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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 MTB-

MLE, there is a large opportunity to learn central concepts primarily in a familiar

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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,

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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

one’s 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

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of the major Philippine languages to be taught. Topics in the training include the

theoretical foundations of MTB-MLE where Piaget’s Cognitive Developmental

Theory, Anderson’s Schema Theory, Bandura’s 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 Piaget’s (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:

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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

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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 student’s 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 teacher’s desires and

expectations.

This study is important for the parents, too. When parents understand their

children’s needs, they may provide certain materials for leanings. The parents enrich

their children’s 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 teacher’s attitude towards the MTB-

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MLE from generation to next. Through this study, initial feedback about the MTB-

MLE 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.

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Attitudes. This refers to teacher’s 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.

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

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Perceptions. It is the organization, identification and interpretation

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.

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Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

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’

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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

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

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Bilingual Education. The method is established to improve comprehension and

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 country’s

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

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subject and not media of instruction. The strategy is that of nurturing the children’s

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 learner’s 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. Dep-

Ed 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.

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There is an urgent need to expand the number of teachers with above average

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 “I’m 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

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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

children’s 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 teacher’s

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.

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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 person’s 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.

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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

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children’s 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 children’s 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, children’s 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 student’s 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 all-

English 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

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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 student’s 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 language-

based 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.

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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 student’s academic potentials to a

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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 two-

fold 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 pupil’s readiness and attention, shifts in student’s

interest, and various spontaneous events operate to alter teacher’s 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 teacher’s beliefs as attitudes towards English learners

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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 tongue-

based 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,

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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

children’s 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 country’s 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 pre-

primary 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 capacity-

building, 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 unsuccessful–incomplete 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 teacher’s 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 India-

2001 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 children’s 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 year’s 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.

Cummin’s 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 psycho-

educational 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 people’s 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 person’s

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 person’s current attitude dictates new

positions which fall on the latitude of acceptance and is assimilated toward a person’s

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 self-

approval 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 people’s

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 person’s 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 individual’s 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 MTB-

MLE 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 MTB-

MLE 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 student’s

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 learner’s 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 MTB-

MLE; 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) x3 is the weighted mean

Grand Mean:X=Σnıxı

nı

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 Weighted Mean

Verbal Description

1. Improves the development of language which establishes a strong education for success in school for lifelong learning

3.9 Strongly Agree

2. Enhances the cognitive development which focuses on Higher Order Thinking Skills (HOTS) 4.0

Strongly Agree

3. Enriches the academic development which prepares the learner to acquire mastery of competencies in each of the learning areas

3.9 Strongly Agree

4. Strengthens the socio-cultural awareness which enhances the pride of the learner’s heritage, language, and culture

4.1Strongly Agree

Grand Mean 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 MTB-

MLE characteristics.

Table 2Perceptions of Teachers in terms of the Characteristics of MTB-MLE

Characteristics Weighted Mean

Verbal Description

1. Helps teachers in teaching English to their pupils to become better in a language which is familiar to them 3.9

Strongly Agree

2. Makes the pupils literate in their L1 4.1 Strongly Agree3. Makes the pupils more competitive in their

L1 before learning their L2 4.0Strongly Agree

4. Effective for grade 1 pupils in learning 4.0 Strongly Agree5. Hastens the communication skills of the

pupils4.0 Strongly Agree

Grand Mean 4.0 Strongly Agree

42

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,

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 3Summary of the Teachers Perceptions towards MTB-MLE

Aspects Weighted Mean Verbal Description1. Objectives of MTB-

MLE4.0 Strongly Agree

2. Characteristics of MTB-MLE 4.0 Strongly Agree

Grand Mean 4.0 Strongly Agree

43

Table 3 presents the summary of the teacher’s 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

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 4Preparedness of Teachers on MTB-MLE in terms of their Qualifications

Qualification Weighted Mean

Verbal Description

1. Equipped to use the mother tongue as the language to teach the content of English and other subjects

4.2 Most Often

2. Have attended several trainings, seminars, workshops, and conferences on MTB-MLE 4.2 Most Often

3. Native speaker of the mother tongue implemented in school 4.3 Most Often

4. Can speak fluently and read excellently materials that are written in the mother tongue

4.3 Most Often

5. Can intellectually and scholarly write in the mother tongue 4.1 Most Often

Grand Mean 4.2 Most Often

44

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

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

45

Table 5Preparedness of Teachers in terms of Instructional Materials for MTB-MLE

Instructional Materials Weighted Mean

Verbal Descriptions

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

2.9Often

2. Capable to create instructional materials in the mother tongue 4.0 Most Often

3. Can translate written or literary work into the mother tongue in the absence of L1 instructional materials

3.9Most Often

4. Receive financial support from the school for teachers in creating and developing instructional materials written in the mother tongue

2.9Often

5. Receive incentives in preparing instructional materials written in the mother tongue

2.3 Seldom

Grand Mean 3.2 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.

