ST.

AUGUSTINE SCHOOL OF NURSING LIPA

CHAPTER I

Introduction

Different places around the world characterized a specific

language that they owned where do they can understand each other.

Others may call this as their first language but it is commonly known as

“Mother Tongue”. According to Merriam Webster mother tongue is the

language that we learned to speak first. Mother tongue or first language

doesn’t just benefit the communication with the child and parent but also

it became the common language that people are confident in using for

communication.

Using mother tongue gives people confidence every time they

communicate with others. There were approximately 80 dialects that

Filipinos are using in different provinces in the country. According to

National Statistics Office, 2000 Census of Population and housing

language or dialect generally spoken in the households 5,368,187

households uses Tagalog as their medium of information or the common

language to communicate, while 6,166 uses English language for their

daily lives. (Fe Aldave Yap Ph. D,2009).In schools they got more courses

that uses English as their language for communication to practice our

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pronunciation and grammar skills. In the year of 1947 and 1987 bilingual

education policies determine the language of instruction in schools to be

in Filipino and English .Regardless of the fact that about 80 percent of the

population does not know or speak either of these two languages. ( Lisa

Ann Burton, 2013)

Filipino and English become the primary language in schools,

including kindergarten to grade three pupils, until the former President

Aquino signed the Republic Act 10533 or the “Enhanced Basic Education

Act of 2013”, which mandates the use of the mother tongue as the

medium of instruction from kindergarten to grade three before English in

introduced. In this case, students will understand their instructors more and

will establish a better relationship with the teacher and student. According

to Bicol standard the multilingual education prevents alienation from

one’s language and culture. It also says that when students use mother

tongue as the medium of instructions we expand access to social,

political, economic and physical development process of the children. It

was also obvious that using mother tongue language let the children to

understand and learn faster than using English or other languages.

However, they can still say that mother tongue based

multilingual education is not perfect, for an instance it is proven expensive

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to translate educational materials into children’s mother tongue

languages that was recommended by Department of Education. People

can also assume that when the first language was favored the child’s

proficiency in other language may become diminished.

So we, researcher come up to this study to find out the

effectiveness of using the mother tongue based multilingual education as

the medium of instruction for kindergarten to grade three pupils for

building mutual understanding between the teachers and students and

the impact of mother tongue based multilingual education to the

grammatical improvement of the pupils.

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Statement of the Problem

1. What is the profile of the respondents?

1.1 Age

1.2 Sex

1.3 School

2. How did Mother tongue based multi-lingual education help primary

students develop their knowledge in terms of:

2.1 Reading comprehension

2.2 Grammar skills

2.3 Speaking skills

3. What is the effect of using MTB-MLE to the relationship of the student

and the teacher in the classroom environment?

3.1 Social Improvement

3.2 Mental Growth

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4. Is there any significant relationship between the profiles of the

respondents to the development of mother tongue based multi-lingual

education in the selected elementary school in Lipa city?

5. Based from the gathered data what are the possible intervention

program that the researchers should recommend to the selected

schools?

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Significance of the study

The findings of this study contribute to the benefit of the society in using

the mother tongue language. This research aim to show the assessment of

effectiveness and possible intervention of the Mother Tongue Based

Multilingual Education program from the preschool to 3rd grade pupils at

the selected Elementary School in Lipa City Batangas. The study focuses

on the importance of using mother tongue languages in the development

of the children's grammar skills and to the relationship of the student to

their teachers or instructors. The following will benefit from the study.

The society. This study will bring out the importance of using the "mother

tongue" in any situation because it is already the medium of instruction

especially to the young ones. It will also raise awareness and knowledge

about MTB-MLE.

The parents. They will have a better understanding on how MTB-MLE gives

a possible effect on their children's growth.

The teachers. this study will provide information for the teachers to give

them a broader knowledge about the effect of MTB MLE to their

interaction to the students and the academic performances of the

pupils, this study will persuade teachers to provide or conduct a better

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strategy that they could use to improve and practice Mother Tongue

Based Multilingual Education in teaching students especially those who

are in preschool to grade 3.

