The Effects of Mother Tongue Based-Multi Lingual Education to the

Second Language in incoming Grade 4 pupils, Sta. Maria Integrated

School,Tagbina, Surigao del Sur

An Undergraduate Thesis Presented to

the Faculty of College of Teacher Education

Surigao Del Sur State University- Tagbina Campus

Tagbina, Surigao del Sur

In Partial Fulfillment

Of the Requirements for the Degree

Bachelor of Elementary Education

By:

Glory Mae C. Andipa

APPROVAL SHEET
This undergraduate thesis entitled “ THE IMPACT OF MOTHER TONGUE BASE – MULTILINGUAL
EDUCATION TO THE INCOMING GRADE IV PUPILS IN STA. MARIA INTEGRATED SCHOOL’’, prepared and
submitted by Glory Mae C. Andipa and Ian T. Abarico in partial fulfillment of the requirements for the
degree of Bachelor of Elementary Education, is hereby recommended for approval and acceptance.

MARITES G. POLIZON, Ph.D.

Adviser

Approved in partial fulfillment of the requirements for the degree of Bachelor of Elementary
Education by the Oral Examination panel with the grade of Very Satisfactory.

MARITES G. POLIZON, Ph.D DOLORES A. CAPISTRANO, MA.Ed

Member Member

Chairman

Accept in partial fulfillment of the requirements for the degree of Bachelor of Elementary
Education.

March 15, 2018

Date MARITES G. POLIZON, Ph.D.

Assistant Campus Director

ACKNOWLEDGEMENT
 We, the researchers would like to take this opportunity to recognize our families and
friends and thank them for all of the time that they spent in listening to us discussing topics,
brainstorming idea , and writing the thesis as it was greatly appreciated. Thank you for
providing us with unfailing support and continues encouragement throughout our years of
study and through the process of researching and writing this thesis. This accomplishment
would have been possible without them. Thank you.

We would like to thank our advisor, Dr. Marites G. Polizon, for helping us through this
entire process of thesis development, writing and editing.

We would like to show appreciation toward the CTE faculty and staff who have
supported us throughout the process. We will always appreciate all they have done for us.

We would also like to offer a special thank you the school principal in Sta. Maria
Integrated School, Mrs. Anecita Anliquera, for allowing us to conduct our research in their
school.

To the grade three advisers who allow us to borrow some of their pupils and their time
for us to test them, thank you teachers.

And above all to our Almighty Father, the beginning and end of all things, thank you for
giving us the wisdom and strength to finish this thesis.

Abstract
The role of mother tongue in second language learning has been the subject of much debate
and controversy. Most teachers feel that the use of L1 should be minimized and they feel guilty
if they use it a lot. When challenged they find it difficult to say why. Against the use of L1, it is
the general assumption that English, just as you learn your mother tongue using your mother
tongue. But the idea that the learner should learn English like a native speaker does, or tries to
‘think in English, is an inappropriate and unachievable thought. The role of mother tongue in
teaching and learning of English has been discussed in literature. The influence of mother
tongue is proved both positive and negative in teaching and learning English. A learner’s L1 is an
important determinant of Second Language Acquisition. The L1 is a source which learners use
both consciously and subconsciously to help them arrange and re-arrange the L2 data in the
input and to perform as best as they can.

This study makes an attempt to understand the role of L1 in the teaching and learning of
English and activities that could help them in learning English. Key Words: Acquisition, L1, L2,
Linguistic, MOI (medium of instruction).This research established that teachers play the main
element in the success of the language program. Their attitude towards the implementation,
their teaching strategies, the instructional materials they use all count in the achievement of
the MTB-MLE objectives.

CHAPTER 1
 Introduction

The role of language of instruction in the educational

process has been long debated (Barker 1996; Fishman et al. 1996;

Dutcher 2004; Skutnabb-Kangas 2000) with no clear consensus and

sight- at least not in terms of practice. Even the massive and

compelling evidence supplied by the work of Wayne P. Thomas and

Virginia Collier (1997, 2007) has failed to deter those convinced

that language of instruction is not a salient issue in education-

or at least not in terms of the quality of education outcomes. In

the most extreme contrast, their research showed non-English-

speaking children who received no instructional support in their

first language.

The research done by Thomas and Collier was carried out entirely

in the United States, leading many question whether the

differentials they observed might extend to education systems and

processes in developing countries. This paper reports preliminary

results of a longitudinal study being carried out in one such

country- the Philippines- designed to test whether the “language

of instruction” effect would hold there as well.

