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Rap MTB
Rap MTB
Abstract
The purpose of a multilingual education program is to develop appropriate cognitive
and reasoning skills enabling children to operate equally in their community language, the
national language and English. Driving both preservice and inservice teacher training are
sets of standards for setting the qualifications and competencies of teachers. Within MTBMLE these standards should reflect the fact that teachers are prepared to successfully
educate students who speak a mother tongue different from the target language of
instruction. This requires that teachers understand and can implement strategies for using
the mother tongue as the primary road for children to build their initial literacy skills as well
as using it to bridge to oral and written literacy in the targeted second language.
Utilizing a survey questionnaire as well as documentary analysis, the study looked
into the status of the implementation of the mother tongue as a learning subject in Grade I
in the public elementary schools in Pangasinan I.
Results show that the. It has also been found out that majority of the
instructional objectives in the mother tongue as a subject are not being met as indicated by
the areas where they are found weak. It is thereby recommended that the primary teachers
handling the mother tongue as a subject should reinforce the instructional materials they are
provided with and that teacher training on MTBMLE should be furthered.
Keywords: K to 12; learning areas; mother tongue; MTBMLE; strategies
INTRODUCTION
The shift in language policy is part of a
programs
approach.
that
utilize
mother
tongue
such
Vietnam
as
Cambodia,
Indonesia,
Malasyia,
and
programme
teaching
and
(e.g.
2002;
the
sensitive
Millennium
Benson,
and
contextually
Dutcher,
2003)
have
appropriate
contrary
in a dominant
sound
to
school
to this,
they
the
implementation
sound-to-meaning
of
MTBMLE
and
their
low
the
with
and
or
low
on
marred
the
rules
backgrounds
the
performance
are
teaching
educational
ground
of
are
particularly
concerned
with
METHODOLOGY
clear
This
study
utilized
the
manifestation
of
the
significant
descriptive
the
Pangasinan I.
pupils
mastery
required
Table 1
Performance Level of the Grade I
Pupils in
the Mother Tongue-Based
in
Scores
14
59
04
Total
Average
25
24
79
0
104
76
0
100
10
Average
Achievement
High
87
11
104
84
10
100
14
59
04
Total
Average
Low
transition
and
learning
the
medium
content
into
of
the
phases
of
confusion
and
l fared in the
diagnostic
pupils
in
the
particularly
in
the
mother
area
of
in
schools in Pangasinan
majority
their
how
of
Frequency
instruction
tongue,
development
Average
Low
test
the
skills/competencies
Frequency
Achievement
High
10
the
vocabulary
Level of
corresponding
Level of
of
in
vocabulary.
B. Grammar Awareness
The
A. Vocabulary Development
Scores
score
them
have
achieved
pupils
achieved
high
in
grammar
C. Reading Comprehension
Scores
10
Level of
Frequency
Average
Achievement
High
11
10.6
73
20
104
70.2
19.2
100
14
59
04
Total
Average
Low
%
9.58
20.54
54.79
15.06
100
base.
skills.
respondents
The
data
pertinent
to
the
pupils
It
shows
that
most
of
the
accessory
is
of
will
number
apparent
of
that
pupils
along
area
mother
tongue.
The
low
in
the
10.6
percent
comprehension
achieved
the
to the
while
only
Teachers
at
in
terms
of
their
reading
Mean
1. relevant
trainings
comprehension
improvement.
which
needs
further
attended
2. provision of
instructional
awareness,
and
reading
3.
materials
provision of
2.7
8
Description
Serious
2.5
Moderatel
y Serious
2.6
Rank
1
Serious
evaluation
instruments
4. variety of
teaching
strategies
5. proficiency in
the mother
tongue
Overall
2.4
Moderatel
y Serious
2.2
Moderatel
y Serious
2.52
CONCLUSIONS
Moderatel
y Serious
vocabulary
relevant trainings
Ilocano
attended,
(2)
2.78,
and
the
provision
in
and
aid
of
concept
the
development,
mother
tongue
as
of
evaluation
teachers
mother
learning subject.
instruments
with
tongue
the
as
are
perceived
implementation
instructional
as
of
the
base
and
problems
that
teachers
face
in
the
ACKNOWLEDGEMENTS
This study has been made possible by
the assistance extended by the Division of
Pangasinan I through the leadership of Dr. Alma
Ruby C. Torio, CESO V, Division Superintendent
and the Assistant Superintendents, Dr. Teodora
V. Nabor, D.A. and Dr. Shiela Marie Primiscias.
Graetful acknowledgment is also extended to
the District Supervisor of Lingayen II, Dr. Nita
C. Caolboy.
REFERENCES
education
and bilingualism (3rd edn.) Clevedon:
Multilingual Matters.
of
instructional
of teaching
materials
strategies
(2.53),
(2.46),
and