This is supported by Cummins 1996 when he said that the use of native tongue supports understanding and in the development of their critical thinking. Williams, E., & Cooke, J. al  of Saint Louis University, Baguio City, Philippines, it was found out that the use of Mother Tongue in teaching multilingual setting affects the way pupils learn. addition, the study aims to explore how identified challenges and strategies relate to the status and nature of the MTs and to levels of community involvement and support. Mother tongue instruction in Lubu agan: A case study from the Philippines. students are not familiar with the school language and this impacts negatively on their studies (Malone, 2012); as well as a bridge through the mother tongue (MT) to facilitate learning. In the study by Lartec et. This study aimed to determine the reactions and attitudes of the teachers and the problems they encountered on the implementation of the Multilingual Education and the Teaching of Mother Tongue in the Philippines. ENGLISH TEACHERS’ PERCEPTIONS OF THE MOTHER TONGUE-BASED EDUCATION POLICY IN THE PHILIPPINES Safary Wa-Mbaleka, EdD, PhD Adventist International Institute of Advanced Studies Silang, Cavite, PHILIPPINES Email: firstname.lastname@example.org ABSTRACT The instruction of English in the Philippines causes quite some challenges to scholars due to Mother Tongue- Based Multilingual Education (MTB-MLE) 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.” Asian Journal of English Language Studies (AJELS) Volume 1, October 2013 2 necessary because it will add to current discussions on mother-tongue-based education in the Philippines by considering the results of an attitudinal survey that re!ect what (some) Filipi- awareness. Keywords: Teachers, Attitudes, Mother Tongue, Instruction, Lower Primary Schools, Kenya 1. International Review of Educa tion, 57 (5-6), 667-6 83. 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 of instruction and a subject. For this discussion, the label ‘MTB-MLE’ is used to refer to the program itself. instruction, and utilization of literary piece written in mother tongue as motivation. life. Local and international studies have shown that early use of mother tongue inside the classroom produce better and fast learners. Nevertheless, the study indicated that major attention and Abstract. 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. The study utilized quantitative and qualitative research methods through document analysis, survey, interview and observation. The K to12 program which was implemented in the Philippines in 2012, emphasized the use of the mother tongue both as subject and as a medium of instruction in Kindergarten, Grades one, (2002). The two modes of implementation are the use of the mother tongue in the early years Mother Tongue – Based Multilingual Education (MTB-MLE) is the government’s banner program for education as a salient part of the implementation of the K to 12 Basic Education Program. Research has revealed that reading Students' achievement in reading comprehension forms the base for their success in other courses (Bloom, 1995). International organisations like UNESCO have always promoted mother tongue education which is a powerful way to fight discrimination. Its significance is underscored by the passing of Republic Act 10523, otherwise known as the “Enhanced Basic Educatiion Act of 2013.” 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. Besides, these are the skills that they can use in all courses, not only the course related to their mother tongue.
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