THE ADVANTAGES OF USING MOTHER TONGUE BASED MULTILINGUAL

EDUCATION TO THE GRADE 1 PUPILS OF SAINT LOUIS COLLEGE OF BULANAO

Chapter 1

The Problem and Its Scope

INTRODUCTION

One of the latest development in the Philippine educational system is the Mother Tongue
Based Multilingual Education (MTB-MLE) refers to the used of student mother tongue and to or
more additional languages as languages of Instruction (Lol) in school. In other context, the term
is used to describe bilingual education across multiple language communities, each community
using each own its mother tongue aside from the official school language of instruction, the
self-assessment of Filipinos to speak and write in English and in Filipino may not be consistent
with their actual proficiency in those languages.

In a hearing conducted on February 27, 2008 by the committee on basic education and

culture of the Philippine House of Representatives, various stakeholders in education urged

Congress to abandon moves to install English as the sole medium of instruction, especially in the

primary grades.

The Komisyon sa Wikang Filipino or KWF was one of these stakeholders. The KWF

suggested that a law be passed mandating the primary use of the learner’s first language (L1 or

mother tongue) from pre-school to grade 6, or at least up to grade 4.

In the process, a solid foundation can be built for learning subjects taught in English and

Filipino in high school. By then learners will have mastered the academic language in these two

languages. The L1 can then be used as auxiliary medium and/or as a separate subject.
 The Mother Tongue Based Multilingual Education (MTB-MLE) 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 effect
the way children learning skills and content. This single, holistic study found difficulty in
understanding concepts, pronouncing and using archaic terms, code switching, performing low in
competitions carried out in English, and widening gap between parents and children in
scaffolding process as the major challenges encounter by primary students, teachers and parent in
MTB-MLE. We uncovered the key factor to be the used of archaic words as substitutes for
scientific terms, mix up of terms from three languages, teaching mother tongue as a separate
subject, and lack of relevant materials. Finally, parents and children prefer English to mother
tongue while teachers reluctantly choose mother tongue with a compromise that it will only use
to facilitate learnings and not consider as a new language to be taught and learned.

Many students have already revealed that using mother tongue in early grades enhances
children’s ability to learn better compare to use of a second or foreign language. Recently, in
the education reforms in the country, the mother tongue in the region plays an important role
especially in education system. To strengthen this, the Department of Education (DepEd) has
implemented the used of mother tongue as a medium of instruction. (DepEd order No. 74,
,series of 2009).

The teacher of mother tongue revealed advantages in teaching such as. Learners were able to
express their taught and ideas resulting to high participation in class discussions; learners
become independent in them chooses of expression. And the use of mother tongue facilitates in
explaining the meaning of some English words (Alberto, 2016).
 Conceptual Framework

There are two main types of bilingualism: 1) additive bilingualism, in which the first

language is continually developed and the home culture valued while the second language is

added; and 2) subtractive bilingualism, in which the second language is added at the expense of

the first language and culture, which diminish as a consequence,(Cummins, 1994).

Additive bilingualism is linked to high self-esteem, increased cognitive flexibility, and

higher levels of proficiency in the second language. Additive bilingualism should be encouraged

for successful biliteracy. Many “myths” of bilingualism were built on looking only at subtractive

bilingualism cases. One of the common myths about language learning is that spending time

developing the first language -L13-(say, Cebuano) takes away from learning the L2 (say,

Filipino or English). This myth suggests that the two languages co-exist in a balance or weighted

scale inside the brain. As one language grows stronger and more fully developed, it is assumed

that the other language must then grow weaker,(Baker, 2000).

Another way to picture this is with two separate language balloons inside the brain. As

one language balloon expands, the other one must decrease in size to make room. This balance

view of bilingualism seems to be intuitively held by many people. Refers to this as the Separate

Underlying Proficiency Model, which suggests that the two languages function separately, skills

cannot be transferred between languages, and there is only a limited amount of space for

languages in the brain, Cummins (1980). We know, however, that people are able to learn and be

fluent in several languages, which challenges the idea that our brains hold only a limited amount

of space for languages, Cummins (1980). Suggests instead the Common Underlying Proficiency

theory, which states that when learning a second language, we make use of linguistic resources
from our first language. In other words, the set of skills that we learn in our L1 can also be

transferred to use with the L2 . These skills include the knowledge of language, literacy, and

concepts learned in the L1 that can then be drawn upon in the second language after oral L2

skills are developed, with no re-learning required. The significance of the ‘no re-learning

required’ is that children are not disadvantaged by first studying their L1 and then learning a

second language. Developing skills in the L1 greatly benefits L2 learning because most of those

skills will not need to be relearned in the L2 (Baker, 2001; Alidou et al, 2006). Baker (2001)

depicts this theory of Common Underlying Proficiency as a set of icebergs.

The two languages look different on the surface and sound different in conversation, but

under the surface, they share a common base of the iceberg and “operate through the same

central processing system” (Baker, 200:165). Baker (2001) lays out some of the main

characteristics of the Common Underlying Proficiency model as follows:

1. “The thoughts that accompany talking, reading, writing and listening come from the same

central engine” no matter what language a person is speaking (Baker, 2001:165).

2. People have the capacity to learn and store multiple languages and they can do so with

relative ease (Baker, 2001).

3. In order to deal with the complex cognitive learning demands in the classroom, the child must

have a certain level of proficiency in the language of instruction (Baker, 2001).

