Effects of Mother Tongue Based Multi- Lingual Education (MTB-MLE) to

Grade 1 pupils in Paulba Elementary School

Presented by:
GIRLLY CAROLLYN A. QUIDES
Researcher

Presented to:
LORNA M. MINA
Research Professor

Chapter 1
The Problem

Introduction
Language is one of the most important characteristic forms of Human behavior.
Is has accordingly always had a place in the academic world. Determining what
language will be used to teach children are one of the most important decisions that
ministries of the education make.1 The language used in the classroom dramatically
affects childrens opportunity and ability to learn. Yet, this decision is often made without
a careful consideration of implications for learning outcomes. Furthermore, education
improvement efforts rarely consider the impact that language of instruction will have
when designing education projects. Instead the mother tongue or familiar languages are
dismissed as a political or national issue. Language plays a vital role in facilitating the
learning of pupils and academic achievement.
The population of the Philippines includes over 11 million indigenous peoples,
most of who can be considered socio economically deprived, especially in terms of
access to government services and educational programmers. They often the least
educated and the least able to benefit from the national curricula and other opportunities
due to factors such as the distance of schools from the communities. 2 No priorities were
given to them on their mother tongue because only the national language, Filipino was
used for the delivery of basic education.

Consistent with the 1987 constitutional mandate and a policy declared by the
national Board of Education in bilingualism in the schools, the Department of Education
culture and Sports promulgated its language policy, Which is as follows; the policy of
bilingualism of education aims at the achievement of competence in both Filipino and
English at National level, through the teaching of languages and their use as medium of
instruction at all levels.
Regional language, example Bikol shall be used as auxiliary language in grades
1-3. This means that Filipino and English shall be used as medium of instruction, and
the regional languages (Mother tongue) shall be used as auxiliary medium of
instruction, and its initial language for literacy.
In 2009, the department of Education Challenged the bilingual Education policy
by issuing the order that called for the institutionalization of mother tongue based
multilingual education (MTB-MLE). This orders requires the use of the learners first
language as the medium of instruction for all subjects areas in pre- kindergarten through
grade 3 with Filipino and English being taught as a separate subjects. 3 Mother tongue
shall be used as medium of instruction and as a subject from grades 1 to grade 3.
Another order was issued in 2012 that offered more specific guidelines for MTB-MLE
and embedded the reform in the newly adopted K to 12 Basic Education Program. 4 This
order shifted from the original mother tongue approach by specifying the regional
languages to be used as the language of instruction. This order requires teachers to use
their mother tongue as a medium of instruction provided government issued materials in
their regional languages but are expected to adapt them to reflect the students first
language. In learning language one does not learn in language if he does not

understand. When the beginning language learner thinks, he uses the language that he
grew up with. Children can learn to read with understanding within the first few years of
schooling in a language they used and in a language they understand. And this is the
reason why children should listen, speak, read and write first in a language that they
used and understand their mother tongue.
Gradual Implementation started with grade one pupils in 2012 and will be
followed by grades two and grade three in 2013 and 2014. The used of Mother Tongue
is an expression of ones culture, it aims to develop the young learners an awareness
and appreciation of their own culture. The MTB-MLE aims improve the pupil's language
and cognitive development as well as his or her socio-cultural awareness. The mother
tongue as a subject focuses on the development of reading and speaking from Grades
1 to 3. As a medium of instruction, the mother tongue is being used in all learning areas
from kinder to Grade 3 except in the teaching of Filipino and English subjects. Filipino is
introduced on the first semester of Grade 1 for oral fluency (speaking). "For reading and
writing purposes, it will be taught beginning in the second semester of Grade 1. The four
other macro skills which are listening, speaking, reading and writing in Filipino will
continuously be developed from Grades 2 to 6. English as a subject will be introduced in
the second semester of Grade 1 while reading and writing in English will start in the first
semester of Grade 2.
In implementing the MTB-MLE, DepEd cites local and internationals 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).
Institutionalization of teaching MTB-MLE as one of the subjects from Grade 1 to
Grade 3 and as the medium of instruction from kinder to Grade 3 can develop wellrounded and life-long learners under the K to 12 basic education reform program. In
MTB-MLE the beginning reader develop and gains control of oral language, grows and
aware of soundsymbol relationship, developing listening to reading comprehension.
Three outcomes cited in the 2009 order focused on the speed in which pupils will gain
literacy under the MTB-MLE reform, the learners learn to read more quickly when their
first language (L1), Pupils who have learned to read and write in their first language
learn to speak read, and write in a second language (L2) and third language (L3) more
quickly than those who are taught in a second or third language first, In terms of
cognitive development and its effects on the other academic areas, pupils taught to read
and write in their first language acquire such competencies more quickly. 5 Mother
tongue-based education prescribes the use of the language learners speak at home in
delivering lessons and in classroom discussions. MTB-MLE is implemented from preschool up to Grade 3 and in the alternative learning system. Learning to use effective
oral communication is one of the important aspects in learning of ones child.
Because of language contact and the new education functions that our native
languages have been asked to perform, it is inevitable that new patterns and
practices relative to pronunciation, vocabulary development, code-mixing, etc. will
emerge and become more diversified. Through constant use and experimentation,