46

Table 6Summary of the Teacher’s Preparedness in teaching for MTB-MLE

Teachers’ Preparedness Weighted Mean Verbal Description1. Qualification of Teachers

4.2 Most Often

2. Materials on Teaching MTB-MLE 3.2 Often

Grand Mean 3.9 Most Often

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 MTB-

MLE. It shows how teachers feel the effectiveness of the new curriculum.

Table 7 presents the overall attitude of the teacher-respondents.

47

Table 7Reactions of Teachers for MTB-MLE

Reactions Weighted Mean

Verbal Description

1. It is as easy for children to learn in English because of the mother tongue instruction 3.8 Most Often

2. Mother tongue instruction makes English teaching easy 3.8 Most Often

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

4.0 Most Often

4. Pupils in the mother tongue-based classroom have an advantage in learning English

3.9 Most Often

5. Pupils are more interested to learn English 3.7 Most Often6. Through the mother tongue pupils learn

English faster 3.6 Most Often7. I feel comfortable teaching reading and

writing in English 4.0 Most Often8. Pupils participate more actively in the

classroom when the teacher and the pupils are speaking in the mother tongue 4.2 Most Often

9. Teachers use the same teaching methods in the English classroom as they are used in the mother tongue classroom 4.2 Most Often

10. The teacher understands the process of second language learning and applies it when teaching English 4.1 Most Often

Grand Mean 3.9 Most Often

Table 7 presents that all determinations for the reactions of teachers in MTB-

MLE 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)

48

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 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.

49

Table 8Overall Attitude of Selected Elementary School Teachers towards MTB-MLE

Overall Attitude Weighted Mean Verbal Description

1. Perception of Teachers 4.0 Strongly Agree

2. Preparedness of Teachers 3.9 Most Often3. Reactions of Teachers 3.9 Most Often

Grand Mean 3.9 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

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.

50

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.

Grade 1 teachers can facilitate learning of L1 and L2 among pupils. MTB-

MLE 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

51

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

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.

52

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

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.

53

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:

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 MTB-

MLE. 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

54

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.

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.

55

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

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.

56

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.

57

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 writing: Manila: National Book Store, Inc.

Calibo.DepEd to implement Mother Tongue-Based Multilingua; Education.<http://www.pia.gov.ph/news/index.php?article=1131339034741> (June 27, 2012)

Cruz. The New K to 12 Curriculum.<http://www.thelearningplace.ph/?p=2073> (January 5, 2012)

Calmorin, L. (1994). Educational research measurement and validation: Manila:National Book Store, Inc.

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/> (

Lapeña.This June, Grades 1-3 will be taught in the mother tongue.<http://www.gmanetwork.com/news/story/245512/news/nation/this-june-grades-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 Tongue-Based Education.<http://multilingualphilippines.com/?p=4243&fb_source=message> (September 22, 2011)

58

Nolasco.MTBMLE: Far Beyond Aquino Administration.<http://opinion.inquirer.net/28951/mtbmle-far-beyond-the-aquino-administration> (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/k-to12-lessons-to-be-taught-in-mother-tongue-to-help-pupils-learn-better-and-stay-in-school> (June 18, 2012)

59

APPENDICES

60

Appendix A

REQUEST LETTER FOR THE EXPERT

January 29, 2013

To the expert:

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

61

Appendix B

REQUEST LETTER TO SAN JUAN DE MATA ELEMENTARY SCHOOL

February 4, 2013

The School Principal/AdministratorSan Juan De Mata Elementary SchoolSan 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.) 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.) Danilo BulataoOffice-in-charge

62

Appendix C

REQUEST LETTER TO SAN VICENTE ELEMENTARY SCHOOL

February 4, 2013

The School Principal/AdministratorSan Vicente Elementary SchoolSan 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

63

Appendix D

REQUEST LETTER TO SAN JUAN DE MATA ELEMENTARY SCHOOL

February 4, 2013

The School Principal/AdministratorCarangian Elementary SchoolCarangian, 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

64

Appendix E

REQUEST LETTER TO SAN JUAN DE MATA ELEMENTARY SCHOOL

February 4, 2013

The School Principal/AdministratorTarlac West Central Elementary SchoolSan 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

65

Appendix F

REQUEST LETTER TO SAN JUAN DE MATA ELEMENTARY SCHOOL

February 4, 2013

The School Principal/AdministratorSto. Cristo Elementary SchoolSto. 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

66

Appendix G

SAMPLE QUESTIONNAIRE FOR THE TEACHER-RESPONDENTS

I. Personal Background

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 4 3 2 1

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.

