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CURRENTPERSPECTIVESONMOTHERTONGUEBASEDINSTRUCTIONIN
THENEWLYIMPLEMENTEDKTO12CURRICULUMOFTHEPHILIPPINES

Ma.TheresaB.Valerio,Ph.D
QuirinoStateUniversityMainCampus
AndresBonifacio,Diffun,QuirinoProvince,Philippines

ABSTRACT:DespiteofthepersistentglobaldebatesonEnglishastheinternationalLingua
franaversustheuseofmothertongueasthemediumofinstruction,theissuealongMTB
MLE(MotherTongueBasedMultilingualEducation)hasbeenpedagogicallysweeping
acrossthebasicelementarycurriculum.Onemajordrivingforcebehindthispolicyisa
commonbeliefthatelementarystudentscanlearnfasterandbetteriftheyarebeinginstructed
bytheirteachersusingtheirrespectivedialectswhichtheyinitiallylearnedattheirrespective
homes.InthePhilippines,onemandateintheKto12BasicEducationCurriculumisthe
introductionoftheMTBinstructionspecificallyintheKindergarten,andgrades1,2and3to
supportthegoalofeveryChildAReaderandAWriterbygrade1.Sincelanguagespokenat
homehelpsimprovethechildslanguageandstrengthensocioculturalawareness,teaching
materialsandassessmentshallbeinregionalornativelanguagesofthebilinguallearners.
Theresearcherusedquestionnairestoobtainthenecessarydataneededincludingthe
respondentsprofile.Thedatagatheredwereanalyzedandinterpretedusingstatisticaltools
toarriveatvalidfindings.ResultsrevealthatteachersperceptionsonMTBEhavesignificant
differenceswhentheyweregroupedaccordingtotheirprofile.Thechisquaretestprovedthat
thereisnosignificantrelationshipbetweenMTBinstructionandthepupilsacademic
performances.Findingsalsorevealthatoneprevailingperceptionofteachersthatinhibitthe
implementationofMTBMLEisthedeepseatedattitudesaboutindigenouslanguagesand
theirsuitabilityalongclassroominstruction.Hence,thisstudyprovidesanotherevidenceof
thepedagogicalimplicationsoftheuseofmothertongueasoneofthemandatesofthenewly
implementedKto12curriculuminthePhilippinesetting.

KEYWORDS:Academicperformances,LinguaFrancaMotherTongueBasedInstruction,

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Multilingualeducation

INTRODUCTION

Ineverylearninginstitution,languageprescriptionsamongtheeducatorsandthelearnershave
alwaysbeenthecruxoftheissue.TheactualimpactofMTBMLEalonginstructionhasbeen
thesubjectofinterestamonglinguisticresearches.ThePhilippines,beingacountryofmulti
lingualdwellershasbeenadaptingthepolicyofthemothertonguebasedinstructionasone
ofthemandateofthenewlyembracedKto12curriculumwhichwasabruptlyembracedby
theDepartmentofEducationlastJune,2012.Thecurriculumisincessantlybotheringthe
academeconsideringthatFilipinosinthecountryhas180languagesincludingthevernaculars.
Pedagogicallyspeaking,upontheimplementationofthenewcurriculum,Filipinoteachersand
learnersfromdifferentlinguisticbackgroundsandfromvariedculturalcommunitiesofthe
countryarecontinuouslyfacingthechallengesofmothertonguebasededucation(MTBE)to
keepinpacewiththedemandsofeducationonbothcountrywidelevelandinternational
level.

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Initially,thechildslinguisticbackgroundisthefountainheadofhiscognitiveability.Usually,
asthechildmagnifieshisyearsinhisacademicphases,thepedagogicaltransitionoflearning
towardthesecondlanguagecomesin.Themothertonguebasededucationusuallytakesplace
inthelanguageordialectbywhichthelearnersearnedfromtheirparentsandathome.Hence,
thelearnersenterintothecocoonofbilingualismormultilingualism.

Bilingualismormultilingualismaspartofthechildseducationprogramcomesasthecoreof
somepedagogicalissues.Inamoreprofoundperspectives,MTBEpertainstothebilingual
educationacrossmultiplelanguagesocietieseachcommunityusingitsownvernacularaside
fromtheprescribedlanguageofinstructioninthelearninginstitutions.

TheKto12CurriculuminthePhilippineSetting

Asamatterofpractice,thecurriculuminthePhilippinesisrevisedeverytenyears,butthe
swiftphasesofchangesineducationandtheglobaldemandsoftheFilipinosocietynecessitate
theupdateofthecurriculumtomakeitresponsivetoemergingdemandsofthelearnersinthe
21stcentury.
Tokeepabreastwiththedemandoftheworldschangingtechnology,theeducationcurriculum
inthePhilippinestriedtokeepinpacewiththeglobaltrends.Finally,fortheschoolyear2012,
theKto12basiceducationcurriculumwasfirstimplementedinthePhilippines.

Themothertonguebasedinstructionisoneoftherefinementofthenewlyimplemented

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curriculum.Curretly,theKto12remainstobeanendeavorinprogressamongtheeducators
ofthecountry.Asidefromtheissueofeducationalessence,therefinementoftheeducation
curriculumwasguidedbytheglobalneeds,asconcomitantintheEducationforAllPlan2015
whichaimstorationalizeitscontentinordertoimprovestudentsskillsandcontributetothe
fulfillmentoffunctionalliteracy.

