1

Chapter 1
THE PROBLEM AND ITS BACKGROUND
Introduction
First language (L1) is the language a person had learned and used in early
childhood. The child usually acquires their language from their speech community. In
the Philippines, different languages emanate from various ethnic groups,
consequently, the Mother Tongue-based Multilingual Education (MTB-MLE) is
implemented in the Philippines educational system.
The language used in the classroom intensely affects the learning opportunity
and ability of children. Through the language communication used in classroom, the
pupils can easily create and internalize the concepts given by their teachers especially
when they completely understand the medium of instruction.
The mother tongue-based education uses the L1 of the pupils, usually with
planned gradual transition to the second language (L2) at a specific time in primary
schools. In the Philippines, MTB teaching takes place among children from grade 1 to
grade 3. In accordance to Senate Bill no.2294 known as Roxas Omnibus Education
Reform bill that was introduced by Senator Mar Roxas, it mandates the use of mother
tongue from grade 1 to grade 3, as previous studies have shown that early education
in the local language tends to be more effective. Likewise, Intensive training and
upgrading programs for teachers: a training program on teaching methods using the
mother language for teachers in Grades 1 to 3 is contained within. The mother tongue
is both taught as a separate subject and used as mode of instruction. In the MTBMLE, there is a large opportunity to learn central concepts primarily in a familiar

language, and subsequently they learn the labels or vocabulary for those concepts in a
second language. Elementary pupils will be benefited in MTB-MLE, when children
are learning to read and gaining new concepts (Jessica Ball, 2010).
MTB-MLE is included in the K-12 system as a new curriculum of elementary
schools. Republic Act no.10157 section 5 which is focusing the medium of instruction
says that:
The State shall hereby adopt the mother tongue-based
multilingual education
(MTB-MLE) method. The mother
tongue of the learner shall be the primary medium of instruction
for teaching and learning in the kindergarten level. (p.8)
The only exceptions in this are: (1) when the pupils in the kindergarten
classroom have different mother tongues or when some of them speak another mother
tongue; (2) when the teacher does not speak the mother tongue of the learners; (3)
when resources, in line with the use of the mother tongue, are not yet available; and
(4) when teachers are not yet trained how to use the MTB-MLE program. The 12
Philippine languages that are implemented for use are Tagalog, Kapampangan,
Pangasinense, Ilocano, Bikol, Hiligaynon, Cebuano, Tausug, Waray, Maranao,
Maguindanao and Chavacano. The mother tongue of a given region will be used in all
learning areas.
However, English as a separate subject can be taught as well in spite of using
the native language in teaching.

It cannot be taken for granted because of the

organization of the curriculum. The new curriculum towards English language from
Grades 1to 3 aims the pupil to: (1) understand the standards of English in order to
participate in various oral communication demands; (2) recognize words and
constructs meaning about them based on a series of cues (including word shape,

contextual, perceptual, phonological, and semantic information) happening

instantaneously; (3) understands that the English language has a set of structural rules
that govern the composition of clauses, phrases, and words in oral and written
communication; (4) recognize the importance of acquiring an extensive receptive and
expressive (passive and active) vocabulary for communication or expression in
various contexts and language functions; (5) understands that listening is the
receptive skill in the oral mode that allows one to comprehend what is heard using
ones skills and background knowledge; (6) understands that words are formed with
letters in accepted order; and (7) determine the significance of interpreting the social
meaning of the choice of linguistic varieties and using language with the appropriate
social meaning for the communication situation.
The teachers are experiencing difficulties on teaching because they do not
have enough materials to use in MTB-MLE. Another concern is fluency in the mother
tongue. It was stated in the column of Nolasco (2012) in the Philippine Daily Inquirer
that MTB-MLE has a greater difference than the traditional one in which the mother
tongue is not being used as a medium of instruction. He surmised that another set of
skills to teach the mother tongue are needed and currently most of the teachers do not
have these skills at the moment.
For this reason, Department of Education (DepEd) Secretary Armin Luisitro
released DepEd order No.18, S. 2011 which contains the Guidelines on the conduct
of MTB-MLE Training in preparation for the implementation of DepEd order No.14
which stipulates the MTB-MLE to be institutionalized. Participants were chosen from
selected teachers from grade 1 to grade 3 and other teachers who are native speakers

of the major Philippine languages to be taught. Topics in the training include the
theoretical foundations of MTB-MLE where Piagets Cognitive Developmental
Theory, Andersons Schema Theory, Banduras Social Theory and other theories
regarding MTB-MLE were underscored. Topics for teaching are also taken up in
training as well as awareness building or advocacy. In addition Piagets (1920)
Cognitive Developmental Theory adheres that children can acquire a language better
until the age of 12. It is, therefore, important for the teachers to impart on their pupils
particularly in pre-school and primary school, knowledge and use of the mother
tongue in the new curriculum.
As the K12 system was implemented in 2012, the researchers were motivated
to conduct this study since MTB-MLE is incorporated in the new curriculum of
elementary schools. Having this new system, new skills, strategies, and attitudes of
the teachers are manifested. The researchers wanted to find out, therefore, the
attitudes of selected teachers towards MTB-MLE to determine its implications to
English language pedagogy. This study also enabled the researchers to find out the
implications of MTB-MLE on the teaching of English.

Statement of the Problem

This research aimed to determine the attitude of selected elementary school
teachers towards the MTB-MLE and their implications to English language
pedagogy.
Specifically, it sought to answer the following questions:
1. How do teachers perceive the MTB-MLE in terms of:

1.1objectives; and
1.2 characteristics ?
2. How prepared are the teachers to implement the MTB-MLE in their school in
terms of:
2.1 qualifications of teachers; and
2.2 instructional materials?
3. What are the reactions of the teacher towards MTB-MLE?
4. What is the overall attitude of selected elementary school teachers towards
MTB-MLE?
5. What are the implications of MTB-MLE to English language pedagogy in
elementary school
Significance of the study
The researchers believed that it would be favorable to investigate the attitude
of English teachers towards MTB-MLE. Since using MTB-MLE to teach English is
different from what the teachers used to do, there is a possibility that there are many
difficulties they may encounter as they go through, knowing the fact that this is the
first year of using MTB-MLE as incorporated in the K12 system. Therefore, this
study may contribute to the field of language teaching and learning through
understanding better mother tongue-based instruction.
This study depicted certain issues and phenomenon regarding teaching
English using MTB-MLE. The result of this study will help the administrators to
improve the curriculum if necessary; it may also suggest the types of future training
and the topics that will be discussed in seminars and conferences. Curriculum

designers may also suggest significant teaching methodologies for the MTB-MLE.
Likewise, materials developers may also develop teaching support materials that the
teachers may use.
Another help that this research will provide is for the teacher to become more
aware of their attitude towards MTB-MLE. As such, they will be able to reflect on
their own instructional practices to provide diverse learning practices. They will
enhance their instructional methodologies and practices to give a wider
understanding. Furthermore, the teachers may think of appropriate activities in the
classrooms to enhance students learning using the mother tongue in teaching English.
They will improve their communication skills, and the way they deliver their lessons.
The pupils will also benefit from this study. They will build up their learning
strategies with the guide of their parents. They will identify their teachers desires and
expectations.
This study is important for the parents, too. When parents understand their
childrens needs, they may provide certain materials for leanings. The parents enrich
their childrens communicating skills in the native language when having
conversation at home.
For the future researchers, this study will serve as their basis on gathering
information about MTB-MLE. They may enhance this study and make further
investigations. They may improve and change teachers attitude towards the MTBMLE from generation to next. Through this study, initial feedback about the MTBMLE will be presented for enrichment and development of language instruction.
Scope and Delimitation

This study is concerned with the teachers respondents in terms of their

perceptions about the objectives and characteristics of MTB-MLE; the teachers
preparedness in implementing the MTB-MLE in terms of the teacher qualifications
and instructional materials; and the reactions of teachers towards MTB-MLE. From
these, the overall attitude of selected elementary school teachers towards MTB-MLE
and their implications on elementary English language pedagogy was determined.
Meanwhile, only the overall attitude of selected elementary school teachers
was included in the study. English Teachers from grade 1 were selected as
respondents in order to determine the implications of MTB-MLE on English language
pedagogy in the elementary level. The participants came from selected elementary
school teachers in Tarlac West Elementary School, San Vicente Central Elementary
School, Carangian Elementary School, Sto Cristo Elementatary School, and San Juan
De Mata Elementary School. The researchers had conducted a research in the given
elementary schools because these schools have a significant number of populations
for them to gather enough information.
Definition of Terms
For clearer and better understanding of the study, the following were
conceptually and operationally defined.
Attitudes. This refers to teachers knowledge, preparedness, and reactions towards
MTB-MLE. Teachers may demonstrate knowledge, show their preparedness, and
express their reactions that will describe their overall attitude towards MTB-MLE.

Elementary English. This is the basic type of learning English which is geared
towards higher level of English language learning on listening, speaking, reading and
writing skills.
Instructional Materials. The teachers device when teaching MTB-MLE
Language Arts Curriculum. The language arts curriculum in the elementary level
focuses on student-paced grammar, phonics, reading and writing activities.
Medium of Instruction. The medium of instruction or MOI is the language used in
teaching. It may or may not be the official language of the country or territory. Where
the first language of pupils is different from the official language, it may be used as
the

medium

of

instruction

for

part

or

all

schooling

(http://en.wikipedia.org/wiki/Medium_of_instruction).
Mother tongue. The language of a person he/she uses during his early childhood. It
is the language spoken at home, also known as the native language or the first
language.
Pedagogy. It refers to the art of science in teaching. The holistic science of education.
It may be implemented in practice as a personal and holistic approach of socializing
and

upbringing

children

and

young

people.

and

interpretation

(http://en.wikipedia.org/wiki/Medium_of_instruction).
Perceptions.

It

is

the

organization,

identification

of sensory information in order to represent and understand the environment.

(http://en.wikipedia.org/wiki/Perception)

Reactions. The response of the teachers towards the implementation of MTB-MLE.

The understanding of the teachers in the new curriculum which MTB-MLE was
indicated.

Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES

10

This chapter presents a comprehensive review of related pieces of literature

and studies conducted here and abroad. Language learning/teaching theories that
serve as significant theoretical framework or bases of the study were reviewed.
Related Literature
Local Literature
Congress House Bill 305 or the act that strengthens and enhances the use of
English as the medium of instruction in the Philippines was amended in 2008. This
mandates in section 4 that English will be the medium of instruction from grade 3 up
to high school. In addition, House Bill 305 encourages the use of the English
language interaction in schools and the organization of English-based club such as
books, oratorical, debate, writing and related associations. Under section 3 of this
Bill, the use of English is required for government examinations and entrance
examinations in public schools, and state universities and colleges.
The Department of Education (2012) recently implemented the use of the 12
major local languages spoken in different regions of the country as subjects and
as a medium of instruction from kindergarten to Grade 3. This crucial shift, known as
Mother Tongue-Based Multi-Lingual Education (MTB-MLE), is part of the K+12
basic education reform program. The new scheme has yielded positive results in 921
schools across the country where it has been piloted.
The DepEd says: Local and international studies have shown that using the
language used at home (mother tongue) inside the classroom during the learners
early years of schooling produces better and faster learners who can easily adapt to
learn a second (Filipino) and third (English) languages. This is an insight that has

11

long been documented by teachers at the University of the Philippines Integrated

School. But it has taken a while for it to gain attraction in an educational system that
remains bonded to the English language.
Nolasco (2012) spoke for a three day seminar- training on June 7, 2012 in
Siquijor organized by DepEd concerning MTB-MLE. The said training aimed at
teaching kindergarten pupils by means of their native language as a medium of
instruction. Also, Dr. Joseph Irwin A. Lagura, schools division superintendent of
Siquijor, said that it is necessary to implement the MTB-MLE in the teaching
curriculum for the kindergarten pupils because it helps them in the early development
of their reasoning skills and higher thinking skills. It is easy for the pupil to express
themselves through the use of the mother tongue.
Sy-Kho (2012) indicated in her column that both public and private schools,
from kindergarten to grade 3 should adhere to MTB-MLE: the use of the 12
Philippine languages, such as, Tagalog, kapampangan, Pangasinense, Iloko, Bikol,
Cebuano, Hiligaynon, Waray, Tausug, Maguindanao, Maranao, and Chavacano.
Yolanda Quijano, Dep-Ed undersecretary, clarifies that MTB-MLE will help pupils
understand their lessons better, at the same time, infuse a sense of nationalism that is
still lacking among the youth.
Quismundo (2012) pointed out that the technique which goes back to basic
education makes use of the regional language from grade 1 to 3. Such a foundation is
used to bridge learning the second languages: Filipino and English turning away from
Bilingual Education. The method is established to improve comprehension and

12

retention among young pupils and create a strong foundation of learning other
languages and subjects such as math and science.
Azurin (2011) summarizes observations made by advocates of MTB-MLE as
follows: (1) that many teachers have, in fact, been making use of the mother tongue
(L1) as the medium of imparting knowledge despite of the existing policy of bilingual
instruction which is limited to English and Filipino and which is considered by many
as obsolete; (2) that the use of L1 has improved scores in the national achievement
tests; (3) there is a general consensus that it is the most vital reform for the countrys
basic and general education system; (4) the use of the L1 facilitates learning a second
and third languages; and (5) all neighboring countries use the mother tongue and have
likewise garnered better scores in international mathematics and science tests.
Former DepEd Undersecretary Isagani Cruz credits former DepEd Secretary
JesliLapus for issuing DepEd Order No. 74 which changed the languages of
instruction in basic education from the bilingual to a trilingual one (mother tongue,
Filipino and English). It mandates that multilingual education shall be
institutionalized as a fundamental educational policy in the whole stretch of formal
education including pre-school and in the Alternative Learning System. It will be
used not just for the first three grades but all the way to the last year of secondary
school.
Rep. MagtangolGunigundo (2008), author of House Bill 3719, advocates the
use of the first language as the primary medium for pre-school to grade 6 and that
English and Filipino should be taught in the elementary grades but only as a separate
subject and not media of instruction. The strategy is that of nurturing the childrens

13

cognitive, academic, and linguistic skills in the use of L1 and to gradually transfer
this knowledge in the prescribed languages, English and Filipino. The use of the local
languages will not undermine the national language but will in fact, strengthen and
reinforce it. This is in accordance to the constitutional provision which states that the
national language should be developed and enriched on the basis of existing
Philippine and other languages.
Arzadon (2005) accounts that the use of MTB-MLE indicates outcomes
showing that indeed the learners are more creative. As early as grade 1, pupils are
able to write their own ideas and form them into a simple story or a song. Dekker
(2003) notes that the use of the learners home language and culture allows teachers
to begin lessons with a discussion of what is already familiar to the learners. Before
children begin school, they think and process concepts in their mother tongue. Critical
thinking is further developed by the use of open questions.
Barcelo (2005) said that the biggest problem is to cope with the growing
English proficiency problems among the Education Authorities who are mulling and
reverting to English as the medium of instruction in all public schools following the
clamor in congress for the pupils to improve their proficiency in the language. DepEd officials admitted, however, that they do not have enough teachers who are
proficient in English. Rep. Eduardo Gullas of Cebu, who expressed disappointment
over the deteriorating ability of high school and college pupils to comprehend, write,
and speak Basic English proposed the revival of English. Abad (2012) added that the
plan would have to be delayed until the department hires enough qualified teachers.
There is an urgent need to expand the number of teachers with

above average

14

English proficiency. This means hiring new teachers who are knowledgeable in
English. New teachers need to pass the English proficiency test before they are hired
while old teachers would be required to undergo seminars on math, sciences, and
english.
Meanwhile, Genayo (1996) identified some key elements on attitude of an
effective teacher. These include demonstrating Im ok behavior, knows what he/she
wants, enable to set goals, and think positively.

He believes that nothing is

impossible. His motto behaves skillfully and is able to set appropriately for each
individual situation; an occasional smile and a touch of humor are good in teaching
techniques and encouragement and motivation are teaching obligations for pupils.
Arellano (1990) emphasizes that teachers must have adequate knowledge on
language taught and use in classroom. Their qualifications are needed in order for
teachers to be successful in teaching. He added that teachers must strive and take
advantage of every opportunity to improve their spoken language.
Foreign Literature
Howatt (1980) states that foreign languages would be beneficial if taught to
young children as early as they felt that it gets in the way of general education in the
mother tongue. They believe that a foreign language is a peripheral skill, in which the
mother tongue and foreign languages are not mutually exclusive and that institutions
in the foreign language can even replace institutions in the mother tongue. Similarly,
Freudenstein (1990) says that there is an advantage for the children at early level, if
the foreign language would be taught by them. This seems to benefit them

15

intellectually to be aware of the language system in their own language especially the
children who lives in multi-cultural and multilingual environment in Europe.
According to Tripura (2006) in his study Community Participation in
Mother Tongue-based Multilingual Education in Bangladesh. the Indigenous
childrens education developed the first foundation in their own mother tongue,
through multilingual pre-primary centers. They gradually learn their national
language as they make the transition to mainstream schools. This approach allows
children to progress well in school, maintaining their own language, culture, and
identity but ultimately still gaining access to the official language.
In the United States, Language Diversity represents one of the significant
shifts in the demography of schools, wherein 20 percent of the pupils in the public
school speak their native language other than English (Mercado 2001). Other pupils
come to school speaking what might be considered local dialects. The English
teachers recognize that language is a big factor in communicating with the pupils who
speak a different language or dialect as their first language.
On the other hand, Calderhead (1996), Pianta (1999), and Watson (2003)
describe teaching as an intensely psychological process and believe the teachers
ability to maintain productive classroom environment, motivate pupils, and make
decisions depends on his/her personal qualities and the ability to create personal
relationships with his/her pupils. These effective attitudes and actions employed by
teachers ultimately can make a positive difference on the lives of their pupils. It is
known that attitudes have a profound impact on teacher practices and behaviors.

16

Richardson (1996) states that "Attitudes and beliefs are a subset of a group of
constructs that name, define, and describe the structure and content of mental states
that are thought to drive a persons actions" (p. 102). With effective attitudes, teachers
and pupils can develop relationships of mutual respect and trust.
Meanwhile, the research of Larson and Silverman (2000) and Noddings
(1984) emphasizes the importance of developing a caring and respectful relationship
between teachers and pupils. They support pupils needs for both communication and
care in order to achieve a personal relationship with their teachers. Noddings (1984)
believes that the entire school curriculum should be built around the ethics of care.
She contends that with this construction, caring becomes an integral part of a
committed, reciprocal relationship between the teacher and the student.
Morever, Carlson and Hastie (1997) believe that teachers and pupils agenda
need to overlap and be in support of each other, and the end result would be a positive
learning environment. This kind of learning is a challenging way of constructing
freedom in the classroom. The strength in a constructivist based classroom is in the
lessons and activities of the pupils.
Furthermore, Zimmerman (1990) and Claxton (1996) uphold that the learning
process should be organized in such a way that pupils take responsibility for their
own learning. Pupils should be independent and able to make decisions about their
learning ability, and they plan accordingly. Also, Richardson (1999) states that
student-directed learning and curricula have become focal points for all
constructivist-based teaching and learning practices.

17

Accepting Diversity is critical for pupils to feel positive about themselves as

individuals in order to gain the self-confidence to try new things. Verbally praising a
shy or friendless child can be a turning point for his/her self-esteem and confidence
level. A child may be born with a talent but someone, such as a teacher, needs to
realize and believes in it, or it may not ever be nurtured. A teacher has the ability to
reinforce, support, and appreciate the work and play of his/her pupils. Teacher
training programs need to provide teacher candidates with knowledge and
experiences with diversity, including cultural diversity.
Nel (1992) stated that the trend toward more pluralistic attitudes in teachers
needs to be translated into a strong and clear commitment to multicultural education,
which ultimately could result in positive effects on specific classroom behaviors and
attitudes.
Teachers need to take the initiative to understand fully the meaning and future
implications of effectively working in culturally heterogeneous classrooms. An
appropriate start in teacher training programs would be to have teacher candidates to
research their own ethnic and racial identity. Helms (1994) expresses that personal
experiences may facilitate the development and adoption of a tolerant and pluralistic
orientation.
Additionally, Cummins (1994) stipulated that there are two major
misconceptions regarding the nature of the language proficiency that remains
common among educators in North America. These misconceptions have important
practical implications from the way an educator interacts with culturally diverse
pupils. Both involve confusion between the surfaces or conversational aspects of

18

childrens language and deeper aspects of proficiency that are more closely related to
conceptual and academic development.
The first misconception entails drawing interferences about children ability to
think logically on the basis of their familiarity with the command of Standard
English. Children who speak a Non-standard variety of English or L1 are frequently
thought to be educationally handicapped and less capable of logical thinking. This
assumption derives from the fact that the childrens language is viewed inherently
deficient as a tool for expressing logical relations.
The second misconception is in many respects the converse of the first. In this
case, childrens adequate control over the surface features of English (i.e, their ability
to converse fluently in English) is taken as an indication that all aspects of their
English proficiency have been mastered to the same extent as native speakers of the
language. In other words, conversational skills are interpreted as a valid index of
overall proficiency in the language.
The implicit assumption has a major impact on the organization of bilingual
education programs in the United States. The rationale for bilingual education, as it is
understood by most policy makers and practitioners, can be stated as: (1) Lack of
English proficiency is the major reason for language minority students academic
failure. Bilingual Education is intended to ensure that pupils do not fall behind in
subject matter content while they are learning English, as they would likely do in allEnglish program. However, when pupils become proficient in English, then they can
be exited to in all-English program, since limited; English proficiency will no longer
impede their academic progress (Cummins 1994); and (2) the trend to exit pupils to

19

an all-English program as quickly as possible in many bilingual programs inevitably

gives rise to a similar line of reasoning. It is commonly observed that pupils classified
as English proficient after a relative short stay in a bilingual program and then
exited to an all-English program often fall further behind grade norms in the
development of English academic skills. Because these pupils appear to be fluent in
English, their poor academic performance can no longer be explained by the fact that
their English language abilities are still in the process of development. Policy makers
and educators are also reluctant to blame the school for minority students poor
performance because the school has accommodated the pupils by providing a
bilingual program usually one with minimal first language instruction.
Collier (1989) reports that children who arrived in the United States between
ages eight and twelve with several years of L1 schooling required five to seven years
to reach national norms in reading, social studies, and sciences. Those who arrived
after age 12 ran out of time before they could catch up academically in languagebased areas of the curriculum. A considerably shorter period of time was usually
required to catch up in math.
Cummins (1981) reports those five to seven years were required for
immigrant pupils from a non-English speaking background to catch up academically
in English-proficiency. Pupils who had been in Canada for three years most would
have become relatively fluent in English conversational skills. Fillmore (1991) also
says that pupils who arrived after developing L1 literacy have a second advantage in
that they are less likely to lose their L1 than pupils who arrived at a younger age.

