Improving the Teaching and Learning of Mother tongue Based Subject Using Learning intervention Materials of Paaralang Elementarya ng Pal-Sico

Abstract

INTRODUCTION

Mother tongue instruction should be the best way for children to learn as it bridges the gap between their home language and language of instruction. Every language is sufficient to give high cognitive skills to its users and there are no major or minor languages. Therefore, mother tongue instruction should be extended as much as possible. Specifically, this study analyzed the strategies of teachers in implementing Mother Tongue-Based Instruction in a classroom and identified some problems that teachers encounter in implementing them.

METHODS

The study used qualitative analysis with interview as the main data gathering tool. Eight teachers from Kindergarten to Grade 3 of Paaralang Elementarya ng Pal-Sico, San Juan West District, Division of Batangas were the respondents of the study.

RESULTS

Findings in this study described the strategies and problems of teachers in employing MTB-MLE in their classrooms that need further improvements. The thickness and richness of the field text gathered afforded the identification and emergence of six interesting themes relative to the strategies employed by teachers and three interesting themes relative to the problems they encountered. Clearly findings affirm the vital role of teachers in supporting a pupil's learning relative to the implementation of the MTB-MLE through their innovative strategies and overcoming barriers.

DISCUSSIONS

The study surfaced teachers' experiences in implementing MTB-MLE as regards the use of strategies like translating of the target language to mother tongue, utilizing multilingual teaching, utilizing lingua-franca, improvising instructional materials written in mother tongue, and utilizing literary pieces written in the mother tongue; and the problems they encountered like absence of books written in the mother tongue, lack of vocabulary, and lack of teacher training. Through these strategies, teachers are able to effectively implement the use of MTB-MLE in helping their pupils acquire information and learning in the classroom. These strategies help pupils attain maximum learning and help build firm foundations, valuing and developing oral and written skills that young children bring to school without rushing literacy. The problems indicate major areas for attention so that it will not hinder the meaningful learning and will not affect teachers in delivering their lessons.