Duringthesepastdecade,therewereonlythreecountriesintheworldthatdonothavetheK
to12curriculum.ThesewerethecountriesofDjiboutiandAngola.Untilrecently,inJune
2012,thePhilippineshasfinallyimplementedtheKto12curriculum.Oneofitseducational
mandateistheintroductionoftheMTB(MotherTongueBased)instructionspecificallyinthe
Kindergarten,andgrades1,2and3asoneoftheacademicfeaturesoftherecentlyimplemented
Kto12Curriculum.ThislanguagepolicysupportsoneoftheofUNESCO(2008)whichbear
outitssproutinginterestinpromotingmothertonguebasededucationandtodeveloplearning
programsusingthemothertongue.

Linguistsandlanguageresearchershavetheemergentawarenessthatmothertongue(MT)
educationismoreeffectivethanbilingualorsecondlanguagemediumofinstruction(Heugh,
2002:171Rademeyer,2005:7).Hence,asoneofthereformsofthenewcurriculumofthe
Philippines,thevernacularsofthedifferentregionsofthecountrytaketheimportantrole
specificallyintheeducationalsystemoftheelementarylevel.Tobracethisrole,the
DepartmentofEducation(DepEd)hasimplementedtheuseofmothertongueasachannelof
instruction(DepEdorderNo.74,seriesof2009).

Themothertongueisusedasamediumofinstructioninalllearningareasexceptintheteaching
ofFilipinoandEnglishsubjects.Themothertonguesubjectbecomesapartofthecurriculum.
ThevernacularofthelearnerisusedonthedevelopmentofreadingandspeakingfromGrades
1to3.

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Asacountryofmultidialectallearners,theuseofmothertongueasthemediumofinstruction
leadsthebilinguallearnerstoacknowledgetheirrootswhichleadtotheappreciationof
culturallinguisticheritageofthecountry.Theuseofmultiplelanguagesinthelearning
institutionsmaybeattributedtovariouscircumstances,suchasthelinguisticdiversityofa
country,culturalheritage,socialcontextandreligiousattitudes.Theuseofthemothertongue
alonginstructionmirrorstheaspirationoflearnerstopromotenationalandcultural
distinctiveness.KeepingthePhilippinelocallanguagesaliveensuresthatthelocallanguages
willcontinuetobeappreciatedbyFilipinos.Amidstthetrendsofglobalization,localdialects
cansurvivethroughtheconstantuseofthenativespeakers.(Luistro,2013)Therecently
implementedKto12curriculuminthePhilippinesintroducestheuseofmothertongueas
toolforinstructionforgrades1to3.Consideringthecountryslinguisticabundancewithits
180locallanguages,(WaMbaleka,2014)MTBEMLEisnotactuallyanewpolicyinthenew
curriculumasseeninthehistoryoflanguagepolicyinthePhilippinesoverthepastcentury
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(Bernardo,2005).

SomeFilipinosaretrilingual,speakinganindigenouslanguageplusFilipino,andEnglish.Most
Filipinos,however,continuetoprimarilyspeaktheirindigenouslanguage,ratherthanthe
nationallanguage.BilingualismbecomesthetrendamongFilipinolearners.Infact,bilingual
instructionallowsteachersandstudentstointeractandlearninstinctivelycreatingparticipatory
learningatmospherethatcontributemuchtocognitiveaswellaslinguisticdevelopment.
(Benson2004)

Therearemanypedagogicalconsiderationswhichareprimarilyentangledindeliveringquality
basiceducationinalllevelsofanylearninginstitutions..Oneofwhichisthemediumused
alonginstruction.Languageisobviouslytheprimarytoolforeffectivecommunicationinthe
classroom.(Benson,2005)Sincelearningalongcontentareasareprovidedthroughthemother
tongue,thelearningofnewconceptsisnotpostponeduntilchildrenbecomecompetentinthe
secondlanguage.

Schoolingusingthesecondlanguagerestrainschildren'sprogressintheattainmentof
knowledgeandskills.Consequently,fewareabletoproceedtohigherstudiestoward
employment.Consequently,thebilingualleanersthenarestuckuptothesettingofbeing
stagnant.(Benson,UNESCO2005)

MTBMLEpolicyisalsocreatingbulkofinquiriesandchallengesamongtheFilipinoteachers.

Mostofthemaremultidialectal.Theycanspeaktheirvernacularortheirrespectivedialect,the
FilipinolanguageandthesecondlanguagewhichisEnglish.Teachershavediverseviewson
whetherornotMTBMLEispedagogicallyappropriateforthemandtheirpupils.Atpresent,
theMTBMLEisbeingimplementedintwosubjectsoftheKto12curriculum:firstasa
separatesubjectareaamonggrades13andsecondasmediumofinstructionamongthe
Filipinoleanerswhoarebilingualsinnature.(WaMbaleka,2014).

Tohelpmeetthechallenges,theDepartmentofEducationhaspartiallystartedtogive
technicalsupporttolanguagecommunities.Languagepolicyhasbeenimplementedforthe
FilipinolearnerstohelpthemescalatethesubstanceoftheMTBMLEtowardtheappreciation
ofthelocalcultureofthecountry.Researchhasshownthatchildrensfirstlanguageisthe
optimallanguageforliteracyandlearningthroughoutprimaryschool(UNESCO,
2008).However,WaMbaleka(2014)foundoutinhisresearchthatthoughMTBMLEhave
someadvantagesonthelocalandregionallevel,itisnotperceivedadvantageouslyforglobal

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competitiveness.ThelanguageprofileoftheFilipinoleanersusuallyshowstwoormore
languagesordialectinhisorherlearningcontinuum.Thissituationhascreatednewchallenges
forlearnersaswellastheeducatorsespeciallyinthePhilippineswherethereexistatleast180
languages.Theuseofmultiplelanguagesineducationmaybeattributedtoinnateyet
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interconnectedfactorssuchasthelinguisticheterogeneityofalocalityorregion,language
policyandotherculturalfactors.Theuseofthemothertongueinitspedagogicaspectreflects
thedesireoflearnerstopromotenationalidentitytowardthepreservationofculturalheritage.
(Mbaleka,2014)