20

Language minority pupils typically experience rapid loss of L1 in the first few years
of learning English in pre-school or in early age.
Rueda (1989) discusses that English L1 speakers are not standing still waiting
for ESL pupils to catch up. A major goal of schooling for all children is to expand
their ability to manipulate language in increasing decontextualized situations, and
every year English (L1) speaking pupils gain more sophisticated vocabulary and
grammatical knowledge and increase their literary skills. Thus, ESL pupils must catch
up with a moving target. It is not surprising that this formidable task is seldom
complete in one or two years. By contrast, in the area of conversational skills, most
native speakers have reached a plateau relatively early in schooling in the sense that a
typical six-year old child can express himself/herself as adequately as an older child.
While some increase in conversational sophistication as they get older, the differences
are not particularly salient in comparison with the differences in literary related skills.
The preceding discussion of the nature of language proficiency and the length
of time required developing appropriate levels of conversational and academic skills
have immediate relevance for two particular issues. First, support for language and
academic development is still beneficial even after pupils have attained conversation
fluency in English. The untimely departure of children from ESL support programs
jeopardizes their academic development, particularly if the mainstream classroom
does not provide an environment that is supportive of language and content
development.
Evidently, the psychological assessments of language minority pupils
conducted in English is likely to underestimate students academic potentials to a

21

significant content if any evidence is placed in the test norms that are derived
predominantly from native English-speaking pupils. It is clear that as the number of
language minority pupils increase in school systems across North America, a radical
restricting of special education placement and assessment procedure is required.
In 1951, the UNESCO meeting of specialists conducted a worldwide survey
of language in education and recommended that every effort should be made to
provide education in the mother tongue even where the mother tongue or first
language is not the national or official language and even where the first language has
no other function in the society.
Ainassians (2012) emphasize the need for the teacher to accomplish her twofold task. First, she must deliver the instructions she planned. Second, she must
constantly assess the progress and success of this instruction so that it can be
modified. For many reasons, things do not always go as planned in the classroom.
Interruptions, misjudgments about pupils readiness and attention, shifts in students
interest, and various spontaneous events operate to alter teachers instruction. The
teacher must read the classroom environment and utilize the effective verbal,
expressive, and performatory behavior that would facilitate effective classroom
instructions.
Related Studies
Local Studies
Kora, Benell and Nodas (2005) investigated the English Proficiency Levels
of the English Teachers in the Selected Private Schools of Tarlac City. The
professional development of teachers beliefs as attitudes towards English learners

22

found out that, in general, this comprehensive survey revealed a responsive district
climate, ready for the institutions on systematic professional development for the
teacher of English language learner (ELL) pupils. The result provided the framework
upon which the district built the restructuring of its service delivery to ELL pupils and
expansion of its outreach to the population of ELL parents and community-based
organizations. Twenty six (26) schools expressed a relatively positive interest in
serving ELL pupils in the regular classroom. Their responses was pointed to a
pervasive need for intensive professional development and training to equip them
with the content knowledge and instructional skills to ensure quality instructional
practice and enhance their level of confidence in teaching ELL pupils. Teachers
responses directed to the need for updated information on assessment tools and
procedures used to identify and place ELLs for services; thus, the district
implemented a nuts-and bolts series of training sessions. This training was designed
to empower teachers with the skills to support the districts newly adopted ELL
assessment policies and to use efficiently assessment results to adopt curriculum and
instructional strategies to meet the needs of ELLs.
In the Philippines, there have been several case studies on mother tonguebased MLE. Among these are the Iloilo Experiments (1948-54 and 1961-64), the
Rizal Experiment (1960-66), the First Language Component-Bridging Program
(1986-93) in Ifugao Province, the Lingua Franca Project (1999-2001), and the
Culture-Responsive Curriculum for Indigenous People-Third Elementary Education
Project (CCIP-TEEP) case study (2003-07). The results of these studies show that
when teachers use the pupils mother tongue, the latter learn to read more quickly,

23

learn better in math and science, and improve in cognitive skills. They also participate
more actively in classes that use the mother tongue as medium of instruction.
Furthermore, children who have learned to read and write in their first language learn
to speak, read, and write in the second and third languages more quickly. Overall,
those who begin school in their first language with careful bridging with the two
second languages emerge as more competent in all areas of study than the children
who do not.
According to Quijano (2010), Studies show that language efficiency is
related to its direct usage. For example, the Cebuano prefer to use English instead of
Filipino, which negatively affects proficiency in Filipino (p. 7). In 1998, the
Lubuagan First Language Component in Kalinga Province promoted the use of the
childrens first language in their basic education experience, complementing the
ongoing education in Filipino and English, the two major languages of education as
mandated by the countrys Bilingual Education Policy (BEP). Children in the first to
third grades of Lubuagan public schools were taught the subject matter in their first
language, Lilubuagan, and were then taught to handle the same subject matter using
the two major languages.
Teachers observed high levels of participation among the pupils, and the
teachers themselves began to use the first language orally to foster a more dynamic
learning environment. In the 2006 National Achievement Tests for Third Grade
Reading, Lubuagan pupils outperformed all other schools in the province by up to 30
percent for both Filipino and English. In 2007, first to third grade pupils from

24

Lubuagan consistently outperformed the other schools in all subjects, including math,
Filipino, and English, by over 20 percent.
Duguiang and Dekker (2010), from DepEd also confirmed the effectiveness of
the L1 program. Many parents were afraid their children would not learn English if
the mother tongue was used in the classroom. They found that children learned faster
and better from the very beginning when they were taught their mother tongue. The
program was successful and more teachers wanted to be trained to use MLE. Parents
who once were hesitant about the program were asking for their children to be
enrolled in experimental classes and began talking about implementing the program
in the whole district (p. 4).
Moreover, Republic Act No. 10157 under Section 5 states that The State
shall hereby adopt the mother tongue-based multilingual education (MTB-MLE)
method. The mother tongue of the learner shall be the primary medium of instruction
for teaching and learning in the kindergarten level. The primary medium of
instruction shall be determined by the DepEd aligned with the framework being used
in the elementary level including teacher training and production of local resources
and materials under DepEd Order No. 74, series of 2009. (p. 6).
Foreign Studies
Tripura (2008) conducted a study about Community participation in the
mother tongue-based multilingual education in Bangladesh, In his study, most
children from indigenous ethnic minority groups in Bangladesh are disadvantaged by
an

education

system

that

does

not

recognize

their

language,

culture,

or future livelihood realities. In addition Tripura outlines a project that promotes

25

quality, inclusive education, with a strong focus on mother tongue education, and
which has community participation throughout. The project promotes indigenous
children's education by first developing a strong foundation in their own mother
tongue, through multilingual pre-primary centers. They then progressively learn the
national language as they make the transition to mainstream schools. This approach
allows children to progress well through school, maintaining their own language,
culture and identity but ultimately still gaining access to the official language.
The education component project introduces a two-year multilingual preprimary program in target communities, with children enrolling at the age of four. The
pupils are taught entirely in their mother tongue in the first year, to build their
confidence. Preparation for literacy through oral practices is introduced. Gradually
pupils enter into pre-reading, pre-writing, and subsequently pre-math activities. In the
second year, children begin to read and write in their mother tongue and continue
with oral mother tongue. In the second half of the year, they also begin to learn oral
Bangla.
In community participation multilingual education is a new concept in
Bangladesh. It started the process with community involvement activities, such as
consultations and awareness-raising activities. It involved community leaders in all
activities. People initially had varying perceptions of multilingual education. One
community leader thought the concept of mother-tongue based education is a
great idea for the betterment of indigenous children education, but it may take as long
as 50 years to make this dream a reality (p. 8).

26

Hence the community leaders involve and respect the leaders of each
language community they work with. They prepare drafts of education materials then
organize community reviews, workshops, and exhibitions.

They also encourage

parents to send their children to school regularly, oversee the construction of centers,
appoint teachers and monitor their attendance, inform the parents about the monthly
parents meeting, visit the centers at least three times a week, and maintain the
building.
The project aims to achieve this through awareness-raising and capacitybuilding, involving children, school teachers, parents, and community members. They
have facilitated the formation of 60 child organizations, and 10 'community learning
circles' to ensure child participation in the decision-making processes of their
communities. Children are receiving training on leadership.
In addition, Stone (2012) classified that the unsuccessfulincomplete change
resulted teachers to: (1) understand translation for MTB-MLE; (2) are unsure about
how to teach a second language as a subject; (3) are uncertain about whether or not
children in MTB-MLE classrooms are disadvantaged in learning Filipino or English;
(4) are uncertain about how an MTB-MLE classroom should be viewed; (5) view
teaching literacy in the mother tongue as an added challenge; (6) ear parents
reactions towards MTB-MLE; and (7) feel confused about education policy. Stone
(2012) emphasizes that teachers positive changes towards MTB-MLE are attributed:
(1) increased comfort and confidence reading and writing their mother tongue and
leading an MTB-MLE classroom; (2) increased comfort and confidence with the
methods and process of teaching literacy in their mother tongue, particularly using

27

the alphabet primer to teach literacy; (3) better understanding of how difficult it is for
children to understand the content when taught in a language they do not speak; and
(4) better understanding of how to create and use their own mother tongue
language/literacy materials.
According to Mohanty, A., Mishra, M. K., Reddy, N. U., Ramesh, G. (2009)
in their study in Andhra Pradesh and Orissa, India, there are 62 scheduled tribal
groups in Orissa with their own linguistic and cultural identities. The Census of India2001 shows that the literacy rate of Orissa state is 63.61 per cent. The literacy rate of
the tribal communities is only 37.37 percent. The number of 6-14 years old tribal
children is the state is about 17, 00000 out of which only 43,538 are enrolled in the
schools. The drop-out rate of the tribal children is also very high. Mishra (n.d.)
reports that out of 1153574 tribal children enrolled in Grades 1-5 only 1, 89,964 could
continue up to Grades 6-8. One of the major reasons behind this is the use of
languages other than childrens home languages as the medium of instruction in
schools. Before the implementation of the MTB-MLE for tribal children, Oriya (the
official state languages) was the sole medium of instruction and the textbooks were
written in the Oriya language. Due to this tribal children could not perform well in
schools. To address this issue, the state piloted the MTB-MLE programme in 185
schools in 10 languages in 8 districts with 100% monolingual situation. In order to
teach children in tribal languages teachers from the tribal communities were selected
and trained. And they, along with community members, were involved in collecting
materials related to local cultures and contexts to develop textbooks and other
learning materials.