67

1.1 Characteristics 4 3 2 11. 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

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-MLE2.1 Qualifications of Teachers 5 4 3 2 1

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.

68

2.2 Instructional Materials 5 4 3 2 1

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 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 5 4 3 2 1

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

70

ObjectivesRespondents

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

1 4 4 3 52 3 3 3 43 4 5 4 44 4 5 4 55 4 4 4 56 5 5 4 57 3 2 4 38 4 4 4 49 3 4 3 310 3 4 3 411 4 5 5 412 4 4 4 413 4 4 4 414 4 3 4 415 4 3 4 416 4 4 4 417 3 3 3 318 4 4 4 419 3 3 4 420 5 5 5 521 4 4 4 422 4 4 4 523 5 5 4 324 5 4 5 525 4 4 4 426 3 4 4 527 4 4 4 428 3 4 4 529 4 4 4 330 4 4 3 4

mean 3.9 4.0 3.9 4.1Characteristics

Respondents

1. MTB-MLE helps teachers in teaching English

2. MTB-MLE make the pupils

3. It makes the pupils more

4. MTB-MLE is more effective for pupils in

5. MTB-MLE hastens the communication

71

to their pupils to become better in a language which is a familiar to them

literate in their L1

competitive in their L1 before learning their L2

learning from grades from grade 1 to 3

skills of the pupils using

1 3 3 4 4 42 3 4 4 3 33 4 4 4 4 44 5 4 4 5 45 5 5 5 5 56 5 4 4 5 57 3 3 3 3 38 3 3 3 3 39 4 4 4 3 410 3 3 3 3 311 4 4 5 5 112 4 5 4 4 513 4 5 5 4 514 4 4 4 4 315 4 4 4 4 316 3 5 5 5 517 4 4 4 4 418 4 4 4 4 419 4 4 4 4 520 5 4 4 5 521 4 4 4 4 422 5 4 4 5 523 4 4 3 3 524 4 4 4 5 425 4 4 4 4 426 3 5 5 3 527 4 5 4 5 528 4 5 5 5 529 3 3 3 3 330 4 4 3 3 3

mean 3.9 4.1 4.0 4.0 4.0

QualificationRespondents

1. Teachers are equipped to use the mother

2. Teachers have attended several

3. The teacher is a native

4. The teacher can speak fluently and

5. The teacher can intellectually

72

tongue as the language to teach the content of English and other subjects

trainings, seminars, workshops, and conferences on MTB-MLE

speaker of the mother tongue implemented in the school

read excellently materials that are written in the mother tongue

and scholarly write in the mother tongue

1 5 5 5 4 52 4 4 3 4 33 5 5 5 5 54 4 5 4 5 45 5 5 5 5 56 4 4 5 4 57 3 3 3 3 38 5 5 5 5 59 4 1 5 5 510 4 4 4 4 411 4 4 4 5 412 5 5 5 4 413 5 5 5 4 414 4 4 3 4 415 4 4 3 4 416 4 5 5 5 317 4 4 4 4 418 4 4 4 4 419 4 3 4 4 420 5 5 5 5 521 3 5 4 4 322 5 5 4 5 523 2 4 4 3 324 4 5 5 4 425 4 3 4 4 426 5 3 5 5 527 4 4 4 4 328 5 4 5 5 529 4 4 4 4 430 4 4 4 4 4

mean 4.2 4.2 4.3 4.3 4.1

Instructional MaterialsRespondents

1. There are sufficient textbooks,

2. Teachers are capable to create

3. Teachers are capable to translate written

4. The school financially supports teachers

5. Teachers are given incentives in

73

worktexts, and modules written in the mother tongue that both teachers and pupils can use

instructional materials in the mother tongue

or literary work into the mother tongue in the absence of L1 instructional materials

in creating and developing instructional materials written in the mother tongue

preparing instructional materials written in the mother tongue

1 4 4 4 3 12 2 3 4 4 23 2 4 4 3 24 3 4 4 5 45 3 3 5 5 26 3 5 5 2 37 2 3 3 3 18 2 3 5 1 19 2 5 5 2 110 3 4 4 4 411 5 5 5 5 512 4 5 5 5 413 4 5 5 5 414 2 4 4 3 115 2 4 4 3 116 2 3 2 2 217 1 3 2 1 118 4 4 3 3 319 3 4 4 1 120 3 5 5 1 121 3 3 3 1 122 3 4 4 1 123 3 3 3 3 324 5 5 5 5 525 2 4 4 2 226 3 5 3 2 227 2 5 3 1 128 4 5 4 4 429 3 3 3 3 330 3 3 3 3 3

mean 2.9 4.0 3.9 2.9 2.3

Reactions

74

Respondents

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.