4. If children are expected to learn in a second language they have not fully developed, the

results will most likely be poor as they will be unable to complete the complex cognitive tasks

required in a language they have not yet mastered (Baker, 2001).

A concept that is key to understanding Cummins’ Common Underlying Proficiency

theory is cross-linguistic transferor simply transfer. Transfer enables second language learners to
make use of the cognitive and linguistic skills they attained while learning to read in the L1

(Cummins, 1981). These very same skills gained during L1 reading such as visual and phonemic

awareness, and speed of processing or automaticity “contribute to reading the L2 and any other

language, even when the languages are typologically different and/or have different writing

systems” (Benson, 2008:4). Once they develop these skills in one language, according to the

theory, they will not need to relearn them in their next language. The skill set will remain; the

child will only have to focus on learning the new vocabulary and grammar of the second

language. Thus, by focusing on fully developing their reading skills in the L1, students are also

facilitating learning to read in the L2.

The process of transfer also works in both directions, as can be seen from the results of a

study conducted in Niger (Hovens, 2002) with students who only studied in French immersion

programs. Yet Hovens found they were still able to read their L1 even though they never

officially studied it as a subject. Hovens’ results from testing 1664 children, in both traditional

French immersion programs as well as in mother tongue-based bilingual schools in Niger clearly

demonstrate the power of transfer in either direction (p. 259).

All students were tested in both French and their mother tongue, even though the students

in 18the French immersion schools had never studied their L1. Students in the French immersion

schools were able to use their L2 literacy skills to decipher and decode their L1, even though

they had never officially learned to read in their L1. It is also quite telling that these same

students actually tested better in their L1 than they did in French, which they had been studying.

The findings from this study support the theory that initial literacy learning is most

efficient when conducted in a language the learner is familiar with and knows how to speak,

“because so much of the automaticity and psycholinguistic guessing that are part of fluent
reading rely on deep understanding of the language being read” (Benson, 2008, p. 5). However,

if the child has underdeveloped literacy skills in the L1, they will have very little to help them

with the L2.

Cummins’ (1981) developmental interdependence hypothesis states that “To the extent

that instruction in Lx is effective in promoting proficiency in Lx, transfer of this proficiency to

Ly will occur provided there is adequate exposure to Ly (either in school or environment) and

adequate motivation to learn Ly” (p. 29). In other words, how students fare in their L2 is

intricately related to how well they have developed their L1 at the point at which the medium of

instruction switches to the L2. Cardenas-Hagan, Carlson, and Pollard-Durodola (2007)

summarize this relationship by stating that “the acquisition of L2 is mediated by the level of L1

proficiency that children have at the time they begin to acquire L2” (p. 250). Thus, building a

strong foundation in the L1 is more beneficial to L2 learning than early or long exposure to the

L2. This theory maintains that the most efficient and effective way to help children acquire

literacy and become bilingual is to invest in developing L1 language and literacy. Toukomaa and

Skutnabb-Kangas (1977) support the developmental interdependence hypothesis, arguing that:

The basis for the possible attainment of the threshold level of L2 competence seems to be

the level attained in the mother tongue. If in an early stage of its development a minority child

finds itself in a foreign-language learning environment without contemporaneously receiving the

requisite support in its mother tongue, the development of its skill in the mother tongue will slow

down or even cease, leaving the child without a basis for learning the second language well

enough to attain the threshold level in it(p. 28). There may also be a specific threshold level that,

if not reached in the L2, would prohibit children from transferring reading skills to the L2.

Clark’s Linguistic Threshold Hypothesis(LTH) suggests that L1 reading ability only transfers to
L2 reading once children have reached a certain level, referred to as the critical threshold of L2

proficiency (Cui, 2008, p. 1).

This suggests that in order for transfer to take place, the transition from L1 to L2 must not

happen too early. Children must have time to fully develop their L1 reading and writing skills as

well as having a firm base in L2 vocabulary before they are able to successfully transfer L1

literacy skills to the L2. These theories present a strong argument in favor of using the mother

tongue as the language of instruction at the primary level before transitioning into an official

language. Research clearly indicates that children learn both content knowledge and literacy best

in the language in which they are most familiar. The difficulty is providing these children with

both the skills they need to become literate, while at the same time teaching them oral L2 skills

so that at a later point they are able to transition into using the official language as a language of

instruction.

The research is not yet clear on when this transition should occur, only noting that the

longer children spend learning in their L1, the better they will do when they transition into the

L2, assuming that they have also attained a certain level of oral fluency in the L2. A strong

literacy program should focus on helping children develop literacy in their local languages as

well as developing L2 oral skills if the children are transitioning into the L2 at a later point in

their schooling.
 Research Paradigm
Independent Variables Dependent Variable
11. Profile of the
respondent.
1.1 Age
1.2 Gender The Advantages of
1.3 Ethnicity
Using Mother Tongue
Based Multilingual
2. Language / dialect that
the students can speak or Education as a Medium
understand. of Instruction to the
2.1 Kalinga Grade 1 Pupils of Saint
2.2 English Louis College of
2.3 Tagalog Bulanao

3. How will the pupils adapt

in this kind of instruction if
teachers are lock of
resources?
3.1 Books
3.2 Strategies
.