TheUseofMothertongueBasedEducation

TheUNhascomeoutinsupportofmothertonguebasedinstruction,becausetheirown
objectiveistoheightenthequalityofeducation,withthebeliefthatthereisaneedtoidentify
andappreciatelinguisticminoritiesthroughthecontinuoususeoflocaldialectsinthe
academe.Bystartingwiththelanguagethatyounglearnersspeaksathome,thegapin
understandingcanbebridgedbetterandeasierHence,elementarystudentscanbetterabsorb
lessons.(Garbes,2012)

Currentseriesoflinguisticrresearchhavemuchrevelationonlanguageandliteracy.Some
researchersconcludethatbecomingfluentinonesfirstlanguageisimportantforoverall
languageandcognitivedevelopment,aswellasacademicachievementEvidencefrom
Cameroon,India,Mali,thePhilippines,SouthAfrica,Vietnam,andelsewhereatteststothe
benefitsoflearninginafamiliarlanguage.First,childrenlearntoreadfasteriftheyspeakthe
languageofinstruction,becausetheyalreadyhavethecognitivebasinofvocabulary,
knowledgeoftheconstructionoftheutterances,andtheabilitytoenunciatethesoundsofthe
language.(Ball,2010).

Amidstthecontroversyoftheuseofmothertonguealonginstruction,languageanddialect
variationamongmultidialectallearnersandtheteachersdispositionstowardthislinguistic
issuebecomethecoreofdebatesamongtheeducatorsinvolvedintheKto12curriculum.

Inordertodealwiththelinguisticdemandsofthecurriculum,theFilipinoteachersshould
possessthedispositionofbeingapolyglotThismatterpointouttotheburdenofeducatingthe
heterogeneouslearnersconsideringtheirdialectvariationswithdifferentculturalbackground.

AccordingtoYap,(2010)themothertonguesinthedifferentregionsplayanimportantrole
inthePhilippineeducationalsystem.TheFilipino,beingbilingualinnatureshavestrong
ethnicloyaltyandhonorinusingtheirownnativetonguesinsomeoccasions.
Inrelationtoglobalization,theuseofmothertongueandthepriorityintheuseofinternational
languagesometimesbecomeaninterestingtopicamongthelinguists.Martin(2006)mentioned
thatlanguagepreferencesofteachersandstudentsareoftenidentifiedasthereasonsbehind
thecontinuingdeteriorationofEnglishlanguageproficiencyamongFilipinostudents.Amidst
thephilosophicalbattlebetweenEnglishasthesecondlanguageofFilipinosandFilipinoas
thenationallanguage,someeducatorsconsiderbilingualisminitspedagogicalpedestal.
ItisgenerallyacceptedthatteachersofEnglishplayaleadingroleinprovidinglearnerswith
theknowledge,skillsandunderstandingtheyneedtoread,write,speakandlisteneffectively.
ThisisaccordingtoArkoudis(2003).However,Goodwyn,et.al(2003)pointoutthatall
teachershavestakesineffectiveliteracy.Learnersmayfailtounderstandacademicconcepts
throughthelanguagetheyarestilllearningbecausetheirsubjectcontentteachersarenot
skillfulofassistingthem.(Crandall,1998).

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Inanycurriculum,teachersmustupdatethemselvestotheliteracydemandsofacurriculum
especiallytothelanguagedemandsinordertoobtainflexibleteachingtechniques.Learners
whohavebeenimmersedinthelearningenvironmentinwhichthemothertonguehasbeen
usedshowedstatisticallysignificantimprovementsintheiracademicperformancecompared
tochildrenwhowerelearningonlyinFilipino(WalterandDekker,2011).Although
educationalresearchesarestillneededtoprovetheimplicationsofotherbasededucationin
variousatmospheresandsettings,educatingthebilingualpupilsintheirvernacularlanguage
improvedcognitiveacquisitionandsubjectcenteredknowledge.

SeverallinguisticresearcheshavealreadyinvestigatedtheaffirmativeeffectsofMTBEin
differentcountriesoftheworld.SuchstudieshavebeenthebasisofthepromotionofMTBE
byUNESCO.InthenewKto12curriculum,thePhilippineshaslinkeduptothislanguage
policy.FacultymembersaretherolemodelsforprospectiveK12teachersandcanhavea
significantimpactonteachersuseofinstructionalmaterialsaswellastechnologyintheir
futureclassroom(Parker,1997).ThisaffectsalargercommunitythanSchoolsofEducation
becausesecondaryteacherscomefromalldisciplines.Thelanguageprescriptionandteaching
materialsusedbytheteacherareintertwinedtogethertopromotebetterlearning.

Hence,thisstudyprovidesanotherpedagogicalevidenceontheuseofmothertongueandits
academicimplicationinamultilingualandmultidialectalsettingfromwhichthisstudytook
place.SauMi,UsarenmiistheIlocanophrasewhichisequivalenttotheEnglishphrase,Our
dialect,weshalluse.

FRAMEWORK

ThelanguagelearningtheoryasstatedbyPostman(1996)reiteratesthatlanguageisa
mediatingtoolinanylearningandteachingprocess.Languagelearningisnotadiscrete
disciplineunconnectedfromallotherlearning.Hence,languagelearninginschooliscrucial
foracademicgrowthtowardthepedestalofpedagogicalhierarchy.Thelanguageofacademic
discoursesandknowledgecontentofanyonesubjectarecloselyinterconnected.

