ii

APPROVAL SHEET

This thesis entitled “MOTHER TONGUE-BASED MULTILINGUAL

EDUCATION IN SIBULAN I DISTRICT, SIBULAN, NEGROS ORIENTAL”
written and submitted by Miralie G. Linejan in partial fulfillment of the
requirements for the degree Master of Arts in Elementary Education has been
examined and is recommended for acceptance and approval for Oral Examination.

ERLINDA N. MAGALLANES, Ed.D.

Adviser
__________________________________________________________________

PANEL OF EXAMINERS

Approved by the committee on Oral Examination with a grade of _____________.

INGRID G. RACOMA, Ph.D.

Chairman

GERUNDIA C. PENAS, Ed.D. LYDIA Y. SUMILE, Ed.D.

Member Member

CAROLYN MAE M. OLIVAR, Ed.D.

Member

______________________________________________________________

Accepted and Approved in partial fulfillment of the requirements for the

degree Master of Arts in Elementary Education.

INGRID G. RACOMA, Ph.D.

Dean-Graduate School

Comprehensive Examination on: June 1, 2019

Final Defense: October 5, 2019
 iii

ABSTRACT

This study aimed to examine the mother tongue-based multilingual

education in Sibulan I District, Sibulan, Negros Oriental, for the school year

2019 - 2020.

FINDINGS

The study revealed that teachers and parents held similar beliefs that

MTB-MLE helped improved pupils understanding of lessons. They

discussed the implications of this on classroom participation and learning as

a whole. However, their long-held views of English as the desired language

caused them to question the impact of MTB-MLE on English literacy

development. Teachers and parents both expressed fear of the policy

cultivating lower English skills despite their favourable responses toward

MTB-MLE on the survey. Another key finding was the emphasis on grade

one and low-ability learners as the primary beneficiaries of the policy. This

deficit-oriented perspective positions Bisaya as an undesirable language

while giving more power to English. Furthermore, the MTB-MLE reform

appeared to challenge teachers’ abilities to implement it in the classroom.

Three main themes were uncovered in the data related to these challenges.

These included the multilingual environment of the Philippines, the

difficulty in translating academic language into Bisaya and the limited

 iv

resources and materials available to teachers and parents to support the

efforts of the reform. Despite the complex environment for addressing these

challenges, the level of hope remained high for both teachers and parents.

The data from this study indicated points of alignment and misalignment

between teachers and parents in their knowledge about MTB-MLE. They

were slightly misaligned in the type of knowledge they possessed, yet they

were aligned in the utility of their knowledge.

CONCLUSIONS

This study concluded that teachers and parents similarly conveyed

knowledge about the language of instruction in the new reform, even though

their awareness about reform terminology differed. They also expressed

comparable ideas about the use of translation and confusion about the

rationale for policy implementation while teachers and parents appeared to

hold similar knowledge and assumptions about MTB-MLE, misalignment

occurred between them at the local level and the policy’s intentions from a

national level. Therefore, logistical knowledge carried over across levels, but

knowledge about pedagogical ideas of language transfer and rationale for

implementation differed. However, this study was one of the few that

simultaneously considered the knowledge, beliefs and practices of teachers

 v

and parents. Despite these similarities, their interactions around language

were mostly confined to their own spheres of influence: either the classroom

or home. As such, efforts to understand and enact MTB-MLE were often

divided between stakeholder groups. Few were made to collaborate across

levels. This lack of a unified effort had contributed to the perception among

teachers and parents that the policy was being done to them rather than with

them. Overt national policy was recognizable within the community through

the knowledge, beliefs and practices of teachers and parents. However, more

covert examples of local management were observed in subtle and nearly

unrecognizable ways.

RECOMMENDATIONS

Based on the findings of this study, the researcher would like to

recommend for future investigations or research to;

1. include Grades 2 and 3 levels so that data and information brought

about by the MTB – MLE implementation in these grades could
support the findings of this study,

2. compare the different dialects or language of some communities in

the Philippines in terms of the variables considered in this study

3. include other stakeholders in the conduct of a study involving the

MTB – MLE implementation.

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ACKNOWLEDGEMENT

The writer is extremely grateful to the persons behind the success of

this arduous endeavor, for without them, this book could not have come to

its realty. Her appreciation and deep gratitude is extended:

To Rico C. Medina, Jr., Ed.D., President of Academic Affairs,

Medina College, Ozamis City. To the Researcher’s Adviser, Erlinda N.

Magallanes, Ed.D.

To the panel of examiners;

INGRID G. RACOMA, Ph.D. – Chairman

.
GERUNDIA C. PENAS, Ed.D.

LYDIA Y. SUMILE, Ed.D.

CAROLYN MAE M. OLIVAR, Ed.D.

For their worthy time in examining the content and for giving

constructive criticisms which help much in strengthening the content of the

manuscript.
 vii

To the respondents who shared-their precious-time answering the

questionnaire. To my parents Mr. & Mr. Bertoldo M. Gumere for their

inspirations, moral and prayerful support which led the researcher to go on

inspite of the trials that came along the way. Finally, to the one and only

GOD who is the source of everything. To you all, a million thanks.

MIRALIE G. LINEJAN
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DEDICATION

This book is heartily dedicated to our

ALMIGHTY GOD

Who gives us always strength, wisdom, treasure, time and knowledge.

To my supportive parents:

Mr. & Mrs. Bertoldo M. Gumere

The reason of what I become today. Thanks for your great support and
continuous care.

To my ever supportive husband:

Expedito J. Linejan

Thank you for the love, acceptance, patience and encouragement.

To my brother and sister:

I am really grateful to both of you. You have been my inspiration, and

my soulmate.

MIRALIE G. LINEJAN
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TABLE OF CONTENTS

Page
Title Page i
Approval Sheet ii
Abstract iii
Acknowledgement vi
Dedication viii
Table of Contents ix
List of Tables xii
List of Figures xiii

CHAPTER 1 PROBLEM AND ITS SCOPE 1

Introduction 1
Theoretical Framework 4
Statement of the Problem 17
Hypothesis 17
Purpose of the Study 18
Scope and Limitations 19
Method Used 19
Research Instrument 20
Respondents of the Study 21
Data Gathering Procedure 21
Definition of Terms 24
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CHAPTER 2 PRESENTATION, ANALYSIS AND

INTERPRETATION OF DATA 27

CHAPTER 3 SUMMARY, FINDINGS, CONCLUSIONS AND

RECOMMENDATIONS 74

Summary 74
Findings 74
Conclusions 81
Recommendations 82

BIBLIOGRAPHY 80

REQUEST LETTER 87

QUESTIONNAIRES 88

CURRICULUM VITAE 115

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LIST OF TABLES

Table Pages

1 Respondents of the Study 21

2 Teachers’ and parents’ knowledge of MTB-MLE policy 34

3 Teachers’ and parents’ views on the importance of

culturally relevant lessons 36

4 Teachers’ and parents’ beliefs about

content-based understanding 41

5 Teachers’ and parents’ beliefs about effects of Bisaya

Literacy 48

6 Teachers’ and parents’ views about importance of

Bisaya for instruction 49

7 Teachers’ and parents’ beliefs about language of

instruction 50

8 Teachers’ and parents’ views on the importance of

Bisaya literacy 55

9 Teachers’ and parents’ views on the importance of

Parents’ involvement 59

10 Teachers’ perceptions of classroom implementation 64

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LIST OF FIGURES

Figure Pages

1 Spolsky's Language Policy Components 7

2 Ricento and Hornberger’s Language Planning

and Policy Model 10