1 CHAPTER I INTRODUCTION Background of the study Language is clearly the key to communication and understanding in the classroom. In the Philippines, there are already many studies conducted about Mother Tongue Based Education. The result of these studies shows that when teachers use the student’s mother tongue, the students read more quickly and improve in cognitive skills. It also promotes the three qualities considered to be essential for language learning: accuracy, clarity, and flexibility. They also participate more actively in the classes that use the mother tongue as medium of instruction. As a subject area, the MTB-MLE will focus on developing the children’s reading skills and fluency in their mother tongue that will be used as instructional medium in all learning areas from Kindergarten
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CHAPTER I
INTRODUCTION
Background of the study
Language is clearly the key to communication and understanding
in the classroom. In the Philippines, there are already many studies
conducted about Mother Tongue Based Education. The result of these
studies shows that when teachers use the student’s mother tongue,
the students read more quickly and improve in cognitive skills. It also
promotes the three qualities considered to be essential for language
learning: accuracy, clarity, and flexibility. They also participate more
actively in the classes that use the mother tongue as medium of
instruction.
As a subject area, the MTB-MLE will focus on developing the
children’s reading skills and fluency in their mother tongue that will be
used as instructional medium in all learning areas from Kindergarten
up to Grade 3, Luistro said, adding that Filipino and English will be
introduced as separate subjects in the first and second semesters,
respectively, of Grade 1.
In a nutshell, the researchers attempted to find out the updated
perceptions of Grade II teachers on Mother- Tongue Based Education
and on pupils preference learning the basic sight words in chavacano.
Using chavacano as the lingua franca, pupils of different Mother
hernebalberde, 01/23/14,
citations whose studies the information were gotten
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substantiate
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Tongues were the main respondents of this study. The basic sight
words, translated version, were utilized to determine their vocabulary
in the learning process.
Statement of the Problem
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This study was intended to determine the perceptions of Grade II
teachers on Mother Tongue Based Education and the pupils preference
in their learning process of basic sight words in Ayala Central School
towards Mother Tongue Based Education.
Specifically, it determines the Grade II pupils' vocabulary in Basic
Sight Words and sought to answer the following research questions:
1. What are the overall perceptions of Grade II teachers on the
use of Mother Tongue Based Education in terms of the pupil’s
learning process on vocabulary in basic sight words?
2. What are the overall vocabularies in basic sight words among
the Grade II pupils in their learning process?
3. Is there a significant difference on the Grade II English
teacher’s perception on Mother Tongue Based Education
when data are classified according to length of service?
4. Is there a significant difference in the pupil’s vocabulary in
basic sight words when data are grouped according to
gender?
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Significance of the Study
The output of the study would provide useful data to the
language teachers, pupils and Administrators. This study would
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contribute to the knowledge in enhancing vocabulary in basic sight
words.
Administrators. The implication of this study provides data on the
Mother Tongue Based Education among Grade II pupils in Ayala Central
School that may support and orient the teachers and learners, well.
The findings are beneficial to give feedback whether the pupils their
vocabulary skills in basic sight words. The teachers and pupils
perceptions to interact and perform in the English language course.
This study would also help the school administrator to give seminars,
training and to recommend new language teaching.
Teachers. The result of the study would contribute on the
effectiveness on the teachers’ method of teaching on pupils. This
would also provide them competence needed for the students’
academic success like enhancing their vocabulary in basic sight words.
Pupils. The result of the study would benefit the students in
identifying the importance of their Mother- Tongue towards their
academic and to develop their vocabulary in basic sight words.
Scope and Delimitation
This study mainly focused on the preference of Grade II teachers
in Ayala Central School on the Mother Tongue Based Education and to
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determine the overall vocabularies in basic sight words among Grade II
pupils in their learning process. The researchers used total
enumeration for teachers and purposive sampling procedure for pupils.
This study was delimited in picture cues. The target respondents of this
study were the (80) eighty Grade II pupils who were enrolled during the
School Year 2013-2014 and (16) sixteen Grade II teachers teaching in
Ayala Central School in the same school year.
CHAPTER II
THEORETICAL FRAMEWORK
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This chapter presents some related literatures and studies
concerning Mother- Tongue Based Education. This information served
as basis for the Conceptual Framework of this study.