28

According to Benson, C. et al. (2011) in his study in Ethiopia , there is a poor

country, is the house for more than 80 ethnic groups that have distinct languages and
cultures. Amharic, which is spoken by 27% of the population, is the national and
official language of the the country (Wagaw, 1999). The Ethnologue (Lewis, 2009)
has reported that 84 indigenous languages spoken within the territory of Ethiopia.
English is the most popular foreign language although it is used only by a small
segment of elite population (Negash, 1990).
Ethiopia provides a good example of strong form of the MTB-MLE. The Education
and Training Policy (Ministry of Education, 1994) makes a provision of learning
through mother tongue for the first eight years of primary schooling. As mentioned in
the Table 4, the policy includes the teaching of Amharic and English as a subject from
Grade 3 and 1 respectively. And English is used as the the medium of instruction from
Grade 9 onwards (Benson et al., 2011).
Synthesis
The relevance of the local studies in the Philippines and foreign studies in
Bangladesh was significant. Both focused on studies about Mother Tongue-based
Multilingual Education that affect children in learning their Second Language.
This study investigated the overall attitude of selected elementary school
teachers towards the Mother Tongue-based Multilingual Education and their
implications on English language pedagogy. Findings on this study will serve as
inputs for the modification or enhancement English instruction in the Philippines.

29

Theoretical Framework
The theoretical frameworks that served as guides in realizing the study are
anchored on the theories of language and attitude of teachers and pupils.
1.1 Language Principles/Theories
Cummins (1987) explains that a person can develop a higher degree of English
conversational skills at about two years exposure to English-speaking peers,
television, and schooling. However, one cannot logically extrapolate from the
considerable English proficiency that a person may display in face-to-face
communication to their overall proficiency in English. If a person does, it might
contribute to pupils academic difficulties.
Cummins Inter-dependence principle states that developing a child in
learning the second language is done through adequate language exposure, and
sufficient knowledge and concepts that a child stores is his/her cognitive system to
help him/her make sense in learning the second language.
Another principle of Cummins is the Additive bilingualism Enrichment
Principle. He developed the term additive as a form of bilingualism. It was added in
the second language repertoire of skills to uphold the development of first the
language. Consequently, these children were in the process of attaining a relatively
high level of both fluency and literacy in their two languages.
Likewise, the psychological principle of learning is substantial for psychoeducational knowledge available to guide policy and practice in the education of
bilingual pupils. These principles by themselves provide reliable basis for prediction
of program outcomes in situations that are not characterized by unequal power

30

relations between dominant and subordinated groups. However, they do not explain
the variation in the achievement of minority groups, nor do they suggest why some
groups have experienced persistent school failure over generations. It focuses on how
unequal power relations are played out and can be challenged in the interactions
between education and pupils in the school context.
The maintenance and shift theory of Beardsley and Eastman (1971) points out
that such language choice accumulated over many individuals and many choices
instances become transformed into the processes of language maintenance or
language shift. Children in school who talk increasingly less about their pre-school
days at home will shift to the second language, because their new and ongoing
experiences take place in the context of that language and not their mother tongue.
Likewise a particular topic is most likely handled in a particular language because
that topic relates to a domain in which the language is dominant in the given society.
In addition, the threshold theory of Cummins dictates proficiency in both
languages which pupils must attain in order to avoid in any negative academic
consequences of a second, higher threshold knowledge necessary to reap the
linguistic and intellectual benefits of bilingualism and biliteracy. This theory affects
the bilingualism on cognitive abilities in which data were stronger for children with
relatively low L2 proficiency. The positive effects are related to the initial struggles
and experiences of the beginning second-language learner. Children must be in an
additive situation where both languages are developing. The negative consequences
may occur when the beginners in learning the L2 will not continue to develop in both

31

of their languages. Thus, positive effects will not be sustained unless high level of
bilingual proficiency is attained.
1.2 Attitudes Theory
Social judgment theory focuses on how peoples prior attitudes distort their
perceptions of the portion advocated in persuasive message, and how such
perceptions mediate persuasion. In general terms, the theory assumes that a persons
attitude serves as a judgmental standard and influences advocated position (shift and
Hovland, (1961). Social judgment theory is an attempt to apply the principles of
judgment to the study of attitude-change. A persons current attitude dictates new
positions which fall on the latitude of acceptance and is assimilated toward a persons
current attitude.
On the other hand, the Yale model of attitude emphasizes attention,
comprehension, and acceptance. An individual must attend to and comprehend
communication before acceptance can occur. It is during the attending and
comprehending phases that an individual has the opportunity to practice the
recommended new opinions. Practice alone does not lead to acceptance but when
combined with incentives and recommendations embedded in communication,
attitude change is likely to occur. Incentives are broadly defined by Hovland et al.
(1953) as direct financial or physical benefits, or they could take on more abstract
from persuasive arguments, social acceptance by others who are respected, or selfapproval from the feeling that one is correct.
Also, functional theories refer to successful persuasion and entail
implementing change procedures that match the functional basis of the attitude one is

32

trying to change. Kats (1960) proposed that any attitude possesses by an individual
serves distinct personality functions. More of these functions contribute to an attitude
system, the stronger and less likely it were that attitude could be changed. Kats
identified four personality functions of attitudes as follows: (a) utilitarian function;
(b) knowledge function; (c) ego defensive functions: and (d) value- expressive
functions.
The utilitarian function acknowledges the behaviorist principle that people are
motivated to gain rewards and avoid punishments from their environment. It is
instrumental securing positive outcomes and preventing negative ones. The
knowledge function of attitudes presumes a basis of human needs to gain a
meaningful, stable, and originated view of the world. Attitudes provide a way of
sizing up objects, and they can also be related to a meaningful way. If peoples
attitudes towards school are positive, then when they are asked about schools they
will be likely the saying positive things without needing to think about it too much.
The alternative and related theory looks at social relationships that occur in
social influence situations. Relman (1958) looked at three processes of opinion
change: (a) compliance; (b) identification; and (c) internalization results are only a
surface level change. Attitudes changed only to receive a favorable reaction from
another person or group. This attitude is only expressed when another person is
present. The attitude change resulting from identification occurs both public and
private situations but does not become part of the persons value system. The change
is dependent on the relationship with the source but not with the sources presence.
Attitudes that are internalized become part of an individuals value system.

33

Conceptual Framework
The researchers would like to make an analytical view and investigate the
attitude of teachers towards MTB-MLE. The characteristics and nature of MTBMLE were considered for the purpose of this study.
Lapuz issued DepEd Order No. 74, s. 2009 which changed the language of
instruction in basic education from bilingual to trilingual (mother tongue, Filipino and
English). It mandates that multilingual education shall be institutionalized as a
fundamental educational policy in the whole stretch of formal education. By contrast,
House Bill 305 or Gullas Bill Act to Strengthen and Enhance the Use of English as
the Medium of Instruction in Philippine Schools encourages the use of the English
language instruction in schools and organization of English-based club such as books,
oratorical, debate writing and related association. Under section 3 of the Bill, the use
of English will be required for government and examinations and entrance
examinations in public schools, state universities, and colleges, and others.
Luisitro (2010) explained that using MTB-MLE will enhance the knowledge,
skills, and attitudes of trainees of MLE methodology. He also added that using MTBMLE in teaching the pupils will develop the love and respect for their heritage,
culture, mother tongue and will contribute to the development of their communities
and nation.
Therefore, another set of skills and knowledge of teachers is needed. Their
competence of their native language is called for in order to strengthen the new
language system. This concerns how teachers use L1 as a medium of instruction and
how they react towards MTB-MLE.

34

The system of MTB-MLE, its characteristics and nature, has a great impact in
the learning of pupils. The attitude of the teachers may have an effect to students
learning. Thomas and Collier (1995) state that the principles of MTB-MLE towards
learning are: (a) use of L1 allows learners to learn to read and write quickly; (b)
learners learn L2 and an L3 more quickly when learning is first conducted in their L1;
(c) learners who begin in their L1 realize greater and more efficient cognitive
development and better prepared for more and more cognitive demanding subject
matter later on their experience; (d) learner achievement and performance are better
measured when done in his/her L1, which reflects the learners knowledge of
concepts rather than their knowledge (or lack of knowledge) of the language in which
the concepts are tested.
From the overriding principles of language and attitudes of teachers towards
MTB-MLE, their implications on English language pedagogy were looked into. The
following is the paradigm of the study:

35

Chapter 3
METHODS OF RESEARCH AND SOURCES OF DATA

This chapter discusses the research design, research locale, research samples
and sampling techniques, data gathering instrument and procedure, and statistical tool
that were used in the investigation.
Research Design
The descriptive-survey research design was used in this study. According to
Calmorin (1994), this approach is appropriate wherever the objects of any class vary
among themselves and one is interested in knowing the extent to which different
conditions obtain among these objects. A questionnaire was used as the instrument to
obtain data about the overall attitude of teachers towards MTB-MLE and their
implications on English language pedagogy.
Research Locale
The researchers conducted their study in five different public elementary
schools namely: (1) Tarlac West Central Elementary School which is located at San
Roque Tarlac City; (2) Sto. Cristo Elementary School sited in Sto. Cristo Tarlac City
where both school used Tagalog in teaching English (3) San Vicente Elementary
School which is situated at San Vicente Tarlac City (4) Carangian Elementary School
located at Carangian Tarlac City where both school used Kapampangan in teaching
English; and (5) San Juan De Mata Elementary School which was found at San Juan
De Mata Tarlac City where Iluko is used in teaching English.

36

Research Samples and Sampling Procedure

The subjects of this study were selected using the purposive sampling
procedure. These grade 1 Engglish teachers were taken from Tarlac West Central
Elementary School which provided 6 respondents, Sto. Cristo Elementary School had
11 respondents, San Vicente Elementary School had 7 respondents, Carangian
Elementary School had 3 respondents, and San Juan De Mata Elementary School had
3 respondents. Overall 30 teachers served as respondents in this study.
In order to get the number of teacher-respondents, the purposive sampling was
used.
Research Instrument
In this study, the researchers used a questionnaire to gather pertinent data.
The questionnaire was structured in a checklist form. This include items that
determine teachers perceptions in terms of objectives and characteristics of MTBMLE; teachers preparedness in the use of MTB-MLE, particularly their
qualifications and instructional materials; and their reactions towards MTB-MLE. All
responses of the teacher-respondents helped the researchers determine their attitude
towards MTB-MLE.
The questionnaire for data elicitation was designed by the researchers and
already validated by the research adviser and three English experts from the College
of Arts and Social Sciences, Tarlac State University. Such validation focused on the
content and faced validity of the instrument.

37

Data-Gathering Procedure
A request letter was given to every school principalof each selected
representative school to ask permission for the researcher to elicit data from their
respective school. The researchers requested the principals from the five schools to
allow them to get the total population of the teachers from grades 1 and subsequently
conducted the survey in Tarlac West Elementary School, Sto. Cristo Elementary
School, San Vicente Elementary School, Carangian Elementary School, and last San
Juan De Mata Elementary School.
Also, the researchers conducted the validation of the questionnaires to the
expert in Tarlac State University. The researchers requested the selected teachers to
share their suggestions for the improvement of the questionnaire. Their suggestions
were incorporated in the final copy of the questionnaire. After finalizing the
questionnaire, this was used to elicit data from the teacher-respondents of Tarlac West
Central Elementary School, Sto. Cristo Elementary School, San Vicente Elementary
School, Carangian Elementary School and San Juan De Mata Elementary School.
Lastly, data were tallied, tabulated, analyzed, and interpreted.
Statistical Treatment
For the analysis and interpretation of data, the frequency counts and the
weighted grand mean were statistically used to determine the attitude of teachers
towards MTB-MLE. The formula of weighted and grand mean is as follows:
Weighted Mean:

38

Where:
x is the repeating value
w is the number of occurrences of x (weight)
xx is the weighted mean
Grand Mean:

X=n x
n

To describe the attitude of the respondents towards MTB-MLE the following

indices were utilize.
For the Perception of teachers, the following indices were used
4- Strongly Agree
3- Moderately Agree
2- Agree
1- Disagree
The rest of the attitude used the following indices
5- Always
4- Most Often
3- Often
2- Seldom
1- Never

39

Chapter 4
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter presents, analyzes, and interpret the data obtained from the grade
1 teacher-respondents specifically describing their perceptions, preparedness,
reactions and overall attitude towards MTB-MLE instruments used. The implications
of MTB-MLE on English language pedagogy in the elementary were, likewise,
presented.
1. Perceptions of Teachers about MTB-MLE
1.1 Objectives
Teachers perceptions in terms of objectives of MTB-MLE are presented in
Table 2. These were anchored on the objectives of DepEd order no.16, and were
determined on how teachers agree on it.

