Chapter 1 THE PROBLEM AND ITS SETTING Background of the Study There are many factors involved in delivering quality basic education. Linguistic competence is the key factor for a better understanding in communication. But the introduction of mother tongue-based multilingual education (MTB-MLE) which mother tongue is used as a medium of instruction brings challenge to the linguistic competence particularly in oral communication competence. In some South Asian countries, MT-based MLE includes four languages—the students’ mother tongue or first language, a regional language, the national language and an international language (Kathmandu, 2007). Among these four languages, first and second language are used as a communication medium in educating students. However, second language is still the most common medium of communication in terms of profession. Many professionals are using the second language in providing paper works, proposals to different countries and also as a
38
Embed
file · Web viewadapt easily the second one. They still need time to practice and have confident in using second language. In Guatemala, they initiated mother tongue-based schooling
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
Chapter 1
THE PROBLEM AND ITS SETTING
Background of the Study
There are many factors involved in delivering quality basic education.
Linguistic competence is the key factor for a better understanding in
communication. But the introduction of mother tongue-based multilingual
education (MTB-MLE) which mother tongue is used as a medium of
instruction brings challenge to the linguistic competence particularly in oral
communication competence.
In some South Asian countries, MT-based MLE includes four
languages—the students’ mother tongue or first language, a regional
language, the national language and an international language (Kathmandu,
2007). Among these four languages, first and second language are used as a
communication medium in educating students. However, second language is
still the most common medium of communication in terms of profession. Many
professionals are using the second language in providing paper works,
proposals to different countries and also as a communication tool in
communicating diverse individuals. Western African countries experienced
developments and difficulties of having mother tongue used in multi-lingual
society (Bangbose, 2005). There are developments and difficulties happened
not just in Western Africa but also to some parts of the world. Development in
terms of speaking using second language can help to communicate other
nations to have new innovations and better relationship. Difficulties happened
because most of the individuals who usually speak the first language cannot
adapt easily the second one. They still need time to practice and have
confident in using second language.
In Guatemala, they initiated mother tongue-based schooling to remedy
the situation where only about 40 percent of its rural Maya language-speaking
population enrolled in school and half of them dropped out by the end of the
first grade (Dutcher,1995). This 40 percent of students enrolled are those who
have the capabilities of using second language as their communication
medium in school while half of them dropped out because their language has
no place inside the classroom. The culture of the classroom, the textbooks,
and the approach of the teachers are on its dominant society wherein they
uses second language as a medium. By initiating mother tongue based
education, it helps to lessen the issues lies in the institution and helps the
learners to express their ideas by using their own language.
Nationally, Young (2010) stated that many Filipino people prefer to use
English as their communication tool. However, many Filipino children started
their education in a language that they do not understand as well as their first
language or also known as Mother Tongue. Education starts at home. Parents
have responsibilities in educating their child in many ways. First language
must be taught at home. Do not forget the language that will recognize of who
you are. A conversation which involves the parents and the child using the
first language will create a great impact to the learning of the child. By making
conversations using first language daily can help to retain in child’s mind the
importance of communication involving the mother tongue language. Kaplan
and Baldauf (1998) depict the Philippines as “linguistically heterogeneous with
no absolute majority speakers of any given indigenous language.” Our nation
is comprises of various cultures molded in different kind of language. These
languages were already used during the time of our ancestors such as
chavacano in Zamboanga; bisaya in Cebu, Davao and in some parts of
Mindanao. But in order to become one, in terms of communication, most of us
used tagalog as a communication medium to other people in the society.
Language learning is a continuous process. The focus must be the
learners’ need, level, background and the teachers’ knowledge in teaching the
language. Teachers must know what language will suit to the learners’ need.
Therefore, it is important to consider using appropriate language in a class.
Statement of the Problem
The aim of this study is to determine the effect of the implementation of
Mother Tongue-Based Multilingual Education on the oral competence among
the grade one pupils of the University of Mindanao. Specifically, it sought to
answer the following questions:
1. What is the extent of implementation of Mother Tongue-Based Multilingual
Education in Grade 1, 2 and 3 in terms of:
1.1 subject matter, and
1.2 medium of instruction.
2. What is the level of Oral Competence of Grade 1, 2 and 3 pupils in Ma-a
Central Elementary School in Davao City in terms of:
1.1 fluency,
1.2 pronunciation,
1.3 grammar awareness, and
1.4 phonological awareness.
3. Is there a significant relationship between the factors affecting the success
of mother tongue-based multilingual education and the oral competence of
Grade 3?
Hypothesis of the Study
The study will test the hypothesis that the factors affecting the success
of Mother Tongue Based Multilingual Education in Oral competence does not
affect the Oral Competence of Grade 3 pupils in the Department of Education
schools in Davao City.
Review on Related Literature
To provide a background and framework of the research, selected
literatures related to the study are presented in this section. The review
includes concepts and views discussing the subject of the research.