Review of Related Literature
This study made use of available conceptual & research
literature dealing with the discussions, opinions, & research studies on
the subject Mother Tongue- Based Education. Other Publications
printed and online also served as rich sources of data for this study.
Conceptual Literature
On the Mother Tongue- Based Education Instructor
Mother Tongue-Based Education (MTBE) is a curriculum and
teaching methodology that enables learners to participate well in
education through the use of their first language. MTBE provides a
strong foundation in the learners’ first language (L1), enabling them to
build on the knowledge and experiences they bring to the classroom.
MTBE is much more than just using the learners’ first language to
explain curriculum content.
Literacy. We only learn to read once. Learning to read in our L1
develops skills that transfer to reading any other language.
Comprehension in reading other languages only occurs after oral
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proficiency has developed such that vocabulary of the written L2 text
is already part of the learners’ spoken L2 vocabulary. Proper
sequencing strengthens learning.
Prior knowledge. Use of the learners home language and
culture allows teachers to begin lessons with a discussion of what is
already familiar to the learner. Engaging learners in this way enables
better learning of the curriculum through the integration and
application of that knowledge into current knowledge schemes (Diane
Dekker).
A certain amount of fatigue surrounds the discussion of what the
medium of instruction should be because much has been said on the
subject by linguists, educators, psychologists, official bodies set up to
study Philippine education, officials of the Department of Education
and concerned citizens.
Lapsing into illiteracy, English as the medium of instruction will
widen the gap between the rich and the poor. The ones who will
benefit the most from education in English are those who have high
levels of proficiency in English to start with, and those who belong to
environments where English-language inputs, materials and resources
are available. The overwhelming majority of Filipinos will forever
struggle with English as a foreign language. And they alienated in the
classroom where they are required to speak in English. They are likely
to learn very little and to enjoy the “learning process” even less. They
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will fail examinations and eventually dropped out. The use English as
the medium of instruction in our schools may also explain the lapse
into illiteracy among school dropouts who were taught to be literate in
English through rote memorization.
Bilingualism, the use of mother tongue will not only improve
the quality of education. It may also be the tool for learning ad
improving English. Our education system should develop bilingual or
multilingual competences, which already exist in the Philippines. Most
Filipinos speak at least two or three languages.
Research shows that children’s language skills develop well when
bilingual skills are valued; when the child’s first language is used as a
tool for learning; when the child is motivated to communicate in the
new language; when there are diverse opportunities to use language
for real purposes; and when there is present in learning environment a
good role model of the target language who can understand one of the
child’s languages (Patricia B. Licuanan).
On the Local Adoption on Mother Tongue- Based Education
PAGADIAN CITY, Zamboanga del Sur – Starting School Year (SY)
2012-2013, public elementary schools in Western Mindanao (Region-9)
will use separately at least four of 12 Philippine regional dialects
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identified by the Department of Education (DepEd) as medium of
instruction in Kindergarten, and Grades 1, 2, and 3.
Albos said the nationwide use of the 12 regional languages –
which include Ilocano, Tagalog, Kapampangan, Pangasinense, Bikol,
Waray, Maguindanaon, and Maranao – was stipulated under DepEd
Order No. 74, issued in 2009 by former Education Secretary Jesli Lapus
that institutionalized the Mother Tongue-Based Multi-Lingual Education
(MTB-MLE).
Lapus’ directive coincides with the “Multilingual Education and
Literacy Act” authored earlier by Valenzuela City Representative
Magtanggol Gunigundo who claimed that the “current DepEd program
using English and Filipino as languages of instruction in basic
education does not work for non-native Filipino and English speakers.”
Villaneza stressed that studies show that using the child’s
mother tongue as language of literacy “bolsters comprehension and
critical thinking skills of children and facilitates acquisition of second
language such as English and Filipino.”
Albos quoted DepEd as explaining that the MTB-MLE, earlier
referred to as Lingua Franca project, aims at enhancing language,
cognitive, and academic development of the child even as it also
“seeks to create social and cultural awareness among the children by
promoting their local heritage, language, and culture.”
