Level of Acceptability to Sinugbuanong Binisaya as the Medium of Instruction in Elementary Schools in General Santos North District, General Santos City Division School Year 2017-2018

Abstract

INTRODUCTION

The connections between education and language are significant and evident in many different ways. This study aimed to determine the level of acceptability to Sinugbuanong Binisaya as a medium of instruction in elementary schools in General Santos North District, General Santos City Division School Year 2017-2018 to address the issues and concerns of teachers and parents when it comes to the use of Sinugbuanong Binisaya.

METHODS

Descriptive phenomenology research was employed to generate data on the level of acceptability of MTB-MLE relative to practices, beliefs, and management of teachers using Sinugbuanong Binisaya as a medium of instruction. Respondents were 66 Grades 1 to 3 teachers of General Santos North District. A Focus Group Discussion was conducted involving 5 teachers and 3 parents who determined issues and concern in using Sinugbuanong Binisaya as a medium of instruction.

RESULTS

Findings revealed that the demographic percentage of respondents according to the number of years in teaching rarely indicate that most of the teachers teaching the MTB-MLE were used with the K to 12 curriculum in which Sinugbuanong Binisaya was used as a medium of instruction. Acceptance of teachers in the implementation of the language policy revealed that 100 percent of teachers as the primary implementers of the MTB-MLE is not attained because of the transition period from the bilingual education to the mother-tongue based education. Problems encountered by teachers include the absence of books in the mother tongue, lack of vocabulary, and multicultural/multilingual differences affect teaching in MTB. Moreover, learners' performance in English was affected by the implementation of the said curriculum. Although teachers are trying their best to explain the lesson using the Sinugbuanong Binisaya, still, learners cannot fully comprehend because they are not fluent in using the same mother tongue.

DISCUSSIONS

Based on the results, tracking the background of teachers in terms of their experiences and readiness of MTB-MLE implementation is encouraged. Teachers need to be properly oriented, trained and supervised in the implementation of MTB-MLE and supported by their school heads. Academic support from the specialist on various issues of mother tongue teaching is also required. There is also a need for the provision of the books and instructional materials to increase learners' understanding. Finally, a similar study may be conducted in order to validate the results.