40

Table 1
Perception of Teachers in Terms of the Objective of MTB-MLE
Objectives
1. Improves the development of language
which establishes a strong education
for success in school for lifelong
learning
2. Enhances the cognitive development
which focuses on Higher Order
Thinking Skills (HOTS)
3. Enriches the academic development
which prepares the learner to acquire
mastery of competencies in each of the
learning areas
4. Strengthens the socio-cultural
awareness which enhances the pride of
the learners heritage, language, and
culture
Grand Mean

Weighted
Mean

Verbal
Description

3.9

Strongly Agree
Strongly Agree

4.0
3.9

Strongly Agree
Strongly Agree

4.1
4.0

Strongly
Agree

Table 2 shows that all determination for the objectives of MTB-MLE was
most often perceived by the teacher-respondents. The weighted mean of 3.9, 4.0,
3.9, and 4.1 with similar most often descriptions are described respectively: (1)
Teachers most often perceived that MTB-MLE improves the development of
language which establishes a strong education for success in school for lifelong
learning; (2) that it enhances the cognitive development which focuses on Higher
Order Thinking Skills (HOTS), which shows that one teachers cannot easily force the
pupils to move to the higher level of thinking skills; (3) that it enriches the academic
development which prepares the learner to acquire mastery of competencies in each
learning areas, however, grade 1 teachers find it hard to gain this objective because
some pupils had a low competency on the mastery in the different learning areas

41

because of their L1; and (4) that it strengthens the socio-cultural awareness which
enhances the pride of the learners heritage, language and culture, and that pupils
mother tongue can help them fortify and preserve their inheritance this result matched
to the study of Tripura (2006)..
In the computed grand mean of 4.0 describes as most often, it means that
most of the grade 1 teachers are knowledgeable of the objectives given by the DepEd.
However, but grade 1 teachers encountered a hard time gaining these objectives
because they found it a little difficult to move on to the next level of learning, which
is to learn English.
1.2 Characteristics
Meanwhile, Table 2 presents the perceptions of teachers in terms of MTBMLE characteristics.
Table 2
Perceptions of Teachers in terms of the Characteristics of MTB-MLE
Characteristics
1. Helps teachers in teaching English to their pupils
to become better in a language which is familiar
to them
2. Makes the pupils literate in their L1
3. Makes the pupils more competitive in their L1
before learning their L2
4. Effective for grade 1 pupils in learning
5. Hastens the communication skills of the pupils
Grand Mean

Weighted Mean

Verbal Description
Strongly Agree

3.9
4.1
4.0
4.0
4.0
4.0

Strongly Agree
Strongly Agree
Strongly Agree
Strongly Agree
Strongly Agree

Table 2 illustrates that all purpose for the characteristics of MTB-MLE were
most often distinguished by the teacher-respondents. The weighted mean of 3.9,

42

4.1, 4.0, 4.0, and 4.0 with similar most often descriptions are explained
correspondingly: (1) Teachers most often, helps grade one teachers in teaching
English to their pupils who are literate to their L1 to become better in a language
which is a familiar to them; (2) that it make the pupils literate in their L1. And it also
helps for the pupils to conceptualize and expressed their idea using their L1; (3) that it
makes the pupils more competitive in their L1 before learning the L2 which is a
process on areas of learning and it serve as a bridge in learning the L2 this finding
support the article given by Quismundo (2012); (4) that it effective for pupils in
learning easily from grade 1; and (5) that it hastens the communication skills of the
pupils using their L1 which helps them to express what they want to say using their
mother tongue.
The Characteristics of MTB-MLE with a computed grand mean of 4.0
describes as most often is helpful for both the teachers and pupils. The teachers are
confident and have a positive perception towards the characteristics of MTB-MLE.
Table 3
Summary of the Teachers Perceptions towards MTB-MLE
Aspects
Weighted Mean
Verbal Description
1. Objectives of MTB-MLE
4.0
Strongly Agree
2. Characteristics of MTBMLE
4.0
Strongly Agree
Grand Mean
4.0
Strongly Agree

Table 3 presents the summary of the teachers perceptions about MTB-MLE.

Both objectives and characteristics of MTB-MLE are most often with a grand mean
of 4.0 perceived by the respondents. This implies that teachers have a positive
perception about MTB-MLE. They understood the objectives as well as the

43

characteristics of MTB-MLE from the beginning of its implementation. They met the
given descriptions of DepEd to MTB-MLE and the objectives of MTB-MLE are not
yet completely achieved, but based on the result with the mean 4.0 and the description
most often, these expectations of the DepEd are about to be attained.
2. Preparedness of Teachers on MTB-MLE
2.1 Qualification of Teachers
This table determines the abilities of teachers on teaching MTB-MLE. The
capability of the teachers on using the L1 of students
Table 4
Preparedness of Teachers on MTB-MLE in terms of their Qualifications
Qualification
1. Equipped to use the mother tongue as the
language to teach the content of English and
other subjects
2. Have attended several trainings, seminars,
workshops, and conferences on MTB-MLE
3. Native speaker of the mother tongue implemented
in school
4. Can speak fluently and read excellently materials
that are written in the mother tongue
5. Can intellectually and scholarly write in the
mother tongue
Grand Mean

Weighted Mean

Verbal Description

4.2

Most Often

4.2

Most Often

4.3

Most Often

4.3

Most Often

4.1
4.2

Most Often
Most Often

Table 4 presents the preparedness of teachers in terms of their qualifications

for MTB-MLE. The table shows that grade 1 teachers are qualified for MTB-MLE
instruction. The table presents that all determinations for preparedness of teachers on
MTB-MLE were most often by the teacher-respondents. The weighted mean of 4.2,
4.2, 4.3, 4.3, and 4.1 with similar most often descriptions are illustrated
respectively: (1) Equipped to use the mother tongue as the language teach the content

44

of English and other subjects; (2) that it attended several trainings, seminars,
workshops, and conferences for additional background on MTB-MLE and it falsifies
the testimonial of Rep. Eduardo Gullas (2011) where he was doubted the abilities of
teachers in teaching mother tongue; (3) that the 1 teachers in the selected schools is a
native speaker of the mother tongue implemented in their school; (4) that they can
speak fluently and read excellently in the materials that are written in the mother
tongue which is helpful for them to teach their lessons it upholds the statement of
Arellano (2009) that the teachers must be well-equipped to convey the objectives
properly; and (5) that grade 1 teachers can intellectually and scholarly write in the
mother tongue.
The grand mean of 4.2 with the description most often proves that the
teachers are capable in teaching the mother tongue. Hence, the teacher-respondents
are most often prepared and are qualified for MTB-MLE.
2.2 Instructional Materials
This table find out the sufficiency of the materials given by the DepEd as well
as the own instructional materials provided by the teachers themselves

Table 5
Preparedness of Teachers in terms of Instructional Materials for MTB-MLE
Instructional Materials
1. Have sufficient textbooks, worktexts, and
modules written in the mother tongue that both
teachers and pupils can use
2. Capable to create instructional materials in the
mother tongue
3. Can translate written or literary work into the
mother tongue in the absence of L1 instructional

Weighted Mean

Verbal Descriptions

2.9
Often
4.0
3.9

Most Often

45

materials
4. Receive financial support from the school for
teachers in creating and developing instructional
materials written in the mother tongue
5. Receive incentives in preparing instructional
materials written in the mother tongue
Grand Mean

Most Often
2.9
Often
2.3
3.2

Seldom
Often

Table 5 presents the grade 1 teachers preparedness in terms of instructional

materials for MTB-MLE, It shows that most often with the weighted mean of 4.0
and 3.9 respectively teachers are capable to create instructional materials in the
mother tongue, and that they can translate written or literary work into the mother
tongue in the absence of L1 instructional materials. On the other hand, teachers
often with a weighted mean of 2.9 have sufficient textbooks, worktexts, and
modules written in the mother tongue that they can use with their pupils and often
with a weighted mean of 2.9 receive financial support from the school for developing
instructional materials written in the mother tongue. However, seldom with a
weighted mean of 2.3 those teachers receive incentives in preparing instructional
materials written in the mother tongue.

Table 6
Summary of the Teachers Preparedness in teaching for MTB-MLE
Teachers Preparedness
1. Qualification of Teachers
2. Materials on Teaching
MTB-MLE
Grand Mean

Weighted Mean
4.2

Verbal Description
Most Often

3.2
3.9

Often
Most Often

46

The table shows the summary of grade 1 teachers preparedness in teaching

MTB-MLE. It shows that teachers are most often with a weighted mean of 4.2
prepared and are qualified to teach for MTB-MLE. However, teachers are often
with a weighted mean of 3.2 prepared of materials in teaching MTB-MLE. This result
implies that in terms of materials in teaching MTB-MLE, teachers and schools are not
fully or absolutely prepared for MTB-MLE. Instructional materials are still lacking
and need to be given attention for the successful implementation of MTB-MLE.
Despite the result of materials in teaching shows that most often with a grand mean
of 3.9 teachers are prepared in teaching for MTB-MLE. This further implies that
teachers and their schools are leading towards the full implementation of MTB-MLE,
as they are showing preparedness to the success of the mother tongue instruction..
3. Reactions of Teachers towards MTB-MLE
This table verifies the teachers reaction towards the implementation of MTBMLE. It shows how teachers feel the effectiveness of the new curriculum.
Table 7 presents the overall attitude of the teacher-respondents.

