2014, respectively.
The decision by Department of Education and Congress to embrace Mother Tongue Based-Multilingual Education (MTB-MLE) stemmed from previous research findings highlighting the advantages of using the mother tongue as the language of instruction. Studies revealed that students who attained literacy in their first language achieved higher academic success compared to those learning in a second or third language. It was proposed that subsequent languages could be acquired more effectively if a solid foundation in the first language was established early on (Philippines Department of Education, 2009). This principle, outlined in DepEd Order No. 74, s. 2009, was formalized by R.A. 10533, also known as the Enhanced Basic Education Act of 2013, which endorsed MTB-MLE as the medium of instruction in the primary grades in schools across the country.
Currently, DepEd employs 19 languages in MTB-MLE: Tagalog, Kapampangan, Pangasinan, Iloko, Bikol, Ybanag, Sinugbuanong Binisaya, Hiligaynon, Waray, Bahasa Sug, Maguindanaoan, Maranao, Chavacano, Ivatan, Sambal, Aklanon, Kinaray-a, and Sinurigaonon. MTB-MLE is integrated into two modules: as a learning/subject area and as a medium of instruction. However, recently, DepEd has eliminated the Mother Tongue subject as a separate subject in Grades 1–3 of the newly introduced MATATAG K–10 Curriculum. This program aims to address fundamental education challenges, namely: MA - Make the Curriculum relevant to produce job-ready, active, and responsible citizens; TA - Take steps to accelerate the delivery of basic education facilities and services; TA - Take good care of learners by promoting learner well-being, inclusive learning, and a positive learning environment; and G - Give support to teachers to enhance teaching quality. This curriculum innovation has started to take effect in the later phase of the SY 2023-2024
The Mother Tongue subject has been replaced with a generic "Language" subject that is only for Grade 1. The curriculum is being pilot tested this year and will be implemented in phases starting in SY 2024–2025. DepEd clarified that the Mother Tongue will remain a medium of teaching and learning in schools. The decision to remove the Mother Tongue was reached after months of consultation with various sectors and stakeholders in revising the curriculum for Kinder to Grade 10, which has been subjected to a review. The removal of the Mother Tongue subject has been met with criticism from some groups who believe that it is important to teach the Mother Tongue as a separate subject to develop literacy skills, and enhance the awareness and appreciation of learners of their cultural identity positive attitude towards their socialization. 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. Bidyapati, B.Ed. (2023): In other words, the Mother Tongue helps greatly in learning acquisition among the primary pupils.
Many voices are to be heard and those voices are from the primary grade teachers who were dedicated and exerted all their efforts in crafting materials and resources in teaching Mother Tongue. It may lose motivation and inspiration that could affect their ability to continue developing educational materials in local languages that could be of help in preserving cultural heritage. Primary grade teachers are calling the attention of the government to support the MATATAG curriculum by producing more textbooks, activity sheets, and instructional materials for those are the main problems of the teachers teaching Mother Tongue.
This situation drove the present researcher to look into the lived- experiences of teachers in teaching primary grades using the Mother Tongue as a Subject since they have reached first-hand experience of the challenges. This also gathered best practices on the valiant efforts the teachers have made in using the first language of the pupils, specifically in the given subjects in the primary grades.
Hence, the researcher believes that the current study is timely and relevant; As a result, the data gathered in this study has made a noteworthy impact in the realm of education and on the lives of primary school pupils, not only within Tabaco City Division but also across other districts in the region. These are some of the key findings illuminated by this research.
see PDF attachment for more information