Intervening Variable
Age
Gender
Ethnicity
 REVIEW OF RELATED LITERATURE

Examining the attitudes of teachers towards the teaching and use of Mother Tongue as a

language of instruction in lower primary schools based on a study conducted in Hamis District in

Western Kenya, East Tiriki Division. The research design was a descriptive survey selected

because surveys gather information from relatively large areas by employing sampling

procedures hence cutting down on costs. The study sample included 12 schools randomly

selected from the 40 primary schools in East Tiriki Division. . The instruments used for data

collection were observation, tape-recording and questionnaires. The data was analysed using

descriptive statistics. The study revealed that Mother Tongue is less valued than English. English

is highly valued both for its instrumental and integrative purposes. It is recommended that there’s

need for the government to encourage the publication of instructional materials for the teaching

of Mother Tongue and that the educational language policy makers review their position with

regard to Mother tongue with a view to promoting it both as a language ofinstruction and a

subject,( Khejeri,2014).

Addresses a major issue in the South East European University in teaching ESP classes, where

students’ and teachers’ perceptions are taken into account in designing a suitable teaching

methodology. The article examines data from self-administered questionnaires and interviews to

show the existence of the preferences of using Albanian as a facilitating tool in ESP classes and

ways to improve the teaching methodology in such classrooms. The data would also show the

journalistic approach of How, How much, and When to use Albanian in English classes,(

Xhemaili,2016).
 Many inadequacies of Nigeria's schools derivec from their religious and colonial past. One in

particular is studied in this paper, namely opposition to the use of the mother tongue as the

medium of instruction. Questionnaires on the subject were administered to samples of 1000

primary school teachers and 1500 parents of primary school children. Results show that both

parents and teachers appreciate the advantages of mother-tongue education, but that parents

would not subscribe to their children being taught in the mother tongue. The two biggest

obstacles to mother-tongue teaching are (1) the push for a language of wider communication and

(2) lack of suitable teaching materials. Recommendations made include the need for a

reorientation of parents and the public on the place of mother-tongue education,( Iyamu, E. O., &

Ogiegbaen,2017).

Examining the influence of mother tongue on Students performance in English language in

Junior School Certificate Examination. The study investigated if mother tongue is solely the

cause of the students’ woeful performance in English Language in Junior School certificate

Examination or if there are other complementing factors. The subjects for the study were one

hundred male and female SSI students drawn from various government schools in western

Nigeria. Using simple percentage descriptive statistic, the research questions that were raised

analysed. The findings reveal that mother tongue influences the students’ poor performance in

English language in Junior School Certificate examination and that there are other factors

contributing to students’ poor performance in English language. These other factors are poor

method of teaching, lack of textbooks, language background and lack of professional growth and

development of teachers. Measures that could be taken to enhance students’ achievement in

every aspect of English language are suggested also. The respondents’ age ranged between 10.52

and 15.17. The participants were those who have sat for the Junior Secondary School Certificate
examination. They were randomly selected across diverse religious and socio-economic

background,( Oluwole, D. A.,2008)

In the modern era, the prevailing model of public education has been that of “one size fits all”,

with private schooling being a small but notable exception. Language (of instruction) was

generally viewed as a minor variable readily overcome by standard classroom instruction. As

researchers have sharpened their focus on the reasons for educational failure, language has

begun to emerge as a significant variable in producing gains in educational efficiency. This

paper reports the intermediate result of a controlled study in a very rural area of a developing

country designed to examine the effect of language of instruction on educational outcomes. In

the experimental schools, children are taught to read first in the local language (via the local

language) and are taught other key subjects via the local language as well. English is taught as

a subject. Teachers in the control or standard schools continue the standard national practice of

teaching all subjects in either English or Filipino, neither of which is spoken by children when

they begin school. Year-end standardised testing was done in all subjects throughout grades

one to three as a means of comparing the two programme methodologies,( Walter, S. L., &

Dekker, D. E.,2011).

The use of mother tongue in teaching in a multilingual setting affects the way pupils learn. A

melting pot and the educational center of the North, Baguio City, Philippines demands teaching

strategies that not only adapt to the interplay of the different cultures and languages but give

importance to them, too. Specifically, this paper analyzed the strategies of teachers in

implementing Mother Tongue-Based Instruction in a Multilingual Classroom and identified

some problems that teachers encounter in implementing them. The study used qualitative

analysis with interview as the main data gathering tool. The respondents were teachers
purposively selected from the suggested pilot schools of Mother Tongue-Based Multilingual

Education (MTB-MLE) in Baguio City. From the phenomenological analysis of the data, the

findings showed that the teachers used strategies such as translation of target language to mother

tongue, utilization of multilingual teaching, utilization of lingua-franca, improvization of

instructional materials written in mother tongue, remediation of instruction, and utilization of

literary piece written in mother tongue as motivation. Some problems encountered by the

teachers in implementing mother tongue-based instruction include absence of books written in

mother tongue, lack of vocabulary, and lack of teacher-training. Nevertheless, the study indicated

that major attention and effort are still necessary to be given to the approach,( Lartec, J. K.,

Belisario, A. M., Bendanillo, J. P., Binas-o, H. K., Bucang, N. O., & Cammagay, J. L. W.,2014).

With the introduction of the new K-12 program, in 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.

This paper determined the issues and challenges faced by teachers in the four skill areas namely;

reading, writing, speaking and listening, as well as the advantages and disadvantages of teaching

mother tongue.

Utilized the qualitative approach and the data collection consisted mainly of focus group

discussions, intensive interviews and participant observation.

The findings showed that the issues raised by the respondents for listening focused on the

unavailability of audio materials that can strengthen the listening skills of the students while the

challenge is the limited Hiligaynon (local dialect) vocabulary of the teachers and the

unfamiliarity of the words. As to speaking, the respondents find it hard to speak fluently in
Hiligaynon. The challenge is that teachers previously taught the different subjects using the

second language which is English,( Alberto, R., Gabinete, S., & Rañola, V. ,2016).