(SpringerLink/International Review of Education, Volume 1/ 1955-

Volume 57/2011)

Background of the Study

 The debate has ensued on whether MTB-MLE helps or hinders

academic progress. Mahoney, Cairns, and Farmer (2003) suggested

that MTB-MLE can have a positive impact on academic achievement,

educational status, and social development among students. The

effect of MTB-MLE is one of the most debated topics in schools

and district. If children are made to operate in the classroom in

a poorly developed second language, the quantity of what they

learn from complex curriculum materials and produce in oral and

written form may be relatively week and impoverished.

(Baker,1996,p.148)To support the importance of indigenous and

vernacular languages, UNESCO in 1953 released a policy paper

recommending that every pupil should begin formal education in

his or her mother tongue. UNESCO has clearly supported initial

reading, writing , and learning in the language of the learner on

psychological and pedagogical grounds. This position has since

been strengthened by abundant researches that students learn to

read and write most efficiently and effectively when instruction

takes place through the medium of their mother tongue (Dutcher,

1995). In brief, there is overwhelming evidence that students

learn to read more quickly when taught in their mother tongue

also learn read in a second language of foreign language, and

students acquire academic content and skills more quickly

(Mehrota,1998).The following is a statement highlighting also

the link between language and culture:

 Language and culture cannot be separated… Our language and

culture… tell us who we are, where we came from and where we are

going. (Task Force on Aboriginal Languages and Cultures, 20005).

Language is the primary tool for understanding and communicating,

and indeed, for creating the world. As stated, it is in and

through language that one can access to culture and humanity.

Linguist Hale, K., who spoke more than 75 languges, put in this

way:

When you lose a language, you lose a culture, intellectual

wealth, a work of art… (“The Economist”, 2001 as quoted by

McCarty,et.al., 2005)

Statement of the Problem

This study aimed to determine whether the use of Mother

Tongue Based-Multi Lingual Education implies significant effect
on the learning skills of incoming grade 4 pupils. The
researcher’s point of view is to capture informative answers with
the following questions:

1. What LEVEL OF ENGLISH SKILLS.

 2. What is the benefit of using the mother tongue language

in teaching?

3.

Hypothesis

This study premised the following hypothesis:

1. There are effects of using mother tongue towards the

communication between students

2. The student’s language background affects his/her

performance.

3. There is significance in using the mother tongue language

in teaching.

OBJECTIVES:

TO

Significance of the Study

Learning is the aspect of development that connotes

modification of behavior, skills and knowledge that

results from practice and experience which sought for

quality education.
 The generalization of this present study would be a

great contribution to the vast knowledge in relation to

student’s achievements. Vital results of this

investigation could be highly significant and beneficial,

especially the following:

Students -They are the primary student from Grade 4. In

this study, the findings of this research will inspire,

enlightened and become beneficial to the students in a

way to achieve mastery of core competencies and skills

and development tracks based on the student’s interest

and competencies of Maputi Elementary School.

Teachers- This refers to professional teacher who

currently assigned in Maputi Elementary School. In this

study, they are the instruments in the materialization of

the government educational programs through the

implementation of MTB-MLE program.

Sta. Maria Integrated School This is where the results

of the study shall serve as a reference in the

materialization of the Department of Education (DepEd)

program, particularly MTB-MLE.

 Community They also play a vital role in education in

the department of every learner. The school is part of

the community, parents of the learners must know what are

the problems encountered by their children in the school

so that they will understand what is happening and what

are the best solutions for the problem.

External Stakeholders This refers to the alumni,

parents, local leaders, retired teachers, youth leaders.

They will be motivated to help and create a community

environment that supports children’s enjoyment of their

right to education and other rights.

Government Agencies They are concerned with the

development of young minds especially the Department of

Education (DepEd) which continuously shapes the country’s

future. In this study, the agency is benefited for it

will gain wisdom in providing quality service to

everybody particularly to the elementary students through

the realization of MTB-MLE program.

Researchers This refers to the students conducting the

study. This study will help and inspire the researchers

to be more innovative and carry out the program of the

 Department of Education (Dep.-Ed.) that will be

beneficial both to the learners and teachers.

Future Researchers This study presents an idea to the

future researchers to further conduct a study on the

effectiveness of MTB-MLE after the implementation of the

program.