1 3 3 4 4 4 4 4 5 5 52 3 3 3 3 3 3 3 4 4 43 3 3 4 3 3 3 4 4 4 44 5 4 4 5 4 4 4 4 5 45 5 5 5 5 5 5 5 5 5 56 5 5 5 5 4 4 5 5 4 47 2 2 3 2 2 1 3 3 3 38 3 3 4 5 3 3 5 5 5 59 3 3 4 3 3 4 4 4 4 310 4 4 4 4 4 3 4 4 4 411 5 5 5 4 5 4 5 5 5 512 5 4 4 4 4 5 5 5 4 313 5 4 5 4 4 5 5 5 4 514 4 4 4 4 4 4 4 4 4 415 4 4 4 4 4 4 4 4 4 416 4 4 4 4 4 4 4 4 4 217 3 3 3 2 2 2 3 3 3 318 4 4 4 4 4 4 4 4 4 419 5 5 5 5 5 5 4 5 5 520 5 5 5 5 5 5 5 5 5 521 2 3 3 3 3 3 4 3 4 422 4 4 4 5 4 5 4 5 4 423 4 4 3 3 2 2 2 3 3 324 4 4 4 4 4 4 4 5 5 525 4 4 4 4 4 4 4 4 4 426 2 2 5 2 4 2 5 5 4 427 4 4 4 4 4 3 4 4 4 428 3 3 3 4 4 4 4 5 5 529 4 4 4 4 4 3 3 3 4 430 4 4 4 4 3 3 3 3 4 4

mean 3.8 3.8 4.0 3.9 3.7 3.6 4.0 4.2 4.2 4.1

75

Objectives Weighted Mean

Descriptive Rating

1. MTB-MLE improves the development of language which establishes a strong education for success in school for lifelong learning

3.9 Most often

2. MTB-MLE enhances the cognitive development which focuses on Higher Order Thinking Skills (HOTS)

4.0 Most often

3. MTB-MLE enriches the academic development which prepares the learner to acquire mastery of competencies in each the learning areas

3.9 Most often

4. MTB-MLE strengthens the socio-cultural .awareness which enhances the pride of the learner's heritage, language and culture

4.1 Most often

CHARACTERISTICS Weighted Mean

Descriptive Rating

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

3.9 Most often

2. MTB-MLE make the pupils literate in their L1 4.1 Most often3. It makes the pupils more competitive in their L1 before learning their L2

4.0 Most often

4. MTB-MLE is more effective for pupils in learning from grades from grade 1 to 3

4.0 Most often

5. MTB-MLE hastens the communication skills of the pupils using

4.0 Most often

GRAND MEAN 4.0 Most oftenQUALIFICATIONS Weighted

MeanDescriptive Rating

1. Teachers are equipped to use the mother tongue as the language to teach the content of English and other subjects

4.2 Most often

2. Teachers have attended several trainings, seminars, workshops, and conferences on MTB-MLE

4.2 Most often

3. The teacher is a native speaker of the mother tongue implemented in the school

4.3 Most often

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

4.3 Most often

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

4.1 Most often

MATERIALS Weighted Mean

Descriptive Rating

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

2.9 Often

2. Teachers are capable to create instructional materials in the mother tongue

4.0 Most often

3. Teachers are capable to translate written or literary work into the mother tongue in the absence of L1 instructional materials

3.9 Most often

4. The school financially supports teachers in creating and developing instructional materials written in the mother tongue

2.9 Most often

76

5. Teachers are given incentives in preparing instructional materials written in the mother tongue

2.3 Seldom

GRAND MEAN 3.7 Most oftenREACTIONS Weighted

MeanDescriptive Rating

1. it is as easy for children to learn in English because of the mother tongue instruction

3.8 Most often

2. Mother tongue instruction would make English learning and instruction easy

3.8 Most often

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

4.0 Most often

4. Pupils in mother tongue-based classroom have an advantage in learning English

3.9 Most often

5. Pupils are more interested and material to learn English 3.7 Most often6. Pupils will learn English faster if taught through the mother tongue

3.6 Most often

7. I feel comfortable teaching reading and writing in English 4.0 Most often8. Pupils participate more actively in the classroom when the teacher and the pupils are speaking the mother tongue

4.2 Most often

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

4.2 Most often

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

4.1 Most often

GRAND MEAN 3.9 Most oftenGRAND MEAN(overall) 3.9 Most often