Strategies and Problems Encountered by Teachers in Implementing Mother.pdf

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Strategies and Problems Encountered by Teachers in Implementing Mother Tongue - Based Instruction in a Multilingual Classroom Jane K. Lartec, Anastacia M. Belisario, Jamaica P. Bendanillo, Hanni K. Binas-o, Novefirst O. Bucang, and Jan Lorie W. Cammagay School of Teacher Education, Saint Louis University, Baguio City, Philippines, [email protected] Abstract The use of mother tongue in teaching in a multilingual setting affects the way pupils learn. A melting pot and the educational center of the North, Baguio City, Philippines demands teaching strategies that not only adapt to the interplay of the different cultures and languages but give importance to them, too. Specifically, this paper analyzed the strategies of teachers in implementing Mother Tongue - Based Instruction in a Multilingual Classroom and identified some problems that teachers encounter in implementing them. The study used qualitative analysis with interview as the main data gathering tool. The respondents were teachers purposively selected from the suggested pilot schools of Mother Tongue - Based Multilingual Education (MTB-MLE) in Baguio City. From the phenomenological analysis of the data, the findings showed that the teachers used strategies such as translation of target language to mother tongue, utilization of multilingual teaching, utilization of lingua-franca, improvization of instructional materials written in mother tongue, remediation of instruction, and utilization of literary piece written in mother tongue as motivation. 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. Nevertheless, the study indicated that major attention and effort are still necessary to be given to the approach. Keywords: practices, mother tongue - based instruction, multilingualism, and multiculturalism The IAFOR Journal of Language Learning Volume I - Issue I - Winter 2014 1
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1. Introduction The role of language as a medium of instruction in promoting an effective teaching and learning is an issue that has occupied many scholars all over the world for many years (Orr 1987a, 1997 as cited by Deyi, et al., 2007). This role of language as a medium of instruction has been a concern mostly in countries where immigrant children are in the minority such as United States and Canada (Krashen, 1981 as cited by Deyi, et al., 2007). It is in these countries where research has been widely conducted and a number of legislations have been passed and amended throughout the years. Despite such developments, debates on the use of language persist. One of the latest developments in the Philippine educational system is the Mother Tongue – Based Multilingual Education (MTB-MLE). MTB-MLE refers to the use of students’ mother tongue and two or more additional languages as Languages of Instruction (LoI) in school. In other contexts, the term is used to describe bilingual education across multiple language communities—each community using its own mother tongue aside from the official school language of instruction. In South Asia,
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