Theuseofvariouslanguagesamongmultilingualandmultidialectallearnersmaybeattributed
tonumerousfactors,suchasthelinguisticheterogeneityofacountryorregion,specificsocial
orreligiousattitudes.Theuseofthemothertongueinitspedagogicaspectreflectsthedesire
oflearnerstopromotenationalidentity.Languageintheacademeisclearlyacomplexsocio
culturalprocessthatiscontinuallybeingweighedupbythemultilingualsystemofthe
Philippineeducation.(Bernardo,2005)

Halliday(1985)expressessomeofthecomplexityoftherelationshipbetweenlanguageand
learningwhenheexplicatedaboutlearninglanguageandlanguageusedinlearning.He
furtherexpoundedtheaspectsoflanguageandcognitivedevelopment,althoughitmustbe
emphasizedthatlanguageisamediatingtooltowardtheprocessofconstructingmeaningand
understandinglessonsinsidetheclassroomsetting.

ObjectivesoftheStudy

Themajoraimofthispaperis(1)todeterminetheprofileoftherespondentsintermsofsex,
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age,numberofyearsofteaching,educationalbackgroundandethnicity.(2)toinvestigatethe
respondentsperceptionsabouttheuseofmothertonguealonginstruction(3)assessthe

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respondentsbeliefsabouttheinstructionalmaterialneededintheMTBMLE(4)todetermine
thesignificantrelationshipbetweentheteachersperceptionsontheMTBEandthelearners
academicperformances.

NullHypothesisoftheStudy

Thisstudyworkedonthefollowingnullhypothesis:(1)Therewerenosignificantdifferences
ontheperceptionsoftherespondentsonMTBEwhentheyweregroupedaccordingtotheir
profileand(2)therewasnosignificantrelationshipbetweentheteachersperceptionson
theMTBEandthelearnersacademicperformances.

METHODOLOGY

Inconductingthisstudy,dataweregatheredwiththepermissionoftheDivisionSuperintendent
ofQuirinoprovinceandwiththeconsentofthePrincipalsofeachelementaryschools.The
researcherpersonallyfloatedthequestionnairestotheteacherrespondentstoensurethe100%
retrievalofthequestionnairesincludingtheassurancethattherespondentshavecompletely
answeredthenecessaryitemsalongtheirprofileinthequestionnaires.Interviewsweredoneto
clarifysomeoftherespondentsanswers.Usingstratifiedrandomsampling,shefloated
questionnairestothe64elementaryteacherswhohaveteachingloadsingrades13.Thedata
wastreatedbythestatisticianusingtheStatisticalPackageforSocialSciences(SPSS)for
easierandmoreaccurateresults.Thetablesweremeticulouslyanalyzedandinterpretedandthe
interpretationbecamethetoolinformingtheconclusionsandfinalizingtherecommendations.
Therespondentsbeliefsabouttheeffectivenessofmothertonguebasedinstructionwere
determinedusingtheweightedmean.ANOVAandTtestwereusedtoassessthesignificant
differencesontherespondentsperceptionstowardtheMTBMLE.Todeterminethe
significantrelationshipoftherespondentsperceptionsandtheacademicperformancesofthe
learners,theChiSquaretestwasused.

TheRespondentsandtheLocaleoftheStudy
QuirinoProvince,aprovinceofmultidialectalandmulticulturaldwellers,wasweanedfrom
itsmotherprovinceNuevaVizcayain1972.Ithassixmunicipalitiesnamely:Diffun,
Cabarroguis,Saguday,Aglipay,MaddelaandNagtipunan.Ilocanoisthemajordialectofthe
inhabitantsofQuirinoprovince.TherespondentsofthisstudyweretheteachersintheDivision
ofQuirinowhohaveteachingloadsinGrade13.Usingrandomsampling,64teacherswere
takenasrespondentsfromthedifferentschoolsoftheprovince.Inthisresearch,the5point
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Likertscalewasusedbytheindividualrespondenttoevaluatethegivenitems.

RESULTSANDDISCUSSION

Table1.Therespondentswereaskedtorateeachconcernusingthefollowingscale:
Scale Range Description Indicator
5 4.215.00 Stronglyagree Therespondentsstronglyagree
4 3.414.20 Agree Therespondentagree
3 2.613.40 Slightlyagree Therespondentsslightlyagree
2 1.812.60 Disagree Therespondentsdisagree
1 1.01.80 Stronglydisagree Therespondentsstronglydisagree

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Table2.ProfileoftheRespondents
Sex Frequency Percent
Male 6 9.38
Female 58 90.62
Total 64 100.00
Age Frequency Percent
2029 16 25.00
3039 23 35.94
4049 19 29.69
5059 4 6.25
60andabove 2 3.12
Total 64 100.0
NumberofYearsTeaching Frequency Percent
15years 21 32.81
610years 18 28.13
1115years 13 20.31
1620years 6 9.38
20yearsandabove 6 9.38
Total 64 100.00
HighestEducationalAttainment Frequency Percent
Bachelor 18 28.13
WithM.A.Units 35 54.69
M.A/M.S 9 14.06
WithPh.DUnits 2 3.12

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Ph.D 0 0
Total 64 100.0
Ethnicity Frequency Percent
Ilocano 39 60.94
Ifugao 15 23.44
Tagalog 3 4.69
others 7 10.94
Total 64 100.00

Itisshowninthetablethat90.62percentoftheEnglishrespondentswerefemalewhile9.38
percentweremale.ThisimpliesthatGrade13teachersintheProvinceofQuirinoweremostly
females.Intermsoftherespondentsage,thetableshowsthat35.94percentoftherespondents
or23ofthemwerewithintheagebracketof3039.Only25percentor16ofthembelonged
totheagebracketof2029.Only3.12percentor2ofthemwere60yearsoldandabove.This
impliesthatmajorityoftherespondentswerewithintheirprimeageswhichrangedfrom30to
39yearsold.