Table 7
Reactions of Teachers for MTB-MLE
Reactions
1. It is as easy for children to learn in English
because of the mother tongue instruction
2. Mother tongue instruction makes English teaching
easy
3. Mother tongue literacy is important to pupils in
understanding the content of their lessons
4. Pupils in the mother tongue-based classroom have
an advantage in learning English

Weighted Mean

Verbal Description

3.8

Most Often

3.8

Most Often

4.0

Most Often

3.9

Most Often

47

5. Pupils are more interested to learn English

6. Through the mother tongue pupils learn English
faster
7. I feel comfortable teaching reading and writing in
English
8. Pupils participate more actively in the classroom
when the teacher and the pupils are speaking in
the mother tongue
9. Teachers use the same teaching methods in the
English classroom as they are used in the mother
tongue classroom
10. The teacher understands the process of second
language learning and applies it when teaching
English
Grand Mean

3.7

Most Often

3.6

Most Often

4.0

Most Often

4.2

Most Often

4.2

Most Often

4.1
3.9

Most Often
Most Often

Table 7 presents that all determinations for the reactions of teachers in MTBMLE were most often perceived by the teacher-respondents. The weighted mean of
3.8, 3.8, 4.0, 3.9, 3.7, 3.6, 4.0, 4.2, 4.2, and 4.1 with similar most often illustrations
are described in the following manners: (1) Its easy for children to learn English
because of the mother tongue instruction; (2) that the mother tongue instruction
would make English learning and instruction easy; (3) that the mother tongue literacy
is important to pupils in understanding the content of their lessons; (4) that the pupils
in mother tongue-based classroom have an advantage in learning English; (5) that the
pupils are more interested and material to learn English; (6) that the pupils will learn
English faster if taught through the mother tongue; (7) that grade 1 teachers feel
comfortable teaching reading and writing in English; (8) that the pupils participate
more actively in the classroom when the teacher and the pupils are speaking the
mother tongue it upholds to the study of Watson (2003) and Dekker (2003) that
children are getting motivated to participate on the discussion when it is related to
what they are familiar with.; (9) that the teachers use the same teaching methods in

48

the classroom as were used in the classroom; and (10) that the teacher understands the
process of second language learning and applies it when teaching English, with a
weighted mean of 4.1 describes as most often.
The computed grand mean of 3.9 describes as most often, shows that
teachers have enough knowledge about MTB-MLE and know the processes on how
they teach their pupils better in English. The teachers support the statements that the
pupils should be competitive enough in communication using their mother tongue
before learning L2.
4. Overall Attitude of Selected Elementary School Teachers towards MTB-MLE
This table summed up the perception, preparedness and the reactions of the
teachers towards MTB-MLE.

Table 8
Overall Attitude of Selected Elementary School Teachers towards MTB-MLE
Overall Attitude
1. Perception of Teachers
2. Preparedness of Teachers
3. Reactions of Teachers
Grand Mean

Weighted Mean
4.0
3.9
3.9
3.9

Verbal Description
Strongly Agree
Most Often
Most Often
Most Often

Table 9 presents that all determinations for the overall attitude of grade 1
teachers of MTB-MLE were most often perceived by the teacher-respondents.the
weighted mean of 4.0, 3.9, and 3.9 with similar most often descriptions as

49

described the following: (1) it reveals that grade 1 teachers have sufficient
understanding regarding MTB-MLE; (2) that the grade 1 teachers are capable in
teaching MTB-MLE; (3) that their reactions towards MTB-MLE are well-defined.
The total grand mean of this data determines the overall attitude of selected
elementary school teachers towards the implementation of MTB-MLE. The
calculated overall grand mean is 3.9 having to the description most often. It
suggests that the overall attitude is closed to the anticipated outcomes of DepEd in
implementing MTB-MLE. The teachers are knowledgeable or well equipped,
prepared, and possess positive attitude towards MTB-MLE. This overall positive
attitude of the teachers towards MTB-MLE reveals that the initial implementation of
the new curriculum is leading to its absolute full implementation.

5. Implications of MTB-MLE on English Language Pedagogy

MTB-MLE enriches the ability of grade 1 teachers in teaching the pupils to
master their first language with the help of the new K to 12 curriculum in which
mother tongue-based multilingual education (MTB-MLE) is included. The grade 1
teachers strengthen the cultural awareness, language, and culture of their pupils which
subsequently help pupils value more of their native language than the English
language.

50

Grade 1 teachers can facilitate learning of L1 and L2 among pupils. MTBMLE also helps the pupils to become more literate in both the mother tongue and the
English language. Pupils enhance their communicative competency in L1 which they
also use to learn the English language to their later levels. Grade one teachers
increased their confidence in spending more time in teaching English using their
mother tongue.
Teachers do not really have enough worktexts, textbooks, and modules that
they may use in teaching. However it can be said grade one teachers are efficient in
using the mother tongue as well as the English language that is why, they can
translate written texts from English to the mother tongue, such as nursery songs,
stories, rhymed poems and other written texts. Through this method, pupils can
understand further their lessons in English because they understand English concepts
through the mother tongue.
Grade 1 teachers are comfortable in teaching English using the MTB-MLE.
The pupils can participate actively in the class using their mother tongue. The
teachers understand the process of the second language learning when teaching
English that the learners have to be competent enough first in the mother tongue.
According to the result of this study, the first step of MTB-MLE curriculum
which is to improve the communicative competence and to create greater concepts
using L1 is successful. If the learners have the compact idea on their, L1 it is easier
for them to convert it on L2. This idea matched to the testimonial of Cummins (1994)
that the children who are competent in L1 have the better ability to express logical
relations. Pupils can derive their ideas from L1 to L2. Furthermore, lack of English

51

proficiency is the major reason of failing other subjects which have English as
medium of instruction. MTB-MLE is envisioned that pupils do not fall behind in
other subjects while they are still in the process of learning English language.
However Cummins also reveals that this will serve as disadvantage for the
pupils who are leaving the all-English program. Because these pupils appear to be
fluent in English, their poor academic performance can no longer be explained by the
fact that their English language abilities are still in the process of development. The
pupils who are fluent in the English language may weaken their continuous English
language learning while enhancing their ability to their L1.

Chapter 5
SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS
This chapter summarizes the findings of the study and conclusions based upon
the given results. Recommendations are also presented for the solutions of the
problems in the study.
Summary

52

This study was conducted to investigate the attitudes of the selected grade 1
school teachers towards the mother tongue-based multilingual education (MTB-MLE)
and their implications on English language pedagogy. To this end, it sought to answer
the following questions: (1) how do teachers perceive the MTB-MLE in terms of
objectives and characteristics; (2) how prepared are the teachers to implement the
MTB-MLE in their school in terms of qualifications of teachers and instructional
materials; (3) what are the reactions of the teacher towards MTB-MLE; (4) what is
the overall attitude of selected elementary school teachers towards MTB-MLE; and
(5) what are the implications of MTB-MLE to English language pedagogy in
elementary school?
The researchers utilized the descriptive method of research. The respondents
of this research were taken from five (5) different elementary schools, six (6) grade 1
teachers from San Vicente Elementary School, eleven (11) from Sto. Cristo
Elementary School, six (6) from Tarlac West Elementary School, three (3) from
Carangian Elementary School, and another three (3) from San Juan de Mata
Elementary School were obtained.
A checklist was the instrument used to gather information for this research.
For the analysis and interpretation of data, the frequency count and the grand
weighted mean were statistically used to determine the attitudes of teachers towards
MTB-MLE.
Findings:

53

1. The researchers found that the teachers have a clear understanding towards the
objectives and characteristics of MTB-MLE. They can teach excellently along with
MTB-MLE, and that they can follow what the DepEd would like to disseminate to the
learners. It only means that learning process that is being set by the administrator has
already started.
2. For the preparedness of the teachers, it was revealed that the teachers are capable
of teaching, can speak fluently, write proficiently using the mother tongue and well
equipped to convey the objectives properly. On the other hand there are insufficient
textbooks, work texts and modules to give enough knowledge for the pupils in MTBMLE. Likewise the schools are giving exact financially support for the teachers,
however, they were not given incentives in preparing instructional materials for
teaching.
3. As regards reactions of the teachers towards MTB-MLE, they really understand the
second language learning that is why they supported the new curriculum. They also
believed that the pupils are competitive and motivated to participate on the
discussions when it is related to what are familiar, and it easier for the pupils to
absorb the English lessons when there is an L1 to support the details of the
discussion.
4. The selected elementary school teachers have a positive attitude towards the
implementations of MTB-MLE. The teachers have the ability to pass on the
knowledge needed by the pupils through MTB-MLE. They are satisfied for the new
curriculum that the pupils learn the L2 by the help of L1.

54

5. The teachers can facilitate teaching the pupils their L1 and L2. MTB-MLE helps
the pupils to become communicatively competitive using their mother tongue and the
English language. The pupils which is knowledgeable on their L1 have the confidence
can easily learn the English language and other areas of learning, and through their
positive relationship, the confidence for both the teachers and pupils contributed to
good teaching and learning environment.
Conclusions
From the given findings, the conclusions formulated by the researchers are:
1. Teachers are knowledgeable of the objectives and characteristics of MTB-MLE.
2. Teachers are prepared for MTB-MLE. They are well-equipped for the mother
tongue instructions as manifested by their qualifications. However, there are
insufficient instructional materials for the new curriculum which serves as one of the
difficulties in teaching MTB-MLE. Despite of this they can still adjust and make their
own instructional materials.
3. Teachers understand the second language learning that led to their agreement and
confidence that pupils be taught in the mother tongue which help them later on
studying the English language.
4. There is a positive overall attitude of selected elementary school teachers towards
the implementation of MTB-MLE.
5. There are good effects of the implementation of MTB-MLE on English language
pedagogy, which may strengthen confidence of the pupils for L1 communications

55

skills, which they can apply when learning the English language. Moreover, L2 is
resorted to translation but makes English learning easy because the content of the
English subjects is taught in L1.
Recommendations
On the basis of the findings and conclusions, the recommendations of the
researchers are:
1. Administrators should financially support further teachers who develop
instructional materials for L1 teaching and learning.
2. Administrators should give incentives to L1 instructional materials development.
3. Administrators should conduct regular trainings and seminars to enhance the ability
of teachers on teaching MTB-MLE.
4. Teachers should scaffold the teaching of English so that the pupils will not find the
adjustment stage very hard.
5. Administrators and teachers should gather parents and guardians of the pupils to let
them understand the goals and objectives of MTB-MLE.
6. School administrators and future researchers should keep on monitoring the
progress of MTB-MLE and conduct an evaluation of its implementations.
7. Organizational projects such as extension works should make at least simple books
or any instructional materials which may help the teachers in teaching MTB-MLE.

56

REFERENCES
Ainassian, P. (1996): Classroom assessment. New York: MC Graw Hill Inc.
Arellano, R. (2012). The teacher of English in grade schools, the Filipino teacher.
Philippine Daily Inquirer, v.15(4), p.138.
Arellano Law Foundation.Fifteenth Congress Second Regular Session.
<http://www.lawphil.net/statutes/repacts/ra2012/ra_10157_2012.html> (July
25, 2011)
Calderon J. & Gonzales, E.(1993). Methods of research and thesis
Manila: National Book Store, Inc.

writing:

Calibo.DepEd to implement Mother Tongue-Based Multilingua; Education.

<http://www.pia.gov.ph/news/index.php?article=1131339034741> (June 27,
2012)

57

Cruz. The New K to 12 Curriculum.