Theoretical Framework

The study will be conducted to determine whether the MTB-MLE

curriculum has a big impact to the communication skills of Grade

4 pupils. The objectives of the study are as follows.

1. To know the effects of mother tongue towards the

communication between students.

2. To learn if language background affects the student’s

performance.

3. To explain the benefit of using the mother tongue

language in teaching.
Conceptual Framework/Research Paradigm

PREPARATION

Distribution of Questionnaires at STA. MARIA

INTEGRATED SCHOOL

20 Pupils from Class (Grade 3)

Dependent Variable Independent Variable

Language Development

COLLECTION OF DATA

RECORDING OF THE COLLECTED DATA

RESULTS

INTERPRETATION OF THE RESULT

Scope and Limitation of the Study

The study focused on the impact of MTB-MLE to the

communication skills of the incoming Grade 4 pupils of Sta. Maria

Integrated School, Sta. Maria, Tagbina, Surigao del Sur.

This study is interested on how MTB-MLE curriculum affects

the communication skills of the incoming Grade 4 pupils

specifically in spelling and reading comprehension.

This research study is limited or focuses on the incoming

Grade 4 pupils only of the school year 2017-2018. The results of

the study may also be a basis for other similar study.

Definition of Terms

The following terms are applicable to this study:

Multilingualism

The different languages used in different places as parallel

to their culture.O

Mother Tongue-

Language 1-

Language 2-
Comprehension-

Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

The review of literature for the study presents how language 1

affects the language 2 of a child. The purpose of this review was

to investigate the effect of mother tongue base – multilingual

education in the incoming Grade 4 pupils when it comes to reading

comprehension and spelling.

Mother tongue and communication.The quality of spoken and written

English language among school children need to be polished

because it is improving the communication (Samali, 2002)

Mother tongue and culture. The use of mother tongue in teaching

and learning process in the early stage can preserve the value of

culture ( Akibanto and Ogusanwo, 2003)

Related Reading
 The Language of Learning: Mother Tongue-based Multilingual

Education in the Philippines

In “DepED Order #74s.2009”

Pinoy Kasi: First Language

In “Education policy”

1st Post-DepEd Order #74 s. 2009”

Appel, R, and P. Muysken. 1987. Language contact and

bilingualism. London:Edward Arnpld.

Weinreich, U. 1974. Languages in contact. The hague: Mounton.

Benefits of Participation

Implementing MTB-MLE

Chapter 3

Research Methodology

Research Design
 This chapter presents discussion at the research design. It

includes the participants of this study, the instruments to be

use, the data we will gather and also the statistical treatment

of this study.

In the preliminary stage, letters of requests were addressed

to the school principal of Sta. Maria Integrated School. The

survey/test was conducted based on the pupils’ availability. Such

practice was observed to ensure that a more natural and open

atmosphere is created, thus, establishing better rapport and

understanding between the participants and the researchers (de

Guzman & Tan, 2007).

For this study the researchers use the descriptive survey

method using spelling test and reading comprehension. Through

these the researcher can now identify the preferable source of

information after having a survey to this study. This is to

determine the impact of Mother Tongue in their communication

skills of the incoming grade 4 pupils.

Respondents of the Study

 The respondents of the study will be select according to the

goals and objectives of the researchers. There were 20 incoming

grade 4 pupils at Sta. Maria Integrated School.

Research locale

This study will be conducted at Sta. Maria Integrated

School. Sta. Maria, Tagbina, Surigao Del Sur. The school is

composed of kinder, pre-school, and grades 1-6. BUTNGAN NG MAPA

Sample and Sampling Design

The researchers used purposive random sampling. The

respondents were drawn from Sta. Maria Integrated School. Wherein

there would be 28 incoming grade 4 pupil’s respondents were drawn

from the population. The researchers will draw 20 respondents

from the section. The researchers used ratio and proportion in

identifying the gender of the population to be balanced and to

avoid gender bias. The researchers will use random sampling

design using lottery technique.

Research Instrument

The researcher use the questionnaire method in conducting

the study in order to determine the impacts of the mother tongue

in their communication AND COMPRE skill for the incoming grade 4

pupils of Sta. Maria Integrated School, Tagbina Surigao Del Sur.

The instrument that will be use in gathering data is the

self-made questionnaire.