Withregardtothenumberofyearsinteaching,majorityoftherespondentsor32.81percent
ofthemhaveteachingexperiencewithintherangeof15years.Only28.13percentofthem

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hasteachingexperienceof610years.Thisimpliesthatmostoftherespondentstaughtwithin
therangeof15years.

Thetablealsorevealstheeducationalattainmentoftherespondentsbywhich54.69percent
ofthemhavesomeearningunitsintheirMasterswhile28.13percentofthemobtainedthe
bachelorsdegree.Only14.06%havecompletedtheirmastersdegree.Thisimpliesthat
majorityoftherespondentshavejuststartedtheirmastersdegree.

Withregardtotheethnicityoftherespondents,60.94percentor39ofthemwereIlocanos,
3.44or15respondentswereIfugaos.4.69percentor3ofthemwereTagalogsand10.94
percentor7ofthembelongedtootherethnicaffiliationssuchasIgorots,Kankanaey,
Bukkalot,Ibanag,Tiwali,andPangasinense.Thisimpliesthatmajorityoftherespondentswere
Ilocanosanditwasevidentthattherespondentsbelongtodifferentlinguisticbackgrounds.

Table3RespondentsPerceptionsOntheuseofMotherTongueAlongInstruction

Statements MeanDescription
1.Theuseofmothertonguealonginstructioninsubjectssuchas 3.55 Agree
ScienceandMathdenoteseasier,betterlearningamonggrade13
students.
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2.Theuseofthedialectduringclassdiscussioncreatesafriendly 3.85 Agree

atmosphereintheclassroombetweenteachersandstudents.
3.Apupillearnsbetterthroughtheuseofmothertongue. 3.48 Agree
4.PupilsbenefitmuchonthepolicyofMTBMLE 3.51 Agree
5.Theuseofmothertongueencouragesarelaxinglearning 3.10 Slightly
atmosphereamongthelearners. Agree
6.ThepolicyofMTBMLEgivespositivecontributionstothe 3.11 Slightly
bilingualchildren. Agree
7.Theuseofmothertongueordialectassuresqualitylearning 2.17 Slightly
amongpupils. agree
8.Abilingualteacherrequiresspecializedknowledgeonthelocal 2.57 Disagree
dialecttoassureacademiceffectivenessforthelearners.
OverallMean 3.16 Slightly
Agree
Thetablepresentstherespondentsperceptionsontheuseofmothertonguealonginstruction
fromwhichitisevidentthattherespondentshaveagreedonthefirstthreestatementsthat
elucidatetheadvantagesofthemothertonguebasedinstructioninthepedagogicalaspectsof
thepupils.However,thefollowingstatementswereperceivedbytherespondentsasslightly
agree:(1)Theuseofmothertongueencouragesarelaxinglearningatmosphereamongthen
learners.(2)ThepolicyofMTBMLEgivespositivecontributionstothebilingualchildren
and(3)Theuseofmothertongueordialectassuresqualitylearningamongpupils.However,
therespondentsdisagreedwiththestatementthatabilingualteacherrequiresspecialized
knowledgeonthelocaldialecttoassureacademiceffectivenessforthelearners.Theoverall
mean3.15impliesthattherespondentsasteachersofbilinguallearnersslightlyagreewith
thestatementsaboutthemothertonguebasededucationorMTBE.

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Table4.RespondentsPerceptionsontheNeededInstructionalMaterialsAlongthe
MTBMLE

Statements MeanDescription
1.Thereareavailableinstructionalmaterialsinlessons 2.85 Slightly
usingthemothertongue. Agree
2.Theneededspecificinstructionalmaterialsupportsthe 2.15 Disagree
linguisticbackgroundofthelearners.
3.Bigbooksusedinreadingweretranslatedintothelocal 1.97 Disagree
dialects.
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4MTBMLEpolicyconsidersthedevelopmentofgraded 3.55 Agree

readingmaterialsinthelearnershomelanguage.
5.Theteachermustbewellversedinthelocaldialectto 3.40 SlightlyAgree
providethelearnerswiththevarietyofinstructional
techniques.
6.TheCurriculummakerscontinuouslymonitorand 2.85 SlightlyAgree
evaluatetheuseofmothertongueandneededlanguage
materials.
7.Theteacherisrequiredtoapplyappropriatebilingual 2.11 Disagree
educationtechniquesonusingonelanguageoveranother.
OverallMean 2.69 SlightlyAgree

Itisshowninthedatathattherespondentshavedisagreedonthefollowingstatements:(1)
Theneededspecificinstructionalmaterialsupportsthelinguisticbackgroundofthelearners.
(2)Bigbooksusedinreadingweretranslatedintothelocaldialects.and(3)theteacheris
requiredtoapplyappropriatebilingualeducationtechniquesonusingonelanguageover
another.Itisevidentinthetablepresentedabovethattherespondentsslightlyagreedonthe
availabilityoftheinstructionalmaterialintheMTBE.Thisfindingssupportsthestudyof
Pfund&Duit(2004)statingthatoneoftheproblemsalongtheMTBEinstructionisthe
inadequacyofresourceswhichhavebeenlocalizeduntothecommondialect.Unavailabilityof
theseinstructionalmaterialsisnotanexcusefortheteachers.Iftherearenewinstructional
materialssuchasnewlearningpackages,teachersmustdirectstudentshowtousethislearning
materials.TheoverallofSlightlyAgreeimpliesthattheteachersperceivedthatthe
instructionalmaterialsusingthemothertonguehavenotyetbeenfullytranscribeduntothe
neededvernacular.Hence,toobtaintherealizationoftheMTBE,materialsforbothteachers
andstudentsmustbeavailableinthelanguageofinstruction.(MTBMLENetwork
www.mlenetwork.org).Theresultofthisfindingsisrelatedtotheresearchof
Lartec,et.Al(2014)whentheymentionedintheirstudythatwiththeuseofmothertongueasa
mediumofinstruction,theteachingmaterialsshouldalsobewritteninthelearners
vernacularstoachieveconsistency.(Laartec,et.al,2014)