<http://www.thelearningplace.ph/?p=2073> (January 5, 2012)
Calmorin, L. (1994). Educational research
Manila:National Book Store, Inc.

measurement

and

validation:

De Jesus, C.M. (2012). English proficiency level of the English teachers selected
private schools of Tarlac City:M.A. Education. Tarlac State University
Eastman, C. M. (1983).Language planning. San Francisco: Chandler and Sharp
Publisher, Inc.
Gov.ph. The K to 12 Basic Education Program
<http://www.gov.ph/k-12/> (
Lapea.This June, Grades 1-3 will be taught in the mother tongue.
<http://www.gmanetwork.com/news/story/245512/news/nation/this-junegrades-1-3-will-be-taught-in-mother-tongue> (January 24, 2012)
Leyba, C. (1994). Schooling and language minority pupils: a theoretical framework
evaluation: Dissemination and Assessment Center, California State
University, Los Angeles.
Murcia, C. M. (ed.), (2006).Teaching English as a second language 3rd Ed.
Singapore:Thompson Learning Asia.
Multilingualphilippines.com.Improving Learning Outcomes through Mother TongueBased Education.
<http://multilingualphilippines.com/?p=4243&fb_source=message>
(September 22, 2011)
Nolasco.MTBMLE: Far Beyond Aquino Administration.
<http://opinion.inquirer.net/28951/mtbmle-far-beyond-the-aquinoadministration> (May 18, 2012)
Sy-Kho.K to12: Lessons to be taught in mother tongue to help pupils
learn better
and stay in school
<http://www.gmanetwork.com/news/story/260658/news/specialreports/kto12-lessons-to-be-taught-in-mother-tongue-to-help-pupils-learn-better-andstay-in-school> (June 18, 2012)

58

59

APPENDICES

Appendix A
REQUEST LETTER FOR THE EXPERT
January 29, 2013
To the expert:

60

We are AB English pupils of the College of Arts and Social Sciences, Tarlac
State University who are presently conducting a research titled The Attitude of
Selected Elementary School Teachers towards the Implementation of the Mother
Tongue-Based Multilingual Education (MTB-MLE): Their Implications on English
Language Pedagogy, which is a requirement for the subject Thesis Writing (English
421).
In this connection may we request you to validate our research questionnaire
to determine its content and face validity.
Thank you for supporting this academic endeavor. We appreciate prompt
undertaking to this request.
Respectfully yours,

(Sgd.) Jomarco L. Santos

(Sgd.) Jocelyn C. Francisco
(Sgd.) Ma. Theresa L. Urbano
Researchers
Noted:

(Sgd.) Brendalyn A. Manzano, Ph. D.

Thesis Adviser

Appendix B
REQUEST LETTER TO SAN JUAN DE MATA ELEMENTARY SCHOOL
February 4, 2013
The School Principal/Administrator
San Juan De Mata Elementary School

61

San Juan De Mata, Tarlac City

Dear Madam/Sir:
We are AB English pupils of the College of Arts and Social Sciences, Tarlac
State University who are presently conducting a research on Attitudes of Selected
Elementary School Teachers Towards the Mother Tongue-Based Multilingual
Education (MTB-MLE): Their Implications to English Language Pedagogy, which
is a requirement for the subject Thesis Proposal Writing (English 414).
In this connection, may we request your office to allow us conduct a research
in your school. We shall be in need of your English teachers from grade 1-3 to answer
the questionnaire that will determine the attitude and the impact of MTB-MLE in the
Elementary English instruction. Further, may we also request to allow us to get the
necessary data for our research number of English teacher from grade 1 to 3.
Thank you for supporting this academic endeavor. We appreciate your
immediate approval.
Respectfully yours,
(Sgd.) Jomarco Santos
Noted:
(Sgd.) Brendalyn A. Manzano, Ph.D.
Thesis Adviser

(Sgd.) Jocelyn Francisco

(Sgd.) Ma. Theresa Urbano
Researcher

(Sgd.) Cecilia L. Calub, Ph. D.

Chairperson, English Department
Approved:
(sgd.) Danilo Bulatao
Office-in-charge

Appendix C
REQUEST LETTER TO SAN VICENTE ELEMENTARY SCHOOL
February 4, 2013
The School Principal/Administrator

62

San Vicente Elementary School

San Vicente, Tarlac City
Dear Madam/Sir:
We are AB English pupils of the College of Arts and Social Sciences, Tarlac
State University who are presently conducting a research on Attitudes of Selected
Elementary School Teachers Towards the Mother Tongue-Based Multilingual
Education (MTB-MLE): Their Implications to English Language Pedagogy, which
is a requirement for the subject Thesis Proposal Writing (English 414).
In this connection, may we request your office to allow us conduct a research
in your school. We shall be in need of your English teachers from grade 1-3 to answer
the questionnaire that will determine the attitude and the impact of MTB-MLE in the
Elementary English instruction. Further, may we also request to allow us to get the
necessary data for our research number of English teacher from grade 1 to 3.
Thank you for supporting this academic endeavor. We appreciate your
immediate approval.
Respectfully yours,
(Sgd.) Jomarco Santos
Noted:

(Sgd.) Jocelyn Francisco

(Sgd.) Brendalyn A. Manzano, Ph.D.

(Sgd.) Ma. Theresa Urbano

Thesis Adviser

Researcher

(Sgd.) Cecilia L. Calub, Ph. D.

Chairperson, English Department
Approved:
(Sgd.) Rodel G. Aragon
Principal

Appendix D
REQUEST LETTER TO SAN JUAN DE MATA ELEMENTARY SCHOOL
February 4, 2013

63

The School Principal/Administrator

Carangian Elementary School
Carangian, Tarlac City
Dear Madam/Sir:
We are AB English pupils of the College of Arts and Social Sciences, Tarlac
State University who are presently conducting a research on Attitudes of Selected
Elementary School Teachers Towards the Mother Tongue-Based Multilingual
Education (MTB-MLE): Their Implications to English Language Pedagogy, which
is a requirement for the subject Thesis Proposal Writing (English 414).
In this connection, may we request your office to allow us conduct a research
in your school. We shall be in need of your English teachers from grade 1-3 to answer
the questionnaire that will determine the attitude and the impact of MTB-MLE in the
Elementary English instruction. Further, may we also request to allow us to get the
necessary data for our research number of English teacher from grade 1 to 3.
Thank you for supporting this academic endeavor. We appreciate your
immediate approval.
Respectfully yours,
(Sgd.) Jomarco Santos
Noted:

(Sgd.) Jocelyn Francisco

(Sgd.) Brendalyn A. Manzano, Ph.D.

(Sgd.) Ma. Theresa Urbano

Thesis Adviser

Researcher

(Sgd.) Cecilia L. Calub, Ph. D.

Chairperson, English Department
Approved:
(Sgd.) Rene B. Miclat
Principal II

Appendix E
REQUEST LETTER TO SAN JUAN DE MATA ELEMENTARY SCHOOL
February 4, 2013

64

The School Principal/Administrator

Tarlac West Central Elementary School
San Roque, Tarlac City
Dear Madam/Sir:
We are AB English pupils of the College of Arts and Social Sciences, Tarlac
State University who are presently conducting a research on Attitudes of Selected
Elementary School Teachers Towards the Mother Tongue-Based Multilingual
Education (MTB-MLE): Their Implications to English Language Pedagogy, which
is a requirement for the subject Thesis Proposal Writing (English 414).
In this connection, may we request your office to allow us conduct a research
in your school. We shall be in need of your English teachers from grade 1-3 to answer
the questionnaire that will determine the attitude and the impact of MTB-MLE in the
Elementary English instruction. Further, may we also request to allow us to get the
necessary data for our research number of English teacher from grade 1 to 3.
Thank you for supporting this academic endeavor. We appreciate your
immediate approval.
Respectfully yours,
(Sgd.) Jomarco Santos
Noted:

(Sgd.) Jocelyn Francisco

(Sgd.) Brendalyn A. Manzano, Ph.D.

(Sgd.) Ma. Theresa Urbano

Thesis Adviser

Researcher

(Sgd.) Cecilia L. Calub, Ph. D.

Chairperson, English Department
Approved:
(Sgd.) Felecisima Pelegrino
Principal

Appendix F
REQUEST LETTER TO SAN JUAN DE MATA ELEMENTARY SCHOOL
February 4, 2013

65

The School Principal/Administrator

Sto. Cristo Elementary School
Sto. Cristo, Tarlac City
Dear Madam/Sir:
We are AB English pupils of the College of Arts and Social Sciences, Tarlac
State University who are presently conducting a research on Attitudes of Selected
Elementary School Teachers Towards the Mother Tongue-Based Multilingual
Education (MTB-MLE): Their Implications to English Language Pedagogy, which
is a requirement for the subject Thesis Proposal Writing (English 414).
In this connection, may we request your office to allow us conduct a research
in your school. We shall be in need of your English teachers from grade 1-3 to answer
the questionnaire that will determine the attitude and the impact of MTB-MLE in the
Elementary English instruction. Further, may we also request to allow us to get the
necessary data for our research number of English teacher from grade 1 to 3.
Thank you for supporting this academic endeavor. We appreciate your
immediate approval.
Respectfully yours,
(Sgd.) Jomarco Santos
Noted:

(Sgd.) Jocelyn Francisco

(Sgd.) Brendalyn A. Manzano, Ph.D.

(Sgd.) Ma. Theresa Urbano

Thesis Adviser

Researcher

(Sgd.) Cecilia L. Calub, Ph. D.

Chairperson, English Department
Approved:
(Sgd.) Mrs. Lapuz
Office-in-charge

Appendix G
SAMPLE QUESTIONNAIRE FOR THE TEACHER-RESPONDENTS
I. Personal Background

66

Name (optional):________________________
Age: __________
Educational Attainment: __________________________________

II. Questionnaire to the Respondents

Directions: Kindly tick the column that corresponds to your answer using the
following scale. Please do not leave any item unanswered. Your answers will be
treated with utmost confidentiality and for research purposes only.
4 Strongly Agree
3 Moderately Agree
2 Agree
1 Disagree
I. Perceptions of Teachers about MTB-MLE
Objectives

1. MTB-MLE enhances the thinking skills of pupils in

the classroom.
2. MTB-MLE allows the pupils mastery of L1 and
culture.
3. Develops fluency of pupils towards speaking, reading,
and writing competencies using L1.
4. The teachers can train themselves in teaching English
and Filipino as foreign languages and give them the
experience of being a learner using MTB-MLE.
5. The teacher can examine their previous language,
learning, and literacy experience and beliefs in light of
their own teaching practices in MTB-MLE.
1.1 Characteristics
1. MTB-MLE helps teachers in teaching English to
their pupils to become better in a language which
is familiar to them.
2. MTB-MLE makes the pupils literate in their L1.
3. It makes the pupils more competitive in their L1

67

before learning their L2.

4. MTB-MLE is more effective for pupils in
learning from grades 1 to 3.
5. MTB-MLE hastens the communication skills of
the pupils using L1.
Directions: Please use the following scale to answer the succeeding parts of this
questionnaire
5 Always
4 Most Often
3 Often
2 Seldom
1 Never
II. Preparedness of Teachers for MTB-MLE
2.1 Qualifications of Teachers

1. Teachers are equipped to use the mother tongue as the

language to teach the content of English and other
subjects.
2. Teachers have attended several trainings, seminars,
workshops and conferences on MTB-MLE.
3. The teacher is a native speaker of the mother tongue
implemented in the school.
4. The teacher can speak fluently and read excellently
materials that are written in the mother tongue.
5. The teacher can intellectually and scholarly write in
the mother tongue.

2.2 Instructional Materials

1. There are sufficient textbooks, worktexts and modules
written in the mother tongue that both teachers and
pupils can use.

68

2. Teachers are capable to create instructional materials

in the mother tongue.
3. Teachers are capable to translate written or literary
work into the mother tongue in the absence of L1
instructional materials.
4. The school financially supports teachers in creating
and developing instructional materials written in the
mother tongue.
5. Teachers are given incentives in preparing
instructional materials written in the mother tongue.