Speech therapy intervention with pre-school children is on the increase, partly due to

clinicians’ greater knowledge and understanding of early child development, particularly

language. This has not only helped to identify language breakdown in early developmental

stages, but also to describe the stages along which therapy can proceed. Other professionals,

such as paediatricians, psychologists and health visitors, are also referring children for speech

therapy much earlier due to their increasing awareness of the speech therapist’s role with very

young children. Obviously early intervention has the benefit of remediation at the optimum age

for language acquisition. This holds true for children who are exposed to more than one

language, but there are additional issues to consider for these children such as sociocultural

differences and the complexity of the linguistic environment. The fact that the majority of

clinicians are monolingual but may be treating bilingual children from different cultures is

another complicating factor. This chapter introduces the concept of speech therapy intervention

with pre-school children, and sociocultural, socioeconomic, linguistic and psychological

factors which are likely to affect the linguistic development of ethnic minority children are

touched upon. In addition, we shall discuss assessment and management issues, and describe a

speech therapy clinic set up for a specific minority population,( Ara, F., & Thompson, C.

,2009).

Investigated the impact of a mother tongue on the learning abilities of pre-school children in one

of the states in Nigeria, the nation of over 200 ethnic groups and more than 400 native languages.
A quasi-experimental design was adopted. The results showed a significant difference in the

post-test scores of the experimental and control groups. The study concluded that using a mother

tongue in early childhood classroom was effective in fostering children's learning abilitie,(

Awopetu, A. V. ,2016).

Mother tongue-based education perpetuates equity in education, especially among girls who are

often regarded as disadvantaged in access to education. The Asia and Pacific region is

characterized by its rich ethnic, cultural, and linguistic diversity. Such diversity is found missing

in many school systems in the region which often leads to gaps in accessibility and inclusiveness

in education regardless of wealth, background or sex. Marginal groups such as ethnic minorities

(also referred to as linguistic minorities) are often deprived of access to the "prestige language"

used in education and governance. In some countries, speakers of mother tongue languages

outnumber the speakers of "prestige language". For linguistically diverse countries such as Papua

New Guinea, Indonesia and India, studies found that the poorest groups are only engaging in the

informal sector which makes their access to the dominant language unfeasible. Girls and women

being confined to their social roles and responsibilities are also disadvantaged in the context of

equity in education even if they come from advantaged social groups. In many instances, the

female population is restricted to household activities when only the local language is used. As a

result, they have fewer opportunities to learn the dominant language unless they are working in

the market or factories. Some girls are simply never given the opportunity to receive formal

schooling due to their gender or a family decision. A mother tongue-based bilingual education is

proposed that will encourage more girls to go to school. Mother tongue-based bilingual
education aims to develop the learner's knowledge through reading, writing and thinking skills in

the mother tongue (L1) while teaching a second or foreign language (L2) as a separate subject.

Apart from encouraging more girls into formal schooling, bilingual education that starts with the

mother tongue also addresses other issues. First, girls learning less intimidating using their

mother tongue. Second, instruction in the mother tongue encourages parents' participation and

influence. Finally, teachers in mother tongue would gain the trust of girls and reduce the risk of

abuse. Case examples from the Philippines and Papua New Guinea confirm the proposition that

girls stay longer in formal schooling and get positive results from mother tongue bilingual

education, (Benson, C. ,2005).

The use of mother tongue (L1) in foreign language classrooms at Language Center is obvious. In

this paper, the use and functions of it in various classes have been analyzed and discussed. The

purpose of the present study was to find out to what level the instructors use mother tongue in

their classes. We attempted to find out whether their mother tongue use changes according to

different variables, for which functions they use it, whether they are aware of the amount and the

functions, whether the instructors are satisfied with the amount of L1 they use, and whether their

students are satisfied with it, and whether this satisfaction differs according to the amount used

by their instructors. The study was conducted in the Language Center of South East European

University in Tetovo, Macedonia, and it was based on both qualitative and quantitative research

designs. The participants were 20 English teachers working in the Language Center and their 167

students. The data were collected through classroom recordings, questionnaires that were

administered both to the instructors and the students, and interviews were conducted with all of

the teachers and randomly chosen 49 students. The data have revealed that mother tongue is an
indivisible part of language teaching, and it actually has different functions like “building up

relations”, “making the topic/meaning clear (by giving examples, explaining, making extra

explanations, etc.)”, “explaining difficult concepts or ideas”, etc. It was also found out that both

the instructors and the students were aware of the importance of using the target language as

much as possible in the classes, however, they could not disagree with the need of mother tongue

from time to time,( Saliu, B. ,2017).

In a bilingual context, the mother tongue plays a key role in a child's social and personal

development, in education and in second-language learning. There is a complex relationship

between these three areas. Support for children receiving education through a second language is

often in the form of additional learning opportunities in the second language. However, first-

language competence has been shown to affect learning in the second language. This paper looks

at pre-school migrant children in a bilingual context and investigates the nature of the children's

bilingualism. Findings show that they do not have the same level of mother-tongue competence

as children brought up in their country of origin. The paper goes on to consider the reasons for

these differences in mother-tongue competence and possible responses. The paper concludes that

for these children, nursery education in the mother tongue could raise levels of competence in the

second language and increase wider educational opportunities, as well as contributing to mutual

respect, social cohesion and harmony. There is a complex relationship between mother-tongue

development, children's self-esteem, educational opportunities and second-language learning.