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As this developed, Albos urged all local field elementary school
administrators to adopt Cebuano, the major vernacular spoken in
Western Mindanao – also known as the Zamboanga Peninsula – as
medium of teaching in Kindergarten, and Grades 1, 2, and 3 in the
schools divisions of Zamboanga del Norte, Zamboanga Sibugay, and
Zamboanga del Sur, Chabacano in the cities of Zamboanga and
Isabela, Tausug in several Muslim-inhabited villages of Zamboanga City
and Isabela, and Maranao in some Zamboanga del Sur and Zamboanga
Sibugay coastal villages facing the Lanao provinces.
Bhushan (2010:211) commented, “some purposes of L1 use
might be: for explaining difficult grammar, for giving instructions which
might not be understood in English, for checking comprehension and
for saving time which can then be used for communicative work in
English etc.”
Carless (2008) explained that mother tongue may serve social
and cognitive functions. He argued that students working in groups do
not have to speak English all the time and use of mother tongue
relates to learner identity. As the use of mother tongue provides
learners with a sense of security, they learn with much ease and
comfort.”
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Bilingual education refers primarily to the use of two language in
a formal education system (UNESCO,2003,P.17). Bilingual education
need not include a local language; however the most common type of
bilingual education (also called mother tongue based bilingual
education) attempts to use the students’ mother tongue somehow in
the curriculum. The more extensive the use of the mother tongue for
instructions, the ‘stronger’ the bilingual education program considered
to be (Malone,2008)
Multilingual education refers to the formal use of more than two
languages in the curriculum (UNESCO,2003,p. 17). Countries with
multiple regional languages of wider communication or more than one
official language may support multilingual education that includes
children’s mother tongues and the more widely spoken languages of
the nation. As with bilingual education, a multilingual education
program is considered “stronger” as the mother tongue is used more
extensively as a medium of instruction.
On Mother Tongue Based Education
If children are proficient in their first language they already
“know” about language. They can then apply this knowledge to a
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different set of circumstances. If a child is literate in their first
language they know how language works. First language proficiency
provides an excellent foundation for learning a second language. If a
child is proficient in their first language their cognitive ability has
developed enough to support them in their second language. For
example, they already know about guessing the meaning of a word
from the context, they know to how to predict meaning form a text,
they know about text structure, they know about the purposes of
different types of text and perhaps most importantly they feel
confident as a reader and writer. The concept of literacy is already well
developed so learning a second language is a much easier process.
Children who are successful second language learners are usually very
proficient in their first language. It is less usual for children to be a
successful second language learners when they have little knowledge
and ability in their first language.
Furthermore, for some students developing and maintaining their
first language is easy because they have regular lessons in this
language. However this does not apply to all students but there is still
much that can be done to maintain the first language. Parents should
make sure that there are good books to read – including fiction,
reference books and textbooks in the first language. Children should
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be encouraged to write letters to grandparents and other family in
their home county in their first language. Some of the summer holiday
could be devoted to first language learning. The child’s first language
should be promoted and valued within the family.
Hence, using the student’s mother tongue in the classes has
been felt to be very productive as it is found to develop language
accuracy and fluency. The objective of this paper is to discuss how
mother tongue can be effectively used in teaching certain linguistic
areas in order to motivate students and promote their language
proficiency faster. Translation in classes which enables the process of
comparing student’s first language with the second language would
undoubtedly enable students to attain the ability of using the language
in real life situations for communicative purposes.
Determining what language will be used to teach children is one
of the most important decisions that ministries of education make. The
language(s) used in the classroom dramatically affects children‘s
opportunity and ability to learn. Yet, this decision is often made
without a careful consideration of implications for learning outcomes.
Furthermore, education improvement efforts rarely consider the
impact that the language of instruction will have when designing
education projects.
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On Basic Sight Words
In diagnosing reading ability, the analysis should include an
investigation of the subject's knowledge of basic words commonly
Familiar in most children's oral-aural vocabulary. Likewise, any
beginning reading instruction program should include some help in
learning commonly used words, since these compose a large part of
the vocabulary of many reading series and other printed material.
In 2001, Edward Dolch examined three then-prominent word lists
and from these compiled a list of 220 words, excluding nouns, which
commonly occur in all reading material. These words were, in general,
functional words which were abstract in meaning and this tended to
make them somewhat difficult to learn.