The students. They will be aware about the importance of MTB-MLE to the

improvement of speaking and grammar skills of the pupils from preschool

to grade 3.

To the Future Researchers- This study will be accessible at any times and

can be an additional reference for the future researchers that chooses

topic that is related to this study.

Scope Limits and Delimitation

The study covered the effects of using Mother Tongue Based Multi-lingual

Education to the development of grammar skill and in building a better

relationship better relationship between the students and teachers of

selected Elementary Schools from Lipa City. The study ranges from the

effectiveness to the possible intervention of MTB-MLE to both teachers and

students from the Selected Schools. The study limit it’s research in the

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other teachers of selected Elementary Schools excluding the instructors of

pre-school to Grade 1-3 who uses MTB-MLE as their medium of instructions.

The study delimits it’s process in the other teachers who did not uses

Mother Tongue Based Multi–lingual education in teaching the students

from Pre-school to Grade 1-3. This are the instructors that teaches

students from Grade 4-6 in the researchers’ selected elementary school.

Conceptual Framework

This part include the explanation of research paradigm which include

three parts:

The first part or input is consist of the profile of the respondents in

terms of age, sex and address. It also include the factors that will be

affected in using mother tongue based multi-lingual education the

selected elementary schools in Lipa City.

The second part or the process contains the materials that the

researchers will use to gather informations about the study.

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The last part or the output pertains to the processed plan of the

researchers that will help readers and other researchers to understand the

importance of using Mother Tongue Based Multi-lingual education.

Research Paradigm

The researchers use the illustration below to show the process of the

study.
INPUT PROCESS OUTPUT

1. What is the profile of

the respondents?
1.1 Age
1.2 Sex
1.3INPUT
School
2. How did Mother
tongue based multi-
lingual education help
primary students develop The research will be Short film discussing
their knowledge in terms conducted through
of: the importance of
2.1Reading Questionnaires that MTB- MLE in the
comprehension would be handed out development of
2.2 Grammar skills by the researchers. primary student’s
2.3 Speaking skills
n is the effect of
3. What knowledge and the
using MTB-MLE to the possible intervention
relationship of the of teachers way or
student and the teacher
materials of teaching
in the classroom
environment? the children from
3.1Social Nursery to Grade 3
Improvement pupil.
3.2 Mental Growth
4. Is there any significant
relationship between the
profiles of the
respondents to the
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development of mother
tongue based multi-
lingual education in the
selected elementary
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Definition of Terms

The following words or phrases we’re defined by the researchers to be

able to understand this study.

Mother Tongue- one’s native language.(Webster’s New Universal

Dictionary And Thesaurus,2010)

- The medium of instruction for the Pre-school to Grade 3

students.

Multilingual- in many languages; speaking many languages.(Webster’s

New Universal Dictionary And Thesaurus,2010)

-two or more language that a person can speak.

Students- one who studies or investigates: one who is enrolled for study at

a school, college, etc.(Webster’s New Universal Dictionary And

Thesaurus,2010)

- children that are studying in pre-school to Grade 3 who uses

mother tongue as their medium of information.

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English Language- Belonging to the Germanic branch of the INDO-

EUROPEAN family. It may be said to have come into existence with the

arrival of the ANGLO-SAXONS in England in the 15th Century AD. During

more than 1,500 years of development, it transformed from an inflected

language with grammatical gender to a language with very few

inflections and employing a sex-correlated gender system. The inclusions

of numerous foreign, technical and slang words massively expanded the

vocabulary of English. It is the mother tongue of c.300 million people, and

a second language for hundreds of millions more worldwide. (Philip’s

Encyclopedia 2008)

- The second official language of the Philippines and

considered as the international language.

Tagalog Language-

- the first and the official language of the Philippines.

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