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Table5.PerceptionsoftheRespondentsOnMTBEMLEWhentheyaregroupedby
Sex

Statements t p
computed valueDecision
1.Theuseofmothertonguealonginstructioninsubjects .417 0.645 Accept
suchasScienceandMathdenoteseasier,betterlearning Ho
amonggrade13students.
2.Theuseofthedialectduringclassdiscussioncreatesa .181 0.091 Accept
friendlyatmosphereintheclassroombetweenteachers Ho
andstudents.
3.Apupillearnsbetterthroughtheuseofmothertongue. 1.129 0.838 Accept
Ho
4.PupilsbenefitmuchonthepolicyofMTBMLE. .681 0.401 Accept
Ho
5.Theuseofmothertongueencouragesarelaxing .285 0.221 Accept
learningatmosphereamongthelearners. Ho
6.ThepolicyofMTBMLEgivespositivecontributions .512 0.486 Accept
tothebilingualchildren. Ho
7.Theuseofmothertongueordialectassuresquality .178 .879 Accept
learningamongpupils. Ho
8.Abilingualteacherrequiresspecializedknowledgeon .779 .711 Accept
thelocaldialecttoassureacademiceffectivenessforthe Ho
learners.
pvalueof.05andbelowaresignificantandabove.05arenotsignificant

TheTtestshowstheperceptionsoftherespondentsontheMTBEMLEwhentheywere
groupedaccordingtosex.Whetherteachersweremaleorfemale,itdidnotmakeanystatistical
differenceinthefindings.TherewerenosignificantdifferencesontheirperceptionsonMTBE
iftheyweregroupedaccordingtosex.Hence,thenullhypothesiswasaccepted.

Table6.TheRespondents0nMTBEMLEwhenGroupedAccordingtoAge

Statements F p Decision
computed value
1.Theuseofmothertonguealonginstructioninsubjects 4.151* .001RejectHo
suchasScienceandMathdenoteseasier,betterlearning
amonggrade13students.
2.Theuseofthedialectduringclassdiscussioncreatesa 1.186 .314AcceptHo
friendlyatmosphereintheclassroombetweenteachersand
students.
3.Apupillearnsbetterthroughtheuseofmothertongue. 1.456 .209AcceptHo
4.PupilsbenefitmuchonthepolicyofMTBMLE. 3.047* .016RejectHo
5.Theuseofmothertongueencouragesarelaxinglearning .734 .565AcceptHo
atmosphereamongthelearners.
6.ThepolicyofMTBMLEgivespositivecontributionsto .240 .909AcceptHo
thebilingualchildren.
7.Theuseofmothertongueordialectassuresquality 3.324* .010RejectHo
learningamongpupils.
8.Abilingualteacherrequiresspecializedknowledgeonthe 2.448* .041RejectHo
localdialecttoassureacademiceffectivenessforthe
learners.
pvalueof.05andbelowaresignificantandabove.05arenotsignificant

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TheANOVATestprovedthattherespondentsperceptionsvariedwhentheyweregrouped
accordingtoage.Therearefourstatementsinthetablewhichindicatethatthereexist
significantdifferencesontheirperceptionsonMTBE.Thesestatementsareasfollow:(1)The
useofmothertonguealonginstructioninsubjectssuchasScienceandMathdenoteseasier,
betterlearningamonggrade13students.(2)PupilsbenefitmuchonthepolicyofMTB
MLE.(3)Theuseofmothertongueordialectassuresqualitylearningamongpupils.and(4)
abilingualteacherrequiresspecializedknowledgeonthelocaldialecttoassureacademic
effectivenessforthelearners.Whereas,thenullhypothesiswasacceptedalongthese
statements:(1)Theuseofthedialectduringclassdiscussioncreatesafriendlyatmospherein
theclassroombetweenteachersandstudents(2)Apupillearnsbetterthroughtheuseofmother
tongue.(3)Theuseofmothertongueencouragesarelaxinglearningatmosphereamongthe
learners.andlastly,(4)ThepolicyofMTBMLEgivespositivecontributionstothebilingual
children.Thesefindingsimplythattherespondentsagehaveinfluencedtheirperceptionson
theMTBE.

Table7.PerceptionsoftheRespondents0nMTBEMLEwhenGroupedAccording
tothenumberofYearsinTeaching

Statements F p Decision
computed value
1.Theuseofmothertonguealonginstructioninsubjects 1.375 .166AcceptHo
suchasScienceandMathdenoteseasier,betterlearning
amonggrade13students.
2.Theuseofthedialectduringclassdiscussioncreatesa .747 .558AcceptHo
friendlyatmosphereintheclassroombetweenteachersand
students.
3.Apupillearnsbetterthroughtheuseofmothertongue. 2.135* .006RejectHo
4.PupilsbenefitmuchonthepolicyofMTBMLE. 3.191* .003RejectHo
5.Theuseofmothertongueencouragesarelaxing 1.126 .055AcceptHo
learningatmosphereamongthelearners.
6.ThepolicyofMTBMLEgivespositivecontributionsto .474 .771AcceptHo
thebilingualchildren.
7.Theuseofmothertongueordialectassuresquality 2.161* .003RejectHo
learningamongpupils.
8.Abilingualteacherrequiresspecializedknowledgeon .816 .517AcceptHo
thelocaldialecttoassureacademiceffectivenessforthe
learners.
pvalueof.05andbelowaresignificantandabove.05arenotsignificant