we hope to arrive at the best possible orthographic strategies that we can use to
educate our children for mother tongue-based multilingual education (MTB-MLE).

Statement of the Problem

This study is an assessment of the effect of Mother Tongue Based- Multilingual
Education on grade one pupils in Paulba Elementary School.
Specifically it will seek to answer the following problems:
1. What is the status of Implementation of Mother Tongue Base Multi-Lingual Education
in Grade one of PES in Terms of
a. Description of languages used
b. frequency of use
c. nature of Implementation
2. What are the effects of Mother Tongue Based Multilingual Education on learning of
grade one pupils?
a. Listening
b. Speaking
c. Reading
d. Writing

3. What problems were encountered by the teachers in the implementation of MTBMLE?

4. What recommendations may be proposed to further enhance the implementation of
MTB-MLE by the future teachers?

Scope and Delimitation

This study will generally cover the effects of Mother Tongue to grade one pupils
in Paulba Elementary School. The study will look into effects of Mother Tongue in grade
1 pupil in terms of Cognitive development, reading readiness and Socio Cultural
development. It also discussed the problems that were encountered by the teacher in
implementation of MTB-MLE, as well as the recommendation may be proposed for the
future teachers.
However, this study did not deal on the other school.
Significance of the Study
In implementing the MTB-MLE, DepEd cites local and internationals 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).

These research findings may be significance of the following because it could

also serve as a basis for establishing the effect of Mother Tongue Based Multi- lingual
Education to the pupils.
Administrator. This would motivate the administrators to motivate and support the
mother tongue based multilingual Education regarding the importance of first language.
Teacher. The experience shared by the teachers would serve as feedback for the
learners development. Their insight would necessary strengthen the instructional
preparation and opportunities to improve the pupils in reading readiness by the used of
mother tongue as a first language.
Pupils. Competent pupils are proficient participants that would benefit the pupils
themselves making them ready to become language learner.
Parents.

They would be aware and actively participate in implementation of

mother Tongue based Multi-lingual Education. However understand better the pupils
competency as well as the opportunity to assist their own teacher.
Researcher. To the proponent and other researchers, the information drawn by
the study could be input for the future studies

Notes

MTB-MLE Network www. Mlenetwork. Org (online beginning September , 2011)

Improving the quality of Mother Tongue- based literacy and learning: Case

Study from Asia and South America. Bangkok UNESCO,2008, p90.

3

Philippine Department of Education, 2009

Philippine Department of Education, 2011 DepEd Order 31,s 2012

Philippine Department of Education 2009 p1

CHAPTER 2
Review of Related Literature and Studies
This chapter Reviews the related literature and studies by other researcher that
are the same and related to the current study. The related review examines relevant
studies in the effects of Mother Tongue based Multi Lingual Education in Grade One
Pupils In Pulba Elementary School. The problem encountered by the teachers in
implementation of Mother Tongue and also the recommendation maybe proposed to the
future teachers. With the determination of the effects of mother tongue, the review
includes a detailed description of literature and studies conduct in the places. This will
also include the conceptual paradigm, theoretical paradigm and definition of terms.

