Background of the study

Despite the continuous prevalence of monolingualism as a global norm in official

or dominant languages (Wolf & Ekkehard, 2000; Arnold Barle, Gowani & Merali,
2006) UNESCO (1953) has remained firm in is advocacy to promote the use of
mother tongue-based instruction in the primary years which led to the birth of the
Mother Tongue-Based Multilingual Education Policy (MTB-MLE) (Rumenapp
2014) stemmed from a growing body of empirical research and theory on
language acquisition and multilingualism attesting to the powerful effect of using
the mother tongue (L1) in bringing out the potentials of children in the learning
process (UNESCO, 2007).

With the introduction of the new K-12 program, in June 2012 the Department of
Education of the Philippines implemented the teaching of the Mother Tongue-
based Multi-lingual Education among the kindergarten, Grades 1, 2 and 3
learners.

The Mother Tongue-Based Multilingual Education (MTBMLE) Program has found

a solid basis to claim that it is the most viable and fastest route towards the
acquisition of basic concepts in the primary years. However, its manner of
implementation has created challenges that affect the way children are learning
skills and content.

In the K to 12 Curriculum, the elementary grades will focus on the core learning
areas namely: languages, mathematics, science and social studies. One of the
highlights of the K to 12 Curriculum is the use of the eight major Philippine
languages to teach Kindergarten to Grade 3 students. The Department of
Education adopted the “Mother Tongue-Based Multilingual Education (MTB-
MLE)” after pilot tests showed students learn better when the language used at
home is also used in the classroom.

Currently there were twelve (12) major languages or Lingua Franca that shall be
language of instruction. The major languages are: a.) Tagalog b.) Kapampangan
c.) Pangasinense d.) Iloko e.) Bikol f.) Cebuano g.) Hiligaynon h.) Waray i.)
Tausug j.) Maguindanaoan k.) Maranao and l.) Chabacano. These were the
major language used in translating textbook used by the learners in grades 1 to
3.

Region XI uses Cebuano or Sinugbuanong Bisaya as their instruction under

mother tongue-based program, however this study shows the challenges
experienced by the learners, Teachers and Parents in Mother Tongue Based
Multilingual Education (MTB-MLE) in grasping ideas translated to Cebuano or
Sinubuanong bisaya in which there were words that are hardly understood
making it difficult for the learner, Teachers and parents understand the lesson.

On the other hand, the teaching of Mother tongue revealed advantages in

teaching such as: learners were able to express their thoughts and ideas
resulting to high participation in class discussions; learners become independent
in their choice of expression, and the use of mother tongue facilitates in
explaining the meaning of some English words.

As there were many challenges seen with the implementation of this program
there were significant results while implementing this program.“Many studies
indicate the student first taught to read in their L1 and then later in an L2,
outperform those taught to read exclusively in an L2” (Arisa M. Mendoza and
Josefa R. Abesa 2014).

“The program has been hampered by procurement issues and lack of designated
funds of the program’s operational activities forcing the program to compete with
other school needs to fund its activities from general maintenance and other
operating expenses (MOOE) of the school.” Jennifer D. Monje 2019. They
quoted that although the aim of the program is for the betterment of the
educational system in the Philippines, it still lacks funds upon implementing this
program, making it confusing in the part of the teachers as well as of the
learners.

Purpose of the study

The purpose of this qualitative case study will be to address the challenges of
learners in the Mother Tongue Based Multilingual Education (MTB-MLE).

Theoretical Lens
Importance of the study

It is important to know the challenges experienced by the learners to further

address the issues they faced herein with the implementation of Mother tongue
based multilingual education (MTB-MLE) in grades 1-3.

There were lots of misunderstood terminologies that give learners difficulties in

understanding the lesson using the Cebuano or Sinugbuanong bisaya dialect in
the lessons, not only does it gives difficulties to learners it also gives burden to
the teacher how to use MTB-MLE in Science and Mathematics subject.

Cebuano or Sinugbuanong bisaya is the preferred dialect used under MTB-MLE

program here in Region XI, yet there were words that hamper learning as it is
hard t understand, for its deep contextual meaning.

Delimination and Limitation

The researcher will interview individuals who are assigned in the MTB-MLE
Trainings here in Padada District of Region X1. The researcher will analyze the
transcription based upon the data being gathered.

Definition of terms

Mother Tongue- Once native or primary language an individual has known,

also known as “LINGUA FRANCA”.

Multilingual- knowing or using several language

Education- a field of study dealing with methods of teaching and learning, the
action or process of educating or being educated

Review of related Literature