This paper considers how this complex relationship affects groups of children in four European

contexts: Turkey, Norway, Germany and Austria,( Yazıcı, Z., Ilter, B. G., & Glover, P. ,2010).
 Significance of the study

As a result of this study, the researcher seeks to access the advantages of Mother Tongue
Based Multilingual Education as a Medium of Instruction especially to the Grade I Pupils of
Saint Louis College of Bulanao.

Specifically, this benefits the following;

Pupils. The findings of this study will enable the pupils to learn easy with the lesson with the
help of MTB-MLE as a medium of instruction.

Teachers. The findings of this study will help the teachers to teach the pupils with the use of
MTB-MLE as a medium of instruction.

Curriculum planners. Through the result of this study, will have to consider effectiveness of the
MTB-MLE as the medium of instruction being used in teaching all the subject like math,
makabayan and etc.

Parents. The findings of this study will help the parents to know how they will teach their
children using MTB-MLE as medium of instruction

Future Researchers. This study will serve as a reference for them to conduct a similar study
 Statement of the Problem

This study to determine the advantages of Mother tongue-base multilingual Education (MTB-
BME) to the grade 1 pupils of SLCB.

Specifically, this study sought to answer the following question:

1. Profile of the respondent.

1.1 Age

1.2 Gender

1.3 Ethnicity

2. Language / dialect that the students can speak or understand.

2.1 Kalinga

2.2 English

2.3 Tagalog

3. How will the pupils adapt in this kind of instruction if teachers are lock of resources?

3.1 Books
 3.2 Strategies

Scope and Limitation

This study focused on the advantages of Mother Tongue Multilingual Based Education
to grade 1 pupils of St. Louis Collage of Bulanao as a medium of instruction.

Definition of Terms

Advantages: A good or desirable quality or feature: benefit or gain

Mather-Tongue: The language which a person has grown up speaking from early childhood.

Based: Have as the foundation for (something); use as a point from which (something) can
develop.

Multi Lingual: Used of more than one language, either by an individual speaker or by a group of
speakers.

Education: Is the process of facilitating learning, or the acquisition of knowledge, skill, values
beliefs, and habit.

Medium: The intervening substance through which impressions are conveyed to the senses or a
force acts on objects at a distance.

Instruction: Detailed information telling how something should be done, operated, or

assembled.

CHAPTER 11
Methodology of The Study

This chapters describe and discusses how the researchers will gather data and information that
will be used in the entire study. It describes who will be the respondents and focus of the
research. It also shows the procedure of data collection, instruments used and the research
locale where the study be conducted.

Research Locale

This study was conducted to the grade 1 pupils of St Louis College of Bulanao. The school was
located in purok 6 Bulanao, Tabuk City Kalinga.

Respondence of the Study

The study will use 30 pupils- respondents from grade 1 of SLCB. The pupils age range to 6 to
7 years old. There are 21 male and 9 females.

Research Design

A qualitative approach is selected for this study, in which the researchers directly observed
the respondents, the researchers even conduct interview to the grade 1 pupils of SLCB to
determine the advantages of using mother tongue as a medium of instruction.
 Research Instrument

The researchers used gadgets such as cellphones to use in filming the students while inside
the classroom for better understanding of the concept. The researchers must be keen
observant and agile to take down notes while observing. They carried out recorders to use in
interviews.

Data Gathering Procedure

To ensure the participation of the respondents, the researches seek the permission of the
school administration and the grade 1 teacher to conduct the research. The researcher does
direct observation such as through attending the class frequently especially when there is
classroom interaction between the teacher and the pupils, in order to determine the
advantages of mother tongue as a medium of instruction
instruction to the grade 1 pupils.
The researchers also conduct interviews to the pupils as well to their teacher for further data.

Data Analysis

The study focuses on how the pupils interact during class discussion. Witnessing the way, the
students behave, interact and acquiring knowledge using mother tongue as a medium of
instruction. Conducting interview to the pupils as well as to the teacher is one important task to
determine more about the study.
 MATRIX