III. Reactions of Teachers towards MTB-MLE

Reactions
1. It is as easy for children to learn in English because of
the mother tongue instruction.
2. Mother tongue instruction would make English
learning and instruction easy.
3. Mother tongue literacy is important to pupils in
understanding the content of their lessons.
4. Pupils in mother tongue-based classrooms have an
advantage in learning English.
5. Pupils are more interested and material to learn
English.
6. Pupils will learn English faster if taught through the
mother tongue.
7. I feel comfortable teaching reading and writing in
English.
8. Pupils participate more actively in the classroom
when the teacher and the pupils are speaking the
mother tongue.
9. Teachers use the same teaching methods in the
classroom as were used in the classroom.
10. The teacher understands the process of second
language learning and applies it when teaching
English.

69

Appendix H
COMPUTATION OF THE DATA
Respondent
s

1. MTB-MLE
improves the
development of
language which

2. MTB-MLE
enhances the
cognitive
development

Objectives
3. MTB-MLE enriches
the academic
development which
prepares the learner to

4. MTB-MLE
strengthens the
socio-cultural
.awareness which

70

establishes a strong
education for
success in school for
lifelong learning
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
mean
Respondent
s

4
3
4
4
4
5
3
4
3
3
4
4
4
4
4
4
3
4
3
5
4
4
5
5
4
3
4
3
4
4
3.9
1. MTB-MLE
helps teachers in
teaching English
to their pupils to
become better in
a language which
is a familiar to

which focuses acquire mastery of

enhances the pride
on Higher
competencies in each
of the learner's
Order
the learning areas
heritage, language
Thinking
and culture
Skills (HOTS)
4
3
5
3
3
4
5
4
4
5
4
5
4
4
5
5
4
5
2
4
3
4
4
4
4
3
3
4
3
4
5
5
4
4
4
4
4
4
4
3
4
4
3
4
4
4
4
4
3
3
3
4
4
4
3
4
4
5
5
5
4
4
4
4
4
5
5
4
3
4
5
5
4
4
4
4
4
5
4
4
4
4
4
5
4
4
3
4
3
4
4.0
3.9
4.1
Characteristics
2. MTB3. It makes
4. MTB-MLE is 5. MTB-MLE
MLE make
the pupils
more effective
hastens the
the pupils
more
for pupils in
communication
literate in
competitive learning from
skills of the
their L1
in their L1
grades from
pupils using
before
grade 1 to 3
learning

71

them
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
mean

Respondent
s

3
3
4
5
5
5
3
3
4
3
4
4
4
4
4
3
4
4
4
5
4
5
4
4
4
3
4
4
3
4
3.9

1. Teachers are
equipped to use
the mother
tongue as the
language to
teach the

3
4
4
4
5
4
3
3
4
3
4
5
5
4
4
5
4
4
4
4
4
4
4
4
4
5
5
5
3
4
4.1

their L2
4
4
4
4
5
4
3
3
4
3
5
4
5
4
4
5
4
4
4
4
4
4
3
4
4
5
4
5
3
3
4.0

Qualification
2. Teachers have 3. The
attended several teacher is a
trainings,
native
seminars,
speaker of
workshops, and the mother
conferences on
tongue

4
3
4
5
5
5
3
3
3
3
5
4
4
4
4
5
4
4
4
5
4
5
3
5
4
3
5
5
3
3
4.0

4
3
4
4
5
5
3
3
4
3
1
5
5
3
3
5
4
4
5
5
4
5
5
4
4
5
5
5
3
3
4.0

4. The teacher
can speak
fluently and
read excellently
materials that
are written in

5. The teacher
can
intellectually
and scholarly
write in the
mother tongue

72

1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
mean

Respondent
s

content of
English and
other subjects
5
4
5
4
5
4
3
5
4
4
4
5
5
4
4
4
4
4
4
5
3
5
2
4
4
5
4
5
4
4
4.2

1. There are
sufficient
textbooks,
worktexts, and
modules written

MTB-MLE
5
4
5
5
5
4
3
5
1
4
4
5
5
4
4
5
4
4
3
5
5
5
4
5
3
3
4
4
4
4
4.2

implemente
d in the
school
5
3
5
4
5
5
3
5
5
4
4
5
5
3
3
5
4
4
4
5
4
4
4
5
4
5
4
5
4
4
4.3

the mother
tongue
4
4
5
5
5
4
3
5
5
4
5
4
4
4
4
5
4
4
4
5
4
5
3
4
4
5
4
5
4
4
4.3

Instructional Materials
2. Teachers 3. Teachers are
4. The school
are capable capable to
financially
to create
translate written supports teachers
instructional or literary work in creating and
materials in into the mother developing

5
3
5
4
5
5
3
5
5
4
4
4
4
4
4
3
4
4
4
5
3
5
3
4
4
5
3
5
4
4
4.1

5. Teachers
are given
incentives in
preparing
instructional

73

1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
mean

in the mother
tongue that both the mother
teachers and
tongue
pupils can use
4
4
2
3
2
4
3
4
3
3
3
5
2
3
2
3
2
5
3
4
5
5
4
5
4
5
2
4
2
4
2
3
1
3
4
4
3
4
3
5
3
3
3
4
3
3
5
5
2
4
3
5
2
5
4
5
3
3
3
3
2.9
4.0

tongue in the
absence of L1
instructional
materials
4
4
4
4
5
5
3
5
5
4
5
5
5
4
4
2
2
3
4
5
3
4
3
5
4
3
3
4
3
3
3.9

Reactions

instructional
materials written
in the mother
tongue
3
4
3
5
5
2
3
1
2
4
5
5
5
3
3
2
1
3
1
1
1
1
3
5
2
2
1
4
3
3
2.9

materials
written in the
mother tongue
1
2
2
4
2
3
1
1
1
4
5
4
4
1
1
2
1
3
1
1
1
1
3
5
2
2
1
4
3
3
2.3

74
Respondents

1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
mean

1. It is as
easy for
children
to learn
in
English
because
of the
mother
tongue
instructi
on.

2.
Mother
tongue
instruct
ion
would
make
English
learnin
g and
instruct
ion
easy.

3. Mother
tongue
literacy is
important
to pupils in
understandi
ng the
content of
their
lessons.

4.
Pupils
in
mother
tongue
-based
classro
om
have
an
advant
age in
learnin
g
Englis
h.

3
3
3
5
5
5
2
3
3
4
5
5
5
4
4
4
3
4
5
5
2
4
4
4
4
2
4
3
4
4
3.8

3
3
3
4
5
5
2
3
3
4
5
4
4
4
4
4
3
4
5
5
3
4
4
4
4
2
4
3
4
4
3.8

4
3
4
4
5
5
3
4
4
4
5
4
5
4
4
4
3
4
5
5
3
4
3
4
4
5
4
3
4
4
4.0

4
3
3
5
5
5
2
5
3
4
4
4
4
4
4
4
2
4
5
5
3
5
3
4
4
2
4
4
4
4
3.9

5.
Pupils
are
more
interest
ed and
materia
l to
learn
English
.

6.
Pupils
will
learn
Englis
h
faster
if
taught
throug
h the
mothe
r
tongue
.

4
3
3
4
5
4
2
3
3
4
5
4
4
4
4
4
2
4
5
5
3
4
2
4
4
4
4
4
4
3
3.7

4
3
3
4
5
4
1
3
4
3
4
5
5
4
4
4
2
4
5
5
3
5
2
4
4
2
3
4
3
3
3.6

7. I feel
comforta
ble
teaching
reading
and
writing
in
English.

8. Pupils
participate
more
actively in
the
classroom
when the
teacher and
the pupils
are speaking
the mother
tongue.

9.
Teachers
use the
same
teaching
methods
in the
classroom
as were
used in
the
classroom
.

10. The
teacher
understands
the process of
second
language
learning and
applies it
when teaching
English.

4
3
4
4
5
5
3
5
4
4
5
5
5
4
4
4
3
4
4
5
4
4
2
4
4
5
4
4
3
3
4.0

5
4
4
4
5
5
3
5
4
4
5
5
5
4
4
4
3
4
5
5
3
5
3
5
4
5
4
5
3
3
4.2

5
4
4
5
5
4
3
5
4
4
5
4
4
4
4
4
3
4
5
5
4
4
3
5
4
4
4
5
4
4
4.2

5
4
4
4
5
4
3
5
3
4
5
3
5
4
4
2
3
4
5
5
4
4
3
5
4
4
4
5
4
4
4.1

75

Objectives
1. MTB-MLE improves the development of language which
establishes a strong education for success in school for lifelong
learning
2. MTB-MLE enhances the cognitive development which focuses
on Higher Order Thinking Skills (HOTS)
3. MTB-MLE enriches the academic development which prepares
the learner to acquire mastery of competencies in each the
learning areas
4. MTB-MLE strengthens the socio-cultural .awareness which
enhances the pride of the learner's heritage, language and culture
CHARACTERISTICS
1. MTB-MLE helps teachers in teaching English to their pupils to
become better in a language which is a familiar to them
2. MTB-MLE make the pupils literate in their L1
3. It makes the pupils more competitive in their L1 before
learning their L2
4. MTB-MLE is more effective for pupils in learning from grades
from grade 1 to 3
5. MTB-MLE hastens the communication skills of the pupils
using
GRAND MEAN
QUALIFICATIONS
1. Teachers are equipped to use the mother tongue as the language
to teach the content of English and other subjects
2. Teachers have attended several trainings, seminars, workshops,
and conferences on MTB-MLE
3. The teacher is a native speaker of the mother tongue
implemented in the school
4. The teacher can speak fluently and read excellently materials
that are written in the mother tongue
5. The teacher can intellectually and scholarly write in the mother
tongue
MATERIALS
1. There are sufficient textbooks, worktexts and modules written
in the mother tongue that both teachers and pupils can use
2. Teachers are capable to create instructional materials in the
mother tongue
3. Teachers are capable to translate written or literary work into

Weighted
Mean
3.9

Descriptive Rating

4.0

Most often

3.9

Most often

4.1

Most often

Weighted
Mean
3.9

Descriptive Rating

4.1
4.0

Most often
Most often

4.0

Most often

4.0

Most often

4.0
Weighted
Mean
4.2

Most often
Descriptive Rating

4.2

Most often

4.3

Most often

4.3

Most often

4.1

Most often

Weighted
Mean
2.9

Descriptive Rating

4.0

Most often

3.9

Most often

Most often

Most often

Most often

Often

76

the mother tongue in the absence of L1 instructional materials

4. The school financially supports teachers in creating and
developing instructional materials written in the mother tongue
5. Teachers are given incentives in preparing instructional
materials written in the mother tongue
GRAND MEAN
REACTIONS
1. it is as easy for children to learn in English because of the
mother tongue instruction
2. Mother tongue instruction would make English learning and
instruction easy
3. Mother tongue literacy is important to pupils in understanding
the content of their lessons
4. Pupils in mother tongue-based classroom have an advantage in
learning English
5. Pupils are more interested and material to learn English
6. Pupils will learn English faster if taught through the mother
tongue
7. I feel comfortable teaching reading and writing in English
8. Pupils participate more actively in the classroom when the
teacher and the pupils are speaking the mother tongue
9. Teachers use the same teaching methods in the classroom as
were used in the classroom
10. The teacher understands the process of second language
learning and applies it when teaching English
GRAND MEAN
GRAND MEAN(overall)

2.9

Most often

2.3

Seldom

3.7
Weighted
Mean
3.8

Most often
Descriptive Rating

3.8

Most often

4.0

Most often

3.9

Most often

3.7
3.6

Most often
Most often

4.0
4.2

Most often
Most often

4.2

Most often

4.1

Most often

3.9
3.9

Most often
Most often

Most often