In 2001, Henry Kucera and W. Nelson Francis published a new list
of present day most commonly used words which agreed with the
dolch list in only he first eighty-two entries (5). Regardless of the
source or list used, it does seem important that children develop a
large sight word vocabulary in order to enhance reading fluency, speed
and comprehension. Most average students seem to master such a list
by beginning third grade level, but this is often not true for children
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who experience reading disability. There, teacher should have
knowledge of a variety of devices and techniques for helping students
learn a basic sight vocabulary, other than by repeated drill. It is also
helpful to determine which of the basic words are most troublesome
for most children.
The Garrard Publishing Company of Champaign, Illinois, publish A
basic sight word test, as well as many other games and reading
materials related to a sight vocabulary as compiled by dolch (4). These
test can be used for individual or group testing. The error can be talled
and flash cards can be used for a number of activities
and games to help teach these words. There are commercially
produced boxes of these sight words, and cards can also be made from
strips of cut tag board. It is helpful if the teacher prints the word in
pencil and allows the student to trace over the printing with a magic
marker or crayon while he spells it aloud. This method is referred to as
the V AK T method (1). The child should use his own cards andrh-17
files them as he learns them. This and other motivational techniques
should be used to show the student he is making progress.
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The commercially produced boxes of flash cards are divided into
two sets, the easier and the more difficult words (4). They are also
color cued with the easier ones printed in black and the more difficult
ones in green. These cards are excellent for building up quick
recognition of the words by total configuration. The words can be
taught in sequence as they are introduced in the basic text being used
for various reading groups. The same words can be part of a spelling
word list.
The basic words should always be introduced in the context of a
sentence. As the word is verbalized, the appropriate flash card should
be held up for a visual-auditory relationship cue. If possible, a question
should be asked which will necessitate the student's use of the
selected word in his answer. As he says the word, he is handed the
appropriate flash card so that he understands the association of the
spoken word and the printed symbol for it. Word games are a highly
motivating method for helping children to learn the words in a basic
sight vocabulary list. The following are some variations of old favorites
which teachers may find useful for this purpose. It is sometimes helpful
to share with parent’s ways for helping a child learn these important
words through game play. 3. Dolch and Dolch, Dolch First Reading
Books and Dolch Stories Series. Champaign, Illinois: Garrard Publishing
Co., 1958
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Harmer (2001:131) viewed, “a principal cause of the L1 use is
required by the activity, if the students are linguistically incapable of
activating vocabulary for a chosen task. Another reason is that
translation is a natural thing to do in language learning and code-
switching between languages as regarded as naturally
developmental.”
On Length of Service
How can teachers be recruited and trained to deliver mother-
tongue based bi/ multilingual programmed suitable for young children
(i.e., under 8 years of age)? Recruitment of effective early childhood
care and development practitioners who are fluent in the mother
tongue of children in a community is critical for programmed
effectiveness and is perhaps the greatest challenge for implementing
mother tongue based bi/multilingual programmed for young children
and their families. Practitioners must be found with appropriate
knowledge and skill to deliver a play-based programmed that is
developmentally appropriate for very young children, and who are fully
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fluent in L1. This is not always possible, and flexible solutions must be
encouraged to meet the needs of children and families in each
community.
In some communities, it may be possible to find community
members who are fluent in the children’s mother tongue and who can
be given training in early childhood care and development on an in-
service basis (i.e., while employed to deliver the programmed). In
some communities, it may be possible to recruit prospective
practitioners and deliver a cohort-based training programmed in early
childhood care and development before they begin to work with young
children and families (Ball & Pence, 2006).
Practitioner placement must also be considered. Practitioners
who speak a particular local language should be employed to work in
locations where that language is spoken by young children and
families. Where no trained practitioners are available who speak the
mother tongue of children and families who can benefit t from an early
childhood programmed, practitioners should be encouraged to enlist
the assistance of Community members who are trustworthy and who
speak and (ideally) can read the local language, to work alongside the
practitioner and to read to the children. In communities where
programmed sustainability depends on in-kind contributions from the
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communities, participation by local language speakers may be built in
as a significant contribution. It is not uncommon to find community
members, especially parents and grandparents, playing substantial
roles in early childhood programmed both to assist with language
translation and to enhance the local cultural relevance of songs,
games, stories and other curriculum content for young children and
families.32Enhancing learning of children from diverse language
backgrounds: Mother tongue-based bilingual or multilingual education
in the early years.Ball, J., & Pence, A.P. (2006). Supporting indigenous
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