BIBLIOGRAP OBJECTI VARIABLES METHO FINDINGS

HY VES DS
Khejeri, M. This Teachers, Attitudes, Mother Tongue, The English is
(2014). paper Instruction, Lower Primary Schools, instrume highly
Teachers’ examines Kenya nts used valued both
attitudes the for data for its
towards the use attitudes collection instrumenta
of mother of were l and
tongue as a teachers observati integrative
language of towards on, tape- purposes. It
instruction in the recording is
lower primary teaching and recommend
schools in and use questionn ed that
Hamisi District, of Mother aires. The there’s
Kenya. Internat Tongue data was need for the
ional Journal of as a analysed government
Humanities and language using to
Social of descriptiv encourage
Science, 4(1), instructio e the
75-85. n in statistics. publication
lower The of
primary study instructiona
schools revealed l materials
based on that for the
a study Mother teaching of
conducte Tongue Mother
d in is less Tongue and
Hamis valued that the
District in than educational
Western English. language
Kenya, policy
East makers
Tiriki review their
Division. position
The with regard
research to Mother
design tongue with
was a a view to
descriptiv promoting
e survey it both as a
selected language
 because oinstruction
surveys and a
gather subject.
informati
on from
relatively
large
areas by
employin
g
sampling
procedure
s hence
cutting
down on
costs.
Xhemaili, M. This The The data
(2016). The paper methodology, teacher cognition, ESP, article would also
advantages and addresses acquisition. examines show the
disadvantages a major data from journalistic
of mother issue in self- approach of
tongue in the South administe How, How
teaching and East red much, and
learning European questionn When to
English for Universit aires and use
specific y in interview Albanian in
purposes (ESP) teaching s to show English
classes. ANGLI ESP the classes.
STICUM. classes, existence
Journal of the where of the
Association- students’ preferenc
Institute for and es of
English teachers’ using
Language and perceptio Albanian
American ns are as a
Studies, 2(3), taken into facilitatin
191-195. account g tool in
in ESP
designing classes
a suitable and ways
teaching to
methodol improve
ogy. the
teaching
methodol
ogy in
 such
classroo
ms.
Iyamu, E. O., & Many Question Results
Ogiegbaen, S. inadequa mother-tongue education, medium of naires on show that
E. A. (2017). cies of instruction, curriculum the both
Parents and Nigeria's implementation, Nigeria subject parents and
teachers' schools were teachers
perceptions of derivec administe appreciate
mother-tongue from their red to the
medium of religious samples advantages
instruction and of 1000 of mother-
policy in colonial primary tongue
Nigerian past. One school education,
primary in teachers but that
schools. Langu particular and 1500 parents
age, culture and is studied parents would not
curriculum, 20( in this of subscribe to
2), 97-108. paper, primary their
namely school children
oppositio children. being
n to the taught in
use of the the mother
mother tongue. The
tongue as two biggest
the obstacles to
medium mother-
of tongue
instructio teaching
n. are (1) the
push for a
language of
wider
communica
tion and (2)
lack of
suitable
teaching
materials.
Recommen
dations
made
include the
need for a
reorientatio
n of parents
 and the
public on
the place of
mother-
tongue
education.
Oluwole, D. A. The study The The
(2008). The is Mother tongue, students’ subjects findings
impact of designed achievement, English language, Nigeria for the reveal that
mother tongue to study mother
on students’ examine were one tongue
achievement in the hundred influences
English influence male and the
language in of mother female students’
junior tongue on SSI poor
secondary Students students performanc
certificate performa drawn e in English
examination in nce in from language in
western English various Junior
Nigeria. Journa language governm School
l of Social in Junior ent Certificate
Sciences, 17(1), School schools examinatio
41-49. Certificat in n and that
e western there are
Examinat Nigeria. other
ion. The Using factors
study simple contributin
investigat percentag g to
ed if e students’
mother descriptiv poor
tongue is e performanc
solely the statistic, e in English
cause of the language.
the research These other
students’ questions factors are
woeful that were poor
performa raised method of
nce in analysed. teaching,
English lack of
Language textbooks,
in Junior language
School background
certificate and lack of
Examinat professiona
ion or if l growth
there are and
 other developme
complem nt of
enting teachers.
factors. Measures
that could
be taken to
enhance
students’
achievemen
t in every
aspect of
English
language
are
suggested
also. The
respondents
’ age
ranged
between
10.52 and
15.17. The
participants
were those
who have
sat for the
Junior
Secondary
School
Certificate
examinatio
n. They
were
randomly
selected
across
diverse
religious
and socio-
economic
background
.
Walter, S. L., & In the As This paper
Dekker, D. E. modern Philippines Language researche reports the