Related Literature
Language policy is relatively is relatively new academic field that has evolved
immensely since the 1960. It began with a philosophy of modernization through national
development and focused more on linguistic than language preservation. The MTB-MLE
policy in the Philippines is indicative of this shift in perspective at a National level. Our
knowledge of language is complex and abstract, the experience of knowledge we
receive is limited our minds could not create such complex knowledge on the basis of
such information.1 The United Nations Declaration on the rights of indigenous people
particularly article 14 provides that the indigenous individual specially the children have
the right to all levels and forms of education of the state without discrimination where

possible in their own culture and language .2 Cultural diversity recognizes strong
relationship among biodiversity, cultural diversity, and linguistic diversity.
The position paper of the said organization viewed mother tongue instruction as
the means improving educational quality while multilingual education as the means to
promote social and gender quality.3 Mother tongue Based Multi Lingual Education, a key
element of linguistically diverse societies. It also looked at the language as essential
component of inter- cultural education to encourage understanding between groups.
The impression being pursued is to start learning how to read and write with the
language learner. Theoretically, this is the beginning with the known and moving
progressively to unknown. Skills in the first language of literacy should be considered
before the second is mastered preferably during at least three years of study.
The depEd started small with 100 to 200 schools. Its a massive undertaking but
it is something we need to do. Quijano asserts partnership with local and international
non-government organization as well as advocacy groups such as SIL, and direct active
involvement of all sectors concerned are important. 4
Macro Skills in learning language, Ermetes (2012) 5 cited the important of macro
skills in teaching a particular language involve listening, speaking, reading and writing.
He said that in speaking, it is important that the child must be able to talk to someone, of
making utterance with intentional and unintentional dealings or of a dialect of a person
really speaks. In Mtb-Mle pupils will practice their speaking abilities if they will used their
mother they can express more what really in their mind. In this situation the teachers
and the pupils will have an interaction with each other. Pupils will exercise their ability

for oral expressions. The child must be developed their listening skills as most important
in communication. When the pupils listen he undergoes processing of sounds. The
pupils must understand well. Learning language cannot complete without reading. It is
important as listening and speaking. It involves process such as word recognition,
comprehension, fluency and, motivation. The pupils can get more information from
written letter or words. And learners need to practice writing; it is thinking process which
is characterized by a purposeful selection and organization of experience.

Related Studies
There are several related studies that were reviewed and presented which gave
direction and serve as the guide in completing the present study.
The mother tongue but in teaching literature was the contribution of Arino 6 the
study said that teaching literature in mother tongue bears a significant impact on the
teaching and learning process and more importantly on our culture, both study
recognized the use of mother tongue and the effect of it to the pupils.
The choice of language specifically on the unique teaching methods used at the
university of the Philippines integrated school was conducted by Burkdart and Gomez 7
The study concentrated with the effectiveness of Filipino as the language of Instruction
is crucial learning the fundamental skills of subjects. This study is the same to the
present study because it is also dealt to the medium of instruction which is the Mother
Tongue.

Synthesis of the State- of- the Art

All the related Literature and studies cited the researcher valuable insights on
how to go about the present study, The United Nation Declaration on the rights of
Indigenous people, the importance of culture and language in the said study.
Likewise the cultural diversity recognizes the strong relationship to the language
relationship.
Furthermore the studies of Arino, Bukdart and Gomez, dealt also in language
acquisition and teaching literature using mother tongue.

Gap Bridge by the Study

After going through a thorough analysis of the related literature and studies, the
researcher identified gap that present study bridge. There were studies which proposed
the effects of Mother tongue to enhance listening, speaking, reading and writing skills of
the pupils.
Few were mentioned about Problems encountered by the teachers in
implementation of Mother Tongue. This was the gaps identified in the research of the
effects of Mother Tongue Based Multi Lingual Education.

Theoretical Framework
Theories guided the researcher in the preparation of this research. This studies
was anchored the behavioral theories of Watson and Skinner citing the primary factors
in language acquisition. Cognitive theories, characteristics of language memory and
language comprehension.

Cognitive process

Language Acquisition

Listening
Speaking
Reading
Writing

Learning

Figure 1: Theoretical Paradigm

Conceptual Framework
The research process shown in figure 2 stated with the effects of Mother Tongue
to grade one pupils in Paulba Elementary School. It presents the conceptual paradigm
showing the Status of Implementation of MTB-MLE in terms of Description of lanuages
used, Frequency of use, and nature of Implementation.

Effects of Mother Tongue

Based Multilingual Education on learning a. listening, b. speaking, c. Reading, d.