Scale for reading comprehension

Fast (__) Green

Moderate (__) Blue

Slow (__) Red

Data Gathering Procedure

For the data gathering and for the investigation of the

study the questionnaire with close and open ended questions

design by the researchers will be distribute to 20 incoming grade

4 pupils. In order to assure the reliability of respondents from

the subjects, the researcher personally administered the

questionnaires assuring them that their responses would not

affect their efficiency and loyalty to the school.

Data Gathered

Questions in delivered in Mother tongue language

Number of pupils Rating

16 __ (Fast)

3 __ (Moderate)

1 __ (Slow)

Questions in delivered in English

Number of pupils Rating

2 __ (Fast)

5 __ (Moderate)

13 __ (Slow)

Statistical Treatment

In determining the source of information for the incoming

grade 4 pupils, the data gathered is tallied, compute and present

in tables, analyze and interpret by using percentages.

The percentage we will use as an aid of valid and reliable

interpretation to compare the distribution of respondents

according to some variables.

 Chapter 4

ANALYSIS OF THE DATA

INTRODUCTION

Children use language to express their feelings during a

social contact and to communicate with others (Mussem,Conger ,
and Kagan 1990 as cited by Glover et.al, 2010). Thus, language
has always played a big part in education. It is one of the glues
that hold the communication of the learners and the teachers.

Mother Tongue is defined as the language which a person

acquires in early years (UNESCO, 1953) which takes place from
birth with parents and close family (Glover et.al, 2010). It
normally becomes their natural instrument of thought and
communication and is the natural basis on which verbal skills can
be built (Oluwole, 2008). Therefore, mother tongue is the
language a person grows up with, the language used to speak, to
communicate and to dream since childhood. It is first language
used to understand the instructions being given.
 Mother tongue instruction generally refers to the use of the
learner’s mother tongue as the medium of instruction (UNESCO
2003). Instruction in the mother tongue is beneficial to language
competencies in the first language, achievement in other subject
areas, and second language learning (UNESCO 2003; DepEd 2009).
The use of mother tongue or the language of the immediate
environment has been found to be of immense help in promoting
childhood literacy and functional education (Osokoya, 2000 cited
by Fakeye, 20011). Gacheche (2010) has said “ Most supporters
of the mother tongue – based learning agreed that child’s home
language can effectively be used as a language of instruction in
the early years in their schooling as a bridge to learning a
foreign language”.

Empirical studies affirm the benefits and relevance of the

MTB-MLE: Educationally, children with a rich vocabulary in the
mother tongue find it easier to read and write in the second
language (Dumatog & Dekker, 2033; Gudschinsky, 1971; Glover et
al, 2010; UNESCO 1953). (2) Teachers from the same linguistic and
cultural communities as their students are less likely to exploit
students (Benson, 2005); (3) School use of the home language
increases parent participation and influence (Malone, 2007).
Parents remain as the main source of support in facilitating the
learning of the mother tongue, by using their residual language
skills and understanding of heritage culture (Papatheodorou,
2007). (4) Psychologically, it is the system of meaningful signs
that automatically works in the mind and which he belongs. It
will support and enhance the students’ learning because they
themselves are indirectly valued (Mirzaei & Vaezi 2007).

Increasing evidence that mother tongue-based education has a

positive impact on educational and learning outcomes has
influenced policies in several developing countries (Gacheche
2010) which now includes the Philippines.

Mother tongue has potentially both positive and negative

consequences (Kavaliauskie 2009). In the Philippines context, the
seemingly abrupt implementation of MTB-MLE the subject of great
argumentation because it might cause many challenges in the
educational system despite the many local initiative and
international studies about the superiority and advantages of
mother tongues in the facilitation of effective learning in
schools. Generally, this served as the root in conducting this
study.

The chief purpose of this paper is to identify the effect of

MTB-MLE to the incoming Grade IV pupils since this approach is
new in the country. This paper is never intended to either
question or discourage the implementation of MTB-MLE in the
Philippines. Furthermore, it doesn’t also measure if the mother
tongue instruction is effective or ineffective.

RESULTS

After cautious analysis of the reading comprehension and

spelling test given by the respondents,

Chapter 5

SUMMARY, CONCLUSIONS, AND RECCOMMENDATIONS

SUMMARY

Purpose of the Study

Procedure
 CONCLUSIONS

RECOMMENDATIONS FOR FURTHER RESEARCH

The following suggestions are submitted by this researcher for

further study.

BIBLIOGRAPHY

A. BOOKS

B. JOURNALS

C. UNPUBLISHED MATERIALS

D. INTERNET LINKS