(2011). Mother era, the policies Lubuagan mother tongue- rs have intermediat
tongue prevailin based multilingual education sharpene e result of a
instruction in g model programme Lilubuagen Filipino Englis d their controlled
Lubuagan: A of public h Evaluation of educational outcomes focus on study in a
case study from education primary 1 to 3 the very rural
the has been reasons area of a
Philippines.Inte that of for developing
rnational “one size educatio country
Review of fits all”, nal designed to
Education, 57(5 with failure, examine
-6), 667-683. private language the effect
schooling has of language
being a begun to of
small but emerge instruction
notable as a on
exception significa educational
. nt outcomes.
Language variable In the
(of in experiment
instructio producin al schools,
n) was g gains children are
generally in taught to
viewed as educatio read first in
a minor nal the local
variable efficienc language
readily y. (via the
overcome local
by language)
standard and are
classroo taught
m other key
instructio subjects via
n. the local
language as
well.
English is
taught as a
subject.
Teachers in
the control
or standard
schools
continue
the
standard
national
practice of
teaching all
 subjects in
either
English or
Filipino,
neither of
which is
spoken by
children
when they
begin
school.
Year-end
standardise
d testing
was done
in all
subjects
throughout
grades one
to three as
a means of
comparing
the two
programme
methodolo
gies.
Lartec, J. K., The use Native Language, Language of Specifica From the
Belisario, A. of mother Instruction, Multilingualism, Cultural lly, this phenomeno
M., Bendanillo, tongue in Differences, Qualitative paper logical
J. P., Binas-o, teaching Research,Phenomenology, Instructional analyzed analysis of
H. K., Bucang, in a Materials, Foreign Countries, Second the the data,
N. O., & multiling Language strategies the findings
Cammagay, J. ual Learning, Translation, Official of showed that
L. W. (2014). setting Languages, Literature, Vocabulary teachers the teachers
Strategies and affects Skills, Teacher in used
Problems the way Education, Books, Teaching impleme strategies
Encountered by pupils Methods, Kindergarten, Grade nting such as
Teachers in learn. A 1, Elementary School Teachers, Semi Mother translation
Implementing melting Structured Interviews, Teacher Tongue- of target
Mother pot and Attitudes, Remedial Based language to
Tongue-Based the Instruction, Elementary School Instructio mother
Instruction in a education Students, Language Role, Educational n in a tongue,
Multilingual al center Policy Multiling utilization
Classroom.IAF of the ual of
OR Journal of North, Classroo multilingua
Language Baguio m and l teaching,
Learning, 1(1), City, identified utilization
n1. Philippin some of lingua-
es problems franca,
demands that improvizati
teaching teachers on of
strategies encounter instructiona
that not in l materials
only impleme written in
adapt to nting mother
the them. tongue,
interplay The remediation
of the study of
different used instruction,
cultures qualitativ and
and e analysis utilization
languages with of literary
but give interview piece
importan as the written in
ce to main data mother
them, too. gathering tongue as
tool. The motivation.
responde Some
nts were problems
teachers encountere
purposive d by the
ly teachers in
selected implementi
from the ng mother
suggested tongue-
pilot based
schools instruction
of include
Mother absence of
Tongue- books
Based written in
Multiling mother
ual tongue,
Educatio lack of
n (MTB- vocabulary,
MLE) in and lack of
Baguio teacher-
City. training.
Nevertheles
s, the study
indicated
that major
 attention
and effort
are still
necessary
to be given
to the
approach.
Alberto, R., With the The The
Gabinete, S., & Mother tongue, multi-lingual education study findings
introducti
Rañola, V. utilized showed that
(2016). Issues on of the the the issues
and challenges new K-12 qualitativ raised by
in teaching program, e the
mother tongue- in 2012 approach respondents
based the and the for
multilingual data listening
education in Departme collection focused on
grades II and nt of consisted the
III: The Educatio mainly of unavailabili
Philippine n of the focus ty of audio
experience.Avai Philippin group materials
lable at SSRN discussio that can
es
2768558. ns, strengthen
implemen intensive the
ted the interview listening
teaching s and skills of the
of the participa students
nt while the
Mother
observati challenge is
Tongue- on. the limited
based Hiligaynon
Multi- (local
lingual dialect)
vocabulary
Educatio
of the
n among teachers
the and the
kindergar unfamiliarit
ten, y of the
words. As
Grades 1,
to speaking,
2 and 3 the
learners. respondents
find it hard
This to speak
paper fluently in
 determine Hiligaynon.
d the The
challenge is
issues that
and teachers
challenge previously
s faced taught the
by different
subjects
teachers using the
in the second
four skill language
areas which is
namely; English.
reading,
writing,
speaking
and
listening,
as well as
the
advantag
es and
disadvant
ages of
teaching
mother
tongue.