Thetablepresentsthatthereweresignificantdifferencesontheperceptionsoftherespondents
whentheyweregroupedaccordingtothenumberofyearsofteaching.Thenullhypothesis
wasrejectedonthesestatements:(1)Apupillearnsbetterthroughtheuseofmothertongue
(2)PupilsbenefitmuchonthepolicyofMTBMLEand(3)theuseofmothertongueor
dialectassuresqualitylearningamongpupils.Whereas,thenullhypothesiswasacceptedon
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thesefivestatements:(1)Theuseofmothertonguealonginstructioninsubjectssuchas
ScienceandMathdenoteseasier,betterlearningamonggrade13students.(2)Theuseof
thedialectduringclassdiscussioncreatesafriendlyatmosphereintheclassroombetween
teachersandstudents.(3).Theuseofmothertongueencouragesarelaxinglearning
atmosphereamongthelearners.(4).ThepolicyofMTBMLEgivespositivecontributionsto

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thebilingualchildren.and(5)Abilingualteacherrequiresspecializedknowledgeonthelocal
dialecttoassureacademiceffectivenessforthelearners.TheANOVAtestshowedthatthere
existsignificantdifferencesonthewaytherespondentsperceivedtheMTBEwhentheywere
groupedaccordingtothenumberofyearsinteaching.Itisimpliedthattheirteaching
experienceshaveeffectsonthewaytheyperceivedthemothertonguebasedinstruction.

Table8PerceptionsoftheRespondentsOnMTBEMLEwhenGroupedbyEthnicity

Statements F p
computed valueDecision
1.Theuseofmothertonguealonginstructioninsubjects 2.451* .003 Reject
suchasScienceandMathdenoteseasier,better Ho
learningamonggrade13students.
2.Theuseofthedialectduringclassdiscussioncreates .564 .315 Accept
afriendlyatmosphereintheclassroombetweenteachers Ho
andstudents.
3.Apupillearnsbetterthroughtheuseofmother 1.47 .209 Accept
tongue. Ho
4.PupilsbenefitmuchonthepolicyofMTBMLE. 3.050* .015 Reject
Ho
5.Theuseofmothertongueencouragesarelaxing .734 .368 Accept
learningatmosphereamongthelearners. Ho
6.ThepolicyofMTBMLEgivespositivecontributions .240 .917 Accept
tothebilingualchildren. Ho
7.Theuseofmothertongueordialectassuresquality 1.321* .010 Reject
learningamongpupils. Ho
8.Abilingualteacherrequiresspecializedknowledgeon 1.452* .039 Reject
thelocaldialecttoassureacademiceffectivenessforthe Ho
learners.
pvalueof.05andbelowaresignificantandabove.05arenotsignificant

Itisevidentinthetablethatwhentherespondentsweregroupedaccordingtotheirethnicity,
theirperceptionshavesignificantdifferences.Thefollowingstatementsledtotherejectionof
thenullhypothesisduetotheexistenceofsignificantdifferences:(1)Theuseofmothertongue
longinstructioninsubjectssuchasScienceandMathdenoteseasier,betterlearningamong
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grade13students.(2)PupilsbenefitmuchonthepolicyofMTBMLE.(3).Theuseofmother
tongueordialectassuresqualitylearningamongpupilsand(4)Abilingualteacherrequires
specializedknowledgeonthelocaldialecttoassureacademiceffectivenessforthelearners.

TheANOVAtestprovedthattherearesignificantdifferencesontheperceptionsofthe
respondentswhentheyweregroupedaccordingtotheirethnicity.Hence,thenullhypothesis
wasrejected.Thisimpliesthatthelinguisticbackgroundortheirethnicaffiliationhasaffected
theirperceptionsonthemothertonguebasededucation.

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Table9.ChiSquareTestontheSignificantRelationshipbetweentheTeachersMTBE
perceptionsandtheLearnersAcademicPerformance

Parameters Mean DescriptionChiSquare pvalueDecisio

value n
TeachersPerceptionson 3.16 Slightly 124.22 .264 Accept
theMTBE Agree Ho
PupilsAcademic 83.25 Average
Performance

ThechiSquaretestshowsthattheteachersperceptionsonmothertonguebasededucation
donothaveanysignificantrelationshiptotheirlearnersacademicperformancesasprojected
inthepvalueof.264.Thisledtotheacceptanceofthenullhypothesis.Thisimpliesthatthe
perceptionsofteachersandthestudentsperformancearenotdependenttoeachotherinits
pedagogicalaspect.Thisalsoimpliesthatlanguagefactorisnotsolelytheprimefactorin
determiningthepupilsacademicperformances.Thefindingsimplythatthereisnocategorical
proofyetontheactualpedagogicaladvantagesontheuseofmothertonguealonginstruction
inthePhilippinesetting.

CONCLUSIONS

TokeepinpacewiththemandateofthenewlyabsorbedcurriculuminthePhilippines,the
currentstudyisintendedtoinvestigatethecurrentperceptionsofteachersabouttheMTB

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MLEpolicyaswellastheneededteachingmaterialsconsideringthemultilingualismandthe
bilingualsystemofthecountry.Basedfromthefindingsofthisstudy,conclusionswere
formed.Withregardstotheprofileoftherespondents,majorityoftherespondentswerefemale
andtheywerewithintheagerangeof3039yearsold.Mostofthemhavetaughtwithinthe
rangeof15years,andtheystartedtheirmastersdegree.Majorityoftherespondentswere
dominatedbytheIlocanos.Theoverallmean3.16impliesthattherespondentsasteachersof
bilinguallearnersslightlyagreewiththestatementsaboutthemothertonguebasededucation
orMTBE.

