Factors Affecting the Implementation of the Mother Tongue-Based Multilingual Education as Perceived by Mathematics Teacher in Paaralang Elementarya ng Pal-Sico

Abstract

INTRODUCTION

Mother language or First Language (L1) refers to the language or languages first learned by a child, which he/she identifies with, is identified as a native language user of by other, which he/she knows best, or uses most. This includes Filipino sign language used by individuals with pertinent disabilities. The regional or native language refers to the traditional speech variety or variety of Filipino sign language existing in a region, area ofplace. (R.A No. 10533, Enclosure to Department of Education Order No. 43, s. 2013)

METHODS

A total of 81 Grade-Three pupils and 9 teachers of PAL-SICO Elementary School participated as respondents in this study. The researcher administered the questionnaire to the pupils and teachers using simple random sampling method.

RESULTS

The teachers as respondents, had positive attitude towards the new program. Most of them also accept the language policy. The problems in the pupils having different dialects is treated as not serious, which means that the diversity of the learners does not pose a problem to the teachers. Difficulties in preparing instructional materials affect the implementation of Mother Tongue.

DISCUSSIONS

Basic needs of pupils and teachers, such as instructional materials, must be met for any reform to be effective. Teachers also need to be properly oriented, trained and supervised in the implementation of MTB-MLE. Top-down processes should enable implementation through legislation and allocation of resources, while bottom-up processes provide grassroots commitment and linguistic community support.