Ara, F., & Speech Other The fact

Thompson, C. Mother Tongue Speech professio that the
therapy
(2009). Therapy Speech Therapist Bilingual nals, majority of
Intervention interventi Child Language Intervention such as clinicians
with bilingual on with paediatri are
pre-school pre- cians, monolingu
children. school psycholo al but may
In Working with children gists and be treating
bilingual health bilingual
is on the
language visitors, children
disability (pp. increase, are also from
132-153). partly referring different
Springer, due to children cultures is
Boston, MA. for another
clinicians speech complicatin
’ greater therapy g factor.
much This
knowledg earlier chapter
e and due to introduces
understan their the concept
ding of increasin of speech
early g therapy
awarenes interventio
child s of the n with pre-
developm speech school
ent, therapist’ children,
particular s role and
ly with very sociocultur
young al,
language.
children. socioecono
This has Obviousl mic,
not only y early linguistic
helped to interventi and
identify on has psychologi
the cal factors
language
benefit of which are
breakdow remediati likely to
n in early on at the affect the
developm optimum linguistic
ental age for developme
language nt of ethnic
stages,
acquisiti minority
but also on. This children are
to holds touched
describe true for upon. In
the stages children addition,
who are we shall
along
exposed discuss
which to more assessment
therapy than one and
can language, manageme
proceed. but there nt issues,
are and
additiona describe a
l issues speech
to therapy
consider clinic set
for these up for a
children specific
such as minority
 sociocult population.
ural
differenc
es and
the
complexi
ty of the
linguistic
environm
ent.
Awopetu, A. V. The study A quasi- The results
Early childhood classroom
(2016). Impact investigat experime showed a
of Mother learning abilities ntal significant
Tongue on ed the design difference
Children's impact of mother tongue was in the post-
Learning a mother Nigeria adopted. test scores
Abilities in tongue on of the
Early the experiment
Childhood al and
Classroom. Pro learning control
cedia-Social abilities groups. The
and Behavioral of pre- study
Sciences, 233, school concluded
58-63. children that using a
mother
in one of
tongue in
the states early
in childhood
Nigeria, classroom
the nation was
effective in
of over
fostering
200 children's
ethnic learning
groups abilities.
and more
than 400
native
languages
.
Benson, C. Mother In some As a result,
Reading Skills, Writing Skills, Second
(2005). Girls, tongue- countries, they have
Educational Language Instruction, Case speakers fewer
Equity and based of mother opportuniti
Mother Tongue- education Studies, Foreign Countries, Access to tongue es to learn
Based perpetuat language the
Education, Equal Education,Thinking
Teaching. es equity s dominant
UNESCO Skills, Language outnumb language
Bangkok. Asia in er the unless they
and Pacific education Dominance, Disadvantaged, Bilingualis speakers are working
Regional , m, Females, Womens of in the
Bureau for especially "prestige market or
Education, PO Education, Language of language factories.
among
Box 967, Instruction, Native Language ". For Some girls
Prakhanong girls who linguistic are simply
Post Office, are often Instruction, Bilingual ally never given
Bangkok regarded Education, Minority Groups, Gender diverse the
10110, as countries opportunity
Thailand. Bias. such as to receive
disadvant
Papua formal
aged in
New schooling
access to Guinea, due to their
education Indonesia gender or a
. The and family
Asia and India, decision. A
studies mother
Pacific
found tongue-
region is that the based
characteri poorest bilingual
zed by its groups education is
rich are only proposed
engaging that will
ethnic,
in the encourage
cultural, informal more girls
and sector to go to
linguistic which school.
diversity. makes Mother
their tongue-
Such
access to based
diversity the bilingual
is found dominant education
missing language aims to
in many unfeasibl develop the
e. Girls learner's
school
and knowledge
systems women through
in the being reading,
region confined writing and
which to their thinking
social skills in the
often
roles and mother
leads to
gaps in responsib tongue (L1)
accessibil ilities are while
also teaching a
ity and disadvant second or
inclusive aged in foreign
ness in the language
education context (L2) as a
regardles of equity separate
in subject.
s of education Apart from
wealth, even if encouragin
backgrou they g more girls
nd or sex. come into formal
Marginal from schooling,
advantag bilingual
groups
ed social education
such as groups. that starts
ethnic In many with the
minoritie instances, mother
s (also the tongue also
female addresses
referred
populatio other
to as n is issues.
linguistic restricted First, girls
minoritie to learning
s) are househol less
d intimidatin
often
activities g using
deprived when their
of access only the mother
to the local tongue.
"prestige language Second,
is used. instruction
language"
in the
used in mother
education tongue
and encourages
governan parents'
participatio
ce.
n and
influence.
Finally,
teachers in
mother
tongue
would gain
 the trust of
girls and
reduce the
risk of
abuse. Case
examples
from the
Philippines
and Papua
New
Guinea
confirm the
proposition
that girls
stay longer
in formal
schooling
and get
positive
results from
mother
tongue
bilingual
education.
Saliu, B. The use We The data
Language Center Variables Study
(2017). The Use of mother attempted have
and Functions to find revealed
of Mother tongue out that mother
Tongue in EFL (L1) in whether tongue is an
Classes at the foreign their indivisible
Language language mother part of
Center of South classroo tongue language
East European use teaching,
University in ms at changes and it
Tetovo- Language according actually has
Macedonia. Eur Center is to different
opean Journal obvious. different functions
of In this variables, like
Multidisciplinar for which “building
paper, the
y Studies, 2(6), functions up
172-179. use and they use relations”,
functions it, “making
of it in whether the
various they are topic/meani
aware of ng clear (by
classes
the giving
have been
analyzed amount examples,
and and the explaining,
functions making
discussed , whether extra
. The the explanation
purpose instructor s, etc.)”,
of the s are “explaining
present satisfied difficult
with the concepts or
study was amount ideas”, etc.
to find of L1 It was also
out to they use, found out
what and that both
level the whether the
their instructors
instructor
students and the
s use are students
mother satisfied were aware
tongue in with it, of the
their and importance
whether of using the
classes.
this target
satisfacti language as
on differs much as
according possible in
to the the classes,
amount however,
used by they could
their not
instructor disagree
s. The with the
study need of
was mother
conducte tongue
d in the from time
Language to time.
Center of
South
East
European
Universit
y in
Tetovo,
Macedon
ia, and it
was
based on
both
qualitativ
e and
quantitati
ve
research
designs.
The
participa
nts were
20
English
teachers
working
in the
Language
Center
and their
167
students.
The data
were
collected
through
classroo
m
recording
s,
questionn
aires that
were
administe
red both
to the
instructor
s and the
students,
and
interview
s were
conducte
d with all
of the
teachers
and
 randomly
chosen
49
students.
Yazıcı, Z., Ilter, In a his paper Findings
mother-tongue competency, second-
B. G., & bilingual looks at show that
Glover, P. language learning, reading- pre- they do not
(2010). How context, school have the
bilingual is the readiness, bilingual nursery migrant same level
bilingual? mother education, Turkish children children of mother-
Mother-tongue tongue in a tongue
proficiency and plays a bilingual competence
learning context as children
through a key role and brought up
second in a investigat in their
language. Inter child's es the country of
national social and nature of origin. The
Journal of personal the paper goes
Early Years children's on to
developm
Education, 18(3 bilinguali consider
), 259-268. ent, in sm. the reasons
education for these
and in differences
second- in mother-
tongue
language
competence
learning. and
There is a possible
complex responses.
relationsh The paper
concludes
ip
that for
between these
these children,
three nursery
areas. education
in the
Support
mother
for tongue
children could raise
receiving levels of
education competence
in the
through a
second
second language
language and
is often in increase
the form wider
educational
of opportuniti
additional es, as well
learning as
opportuni contributin
ties in the g to mutual
respect,
second social
language. cohesion
However, and
first- harmony.
language There is a
complex
competen
relationship
ce has between
been mother-
shown to tongue
affect developme
nt,
learning
children's
in the self-esteem,
second educational
language. opportuniti
es and
second-
language
learning.
This paper
considers
how this
complex
relationship
affects
groups of
children in
four
European
contexts:
Turkey,
Norway,
Germany
and
Austria.