BeingamultidialectalteacherwithdifferentshadesoftheIlocanodialectisanadvantagein
teachingpupils.However,tosupport,thelinguisticbackgroundofthelearners,theneeded
specificinstructionalmaterialsforthemothertonguebasededucationwerestillundefinedyet.
Indealingwithpupilswhoarenotallculturallyfamiliarwiththesamemothertongue,teachers
mayexperiencehavestrugglesbecausetheyarenotexpertofthedifferentdialects.

Thestudyalsorevealsthattherespondentswerenotyetconfidentlycertainwhetherthe
instructionalmaterialstheypresentlyhavecanassurethattheycanreallyappreciatetheMTBE
duetotheunavailabilityonlocalizedtranslationalongtheinstructionalmaterials.Asthechi
squarevalueshows,usingthemothertonguebasedinstructioncannotreallyelevatethe
learnersacademicperformances.SeveralotherfactorscanbeconsideredindealingwithMTB
instruction.Teachingmaterialsandassessmenthavenotbeentranscribedintotheregionalor
nativelanguagesofthelearners.ResultsalsoshowedthattherespondentsbelievedthatMTB
MLEpolicymustconsiderthedevelopmentofgradedtranscribedreadingmaterialsinthe
learnershomelanguage.Significantdifferencesexistedwhentherespondentsweregrouped
accordingtotheirethnicityandaccordingtothenumberofyearsofteachingexperience.This

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impliesthatlinguisticbackgroundortheirethnicityhavecausedvariationsordifferenceson
thewaytheyperceivedthemothertonguebasededucation.Therewerealsosignificant
differencesontheirperceptionswhentheyweregroupedaccordingtothenumberofyearsthey
havebeenteaching.Thisimpliesthatthewaytheyperceivethemothertonguebasedinstruction
differsbasedontheirteachingexperiences.

Theuseofthemothertongueinitspedagogicaspectreflectsthedesireoflearnerstopromote
nationalidentity,howevertheteachersseemedtobeunpreparedyetwiththemandateofthe
newcurriculumontheuseofmothertonguebasedinstruction.Indeed,theuseoflocaldialects
alonginstructionisclearlyacomplexprocessthatiscontinuallybeingredefinedbythe
bilingualandmultilingualsystemofeducation.

RECOMMENDATIONS

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1/18/2017 CURRENTPERSPECTIVESONMOTHERTONGUEBASEDINSTRUCTIONINTHENEWLYIMPLEMENTEDKTO12CURRICULUMOFTH

Sincelanguageisthetoolforacademicdevelopmentandthecoreofculturalidentityand
interculturalsustenance,themothertonguebasedinstructionneedstobegiveninvestigation
andassessment.Itisthereforerecommendedthateducatorsofthecountrymustbegivenmore
trainingsforbetterpreparationoflocalizedinstructionalmaterialswiththeuseofthemother
tonguetokeepinpacewiththenewlymandatedpolicyoftheKto12basiceducation
curriculum.

TheDepartmentofEducationmustconstantlymonitorthelanguagemandateofthenew
curriculumbyprovidingseriesofevaluationandassessmentamongtheFilipinopupils.
Filipinoteacherswhoareteachinginthedifferentregionswithlearnersofdifferentvernaculars
mustmanifesttheinteresttotheacademicdemandsofthecurriculumconsideringthevariations
ofdialectsinthedifferentregionsofthecountry.Continuousinservicetraininginthemother
tonguebasededucation,monitoringandsupportmustbeprovidedbythedepartmentof
Educationtoensurethatthegrade13teachershavethelinguisticskillsneededtoeffectively
operatethepolicyoftheKto12curriculumalongmothertonguebasedinstruction.Tosupport
themothertonguebasedpolicyasoneofthemandateofthenewcurriculum,theDepartment
ofEducationshouldprovideenoughtextbooksandteachersmanualtoteachersandpupils
whichhasbeentranscribedintothemothertongueoftheleanersinthedifferentregionsofthe
country.TheDepartmentofEducationmustconstantlymonitortheassessmentoftheimpact
ofMTBMLEsothatitcangenerallysustainandpromoteprogramsandhelptheeducators
towardtheeffectiveimplementationofthelanguagepolicyasmandatedinthenewlyembraced
Kto12curriculum.Toensurethequalityinstructionalmaterials,thedepartmentofeducation,
publishers,localgovernment,donors,andlearninginstitutionsneedtocollaboratetoeach
otherandbegiventimetoacquire,andassessmothertongueandtheprescribedlanguage
materials

Adequatetrainingsmusthavebeeninitiallygiventotheeducatorsofthepupilsinvolvedinthe
newlyprescribedsubjectingrades13whichisthemothertonguesubject.Itisaseparated
subjectintendedforthepupilsforthemtoappreciatetheirvernacular.AsidefromtheLanguage
enhancementprogramforelementaryteachers,languagetrainingsforthemmaybeinitiated
forthemtodevelopandunraveltheircommunicativeskillsbothlocallyandinternationally.In
thisway,abilingualeducatormaymaintainthebalancebetweenhisethnicidentityandthe
externalneedsintheinternationallycompetitiveworld.Furtherlanguageresearchesneedsto
bedonetocomparetheconcreteimplicationsofMTBMLEinthePhilippinesspecificallyin

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thevariedregionsofthecountryandamongthebilingualFilipinoswhoareknowntobe
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ISSN20550219(Print),ISSN20550227(online)

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