Writing. What problems were encountered by the teachers in the implementation of
Mother Tongue, and the recommendations may be proposed to the future teachers.

The Effects of Mother Tongue Based Multi- Lingual

Education

Status of implementation Mother Tongue

a. Description of languages Used
b. Frequency of Used
c. Nature of Implementation

Effects of MTB-MLE on Learning of

Grade One Pupils
a. listening
c. Reading

b. Speaking
d. Writing

Problems were encounter by

the teachers in
Implementation of MTB-MLE

Recommendation maybe
proposed
To further enhance the
implementation of MTB-MLE

Figure 2 Conceptual Paradigm

Definition of Terms
For the purpose of clarity and understanding the following terms are conceptually
and operationally defined.
Mother Tongue A person first language7 In this study it pertains the first language
used as a medium of instruction in public elementary school specifically in Paulba
Elementary School.
Teacher Refers to the professional licensed teachers who teach grade one
pupils. In this study they are the teachers who belong to Paulba Elementary School.
Paulba Elementary School This refers to the place where the researcher is
conducting.
Pupils were the selected grade one pupils who used mother tongue.

Notes
1

Applied Language Studies, Chomskys Universal Grammar an Introduction, V.J.

Cook p 55 -58
2

Benigno S. Aquino Ten Things I Will fix in the Philippines basic Education, 2011.

Kabikolan Conference on Language and Education. La Pizza Hotel LegazpiCity

February 24-26,2011
3

Sheldon Shaffer, language for Itself and in and for development Cagayan de Oro

Philippines March 18, 2010

4

Yolanda s. Quijano History and Possibilities of MLE Multi-Lingual Education.

Including the Excluded. https:// docs google.com.

5

Ermetes, Adolfo (2012)Wikinut, Important Macro Skills in Teaching a particular

language.
6

Arino and Rinon

Teching literature in Mother Tongue: Its important on the

teaching and learning Process and culture: Bicol University Polangui Campus Polangui,
Albay.
7

Burkdat and Gomez

CHAPTER 3
RESEARCH DESIGN AND METHODOLOGY

The research method, sources of data and respondents are presented in this
chapter. Likewise the discussion of the research instrument, procedure and statistical
treatment of data and information are discussed.
Research Method
One of the main objectives of the study is to assess the status of the
implementation of the Mother Tongue Based Multi-Lingual Education as require in
DepED Order No. 47 series of 2009. This study employed the descriptive qualitative
research design which is concerned with-in the research respondents in Paulba
Elementary School. The research involves the collection of personal, situation and
intellective data to test stated question and answer. In this case, what was describe are
the professional profile of Grade one teachers teaching mother tongue.
Sources of Data
The main source of data and information in this study are provided by the grade
one teachers teaching mother tongue and pupils that using mother tongue as a subject
in a class. Other sources of data are books, magazines, theses and dissertations,
documents of department and other sectors. Likewise from non- print materials (eg.
Internet) were also utilized.

Respondents
There are three teachers in grade one in Paulba Elementary School all of them
are respondents of the research undertaking. And also ninety 90 grade one pupils fifty
respondents for these research undertaking.
Instrument
The researcher wrote a letter to the principal of Paulba Elementary School to ask
permission to distribute the survey questionnaire to grade one teachers and pupils. The
survey questionnaire has three main parts. The first is the professional profile of grade
on teachers in terms of their: Highest Educational attainment, Length of service in
teaching grade one, Total number of years in place of teaching, and seminars attended.
The second part was the status of Implementation of MTB-MLE in terms of Description
of languages used, frequency of use, and nature of implementation. To the pupils, the
test question in Mother tongue will be distribute, the parts of test question are divided
into four macro skills of learning a. Listening, b. Speaking c. Reading, d. Writing.
Procedure
The research instruments the survey questionnaire will be distributed. Actual data
collection will be done through the distribution of questionnaire to the respondents.
Retrieval of research instrument will be done.
Statistical Treatment
The following statistical tools will be used in the treatment and interpretation of
the data gathered.

The total and percentage statistical method will be used in tallying the responses
of grade one teachers and pupils in survey questionnaires. The answers of the grade
teachers and pupils will be analyzed and interpreted using the descriptive statistics 1
frequency count, mean, percentage and rank.

Notes
1

Cosuelo Sevilla, et al. Methods of Research. Manila, National Bookstore.