Mother Tongue
One of the changes in Basic Education Curriculum brought about by
the new K-12 program is the introduction of Mother Tongue- Based
Multilingual Education (MTB-MLE) specifically in Kindergarten, Grades 1, 2
and 3 to support the goal of “ Every Child- A- Reader and A –Writer” by Grade
1.” Mother Tongue-Based Multilingual Education (MTB-MLE) refers to “first-
language-first” education that is schooling begins with the mother tongue and
transitions to additional languages particularly Filipino and English. It is meant
to address the high functional illiteracy of Filipinos where language plays a
significant factor. It encourages active participation by children in the learning
process because they understand what is being discussed and what is being
asked of them. They can immediately use their mother tongue to construct
and explain their world, articulate their thoughts and add new concepts to
what they already know.
Throughout much of the history of research into second language
acquisition (SLA), the role of learners’ first language (L1) has been a hotly
debated issue. Prodromou (2000) refers to the mother tongue as a ‘skeleton
in the closet’, while Gabrielatos (2001) calls it a ‘bone of contention’. Such
views are but a mere reflection of the different methodological shifts in English
Language Teaching, which have brought about new and different outlooks on
the role of the mother tongue.
Intuitively, a good number of teachers feel, partly based on their own
experiences as learners of a second language, that the mother tongue has an
active and beneficial role to play in instructed second language
acquisition/learning. In the literature, an increasing number of teacher-
researchers stress the growing methodological need in TEFL/TESOL for a
principled, systematic and judicious way of using the mother tongue in the
classroom. And yet, for some of us, there seems to be a generalized feeling of
guilt that we are acting counter to the principles of good teaching when we
use the learners’ mother tongue as a tool to facilitate learning.
Moreover, the choice of the language is a recurrent challenge in the
development of quality education. Speakers of mother tongues which are not
the same as the national language, are often at a considerable disadvantage
in the educational system (UNESCO, 2003).
Throughout the world and in developing countries no one can deny the
spread and success of English language. For such purpose everyone is
craving for the means to get proper command over this language and to gain
the ability to use it properly just like its fluent native speakers. In connection
with that, Baker & Westrup (2003) says that there is a need for people who
speak English well not only throughout the world but also in the developing
countries as well.
Mother Tongue-Based Multilingual Education
Mother instruction in early childhood and primary education has been
promoted and encouraged by UNESCO since 1953. But monolingualism in
official or dominant languages still widely used and preferred around the world
(Arnold, Bartlett, Gowani, & Merali, 2006; Wolff & Ekkehard, 2000). As what
the Strong Foundations: Early Childhood Care and Education‘, UNESCO
(2007a) reports the overlooked advantages of multilingual education in the
early years. According to Konsen (2005), when children have the chance and
opportunities to learn in their mother tongue, most likely they succeed in
school and their parents will more likely to communicate with the teachers and
participate in their children learnings (Benson, 2002). Also, mother tongue-
based multilingual education benefits the disadvantaged groups, especially
those children from rural area (Hovens, 2002), and girls who tend to have less
exposure to an official language, have found out to stay in school longer,
achieve better when they are taught in their mother tongue (UNSECO
Bangkok, 2005). Children who are enrolled in multilingual education tend to
develop better thinking skills compared to those are not (e.g., Bialystok, 2001;
Cummins, 2000; King & Mackey, 2007). There are some educators who argue
that only those countries where the student’s first language is the language
used in instruction will more likely to achieve the goals of Education for All
(Ball, 2010). Research also proposed that engaging marginalized children in
school though mother tongue-based multilingual education (MTB-MLE) will be
a successful model (Benson & Kosonen, 2013; Yiakoumetti, 2012).
According to the research, young children have unique style that
matches their development. Thus, their environmental education needs to be
designed and create matching their needs, interests and learning styles that
will help them eventually with effective learning outcome (White & Stoecklin,
2008). This findings call for the mother tongue instruction (Khosa, 2012) which
will help learners to learn through the language they are most familiar.
According to Senadeera (2010), when you encourage young children to learn
through their mother tongue it will help them develop confidence, self-esteem
and their unique identity within a multicultural society. When children are
forced to learn and acquire unknown language in an unknown cultural pattern
at a young age, they are likely to experience anxiety causing them to react
differently to such experiences (Menhyuk & Brisk, 2005).
The Republic of the Philippines is home of more than 180 individual
languages (Lewis, 2013), but most of the people speak only three or more
languages. Philippines is a diverse country especially in terms of the
languages. Philippines is the only country in the Southeast Asia who
implement the mother tongue instruction in the primary years of the
children. The Filipino government through Department of Education
(DepEd), create an order known as DepEd Order 74 Institutionalizing
Mother Tongue-based Multilingual Education (2009). It is an order of
national implementation of the policy into public schools began in 2012-13.
The DepEd introduced twelve major languages; Tagalog, Kapampangan,