Lenguajes de programación web

Foreign

MTB-MLE will help to create positive thinking between the individual and society. In a study on integration of local contents in school curricula, Kadel (2011) believed that MTB-MLE at the beginning of basic education will be effective in providing quality education in a learner-friendly environment. His study indicated that the development of indigenous people and ethnic minorities is linked with the students’ freedoms of choices and freedoms of using alternative combinations in order to address their linguistic and cultural needs in harmony with their material conditions and value system.

The medium of instruction for basic education should be the child's mother tongue. This is especially true for pre-‐primary and primary education (Grades 1 to 5). Children have a right to basic education in their own mother tongue because of the benefit to their cognitive development and because it helps them to develop a

strong foundation in educational concepts. Children understand subject matter much more easily and effectively in their mother tongue. They are able to use the literacy skills gained in their mother tongue to learn to read and write in additional languages. If we wish to provide quality education to our children, the mother tongue should be used as the medium of instruction in the early grades.

Additionally, this Mother Tongue-‐Based

Multilingual Education (MTBME) helps to transfer historical identity, knowledge, concepts, culture and skills to the next generation. According to Dr.

Ellen Bialystok of York University in Toronto, "There are two major reasons people should pass their heritage language onto children. First, it connects children to their ancestors. The second is [that] bilingualism is good for you. It makes the brain stronger. It is brain exercise. Her research found several cognitive advantages to bilingualism, including that bilingualism can forestall the symptoms of Alzheimer's disease.

Wikipedia defines education as “the process by which society deliberately transmits its accumulated knowledge, skills and values from one generation to another." In line with these assumptions, the Ministry of Education of the Government of Nepal has developed a school sector reform plan in which they have decided to introduce mother tongue-‐based multilingual education in 7500

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Primary schools and distribute guidelines for the implementation of multilingual education.

Kadel stressed that first requirement is to bring human resources for the country up to international standards. For this to happen there is a need to standardize the public school education system. The current curricula used in the private schools are geared towards meeting western requirements alone. Therefore, they have to recognize the need and importance of public schools in their nation’s development. To meet the requirement to bring human resources for the country up to high standards, basic education should start in the child's mother tongue and gradually introduce instruction in the medium of other languages through the literacy skills that have been obtained in the mother tongue. This will help the children to become good learners throughout their whole lives.

Kadel’s study and the present study are related in terms of the subject which both covers MTB-MLE. Both studies underscored the benefits we stand to gain from the incorporation of MTB-MLE in the curriculum. Both studies still differ though in terms of the advantages of MTB-MLE. Whereas Kadel highlighted MTB-MLE’s significance to preservation of culture and transfer of historical identity, the present study zeroes in on the concerns and needs of the teachers with regards to the implementation of MTB-MLE, or specifically the mother tongue as a learning subject.

Local

Studies indicate that MTB-MLE contributes to student success. In the Lubuagan community, researchers found that children in a mother tongue education program out-performed students in Filipino and English medium schools by a difference of 40 percentage points.

Walter, Dekker, and Duguiang undertook the Lubuagan MLE Project in 2007-2008 wherein three experimental class schools implementing the Mother Tongue based MLE approach are compared with three control class schools implementing the traditional method of immersion in two new languages. Schools are of the same SES (Social Economic Status). One school has two sections where students are randomly placed in experimental or control classes.

Lubuagan students are monolingual at the time they begin their education.

Philippine Policy has it that English and Filipino are the medium of instruction allowing the L1 to be used as an auxiliary language. This creates comprehension difficulties resulting in low achievement. Walter et al in their study forwarded the use of mother tongue to teach curriculum content and to teach English and Filipino as second and third languages.

The study showed empirical evidence which supports the value of Mother Tongue education. Using the Mother Tongue will not hinder the learning of second and third languages. The research study showed that the use of the mother tongue strengthens the acquisition of second and third languages. When children learn in

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their mother tongue their cognitive skills continue to build, enabling greater ability to handle cognitively demanding study and strengthening learning of other languages.

The study made by Walter, Dekker and Duguiang and the present study are related in as far as the subject is concerned, MTB-MLE. Both still differ though in terms of scope or area of concern. While their study focused on the higher achievement scores with the use of MTB, the present study looks into the needs arising from the use of the Mother Tongue as a learning subject.

Ilao, Santos and Guevara (2011) made an objective analysis of the levels of agreement, in terms of grammar and orthographic rules, between reference books and actual usage as evidenced from web-mined text corpora for three major Philippine languages, namely Filipino, Cebuano-Visayan and Ilokano.. Their findings concurred that the implementation of Mother Tongue-Based Multilingual Education (MTBMLE) will require definitive rules for orthography and grammar.

While there are such rules for some Philippine languages, there is a need to determine the agreement and points of departure between the rules and the usage to avoid confusion. A list of language rules on grammar and orthography were selected from standard reference books for each of the aforementioned languages.

Alternative forms of usage for each selected language rule were identified, and frequency counts were made, to be used as bases for a comparative analysis

between the rules prescribed by standard reference books and actual language usage. The techniques used in this study are important in language education, serving to identify areas of Variation in language use in aspects of grammar and orthography. Looking at the 2009 DepEd circular, and considering the papers that show successful MTB-MLE practice, it is evident that an important prerequisite to this program is a working orthography that is widely acceptable to the learning community, and which is compatible to that language s intellectualization. The‟ linguistic diversity of the Philippines, with 171 living languages and around 500 dialects, is a big challenge to such an initiative, where the requisite maturity of orthographic systems of each candidate language of instruction cannot be guaranteed. Moreover, as the MTB-MLE program matures, there comes a need to refine the grammatical and orthographic rules of the language being used for instruction, as it is increasingly being used in the academic setting. These scenarios argue for the need of a system that can periodically monitor the state of a language’s development, by observing how it is being used by a population of users.

The study made by Ilao, Santos and Guevarra are both pertinent to MTB-MLE. This is where their similarities lie. However, on the whole, both studies differ. They differ on focus and concentration of study. The former focused on the

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need for definitive rules in orthography and grammar vis-à-vis the implementation of MTB-MLE while the present study deals primarily on the teachers’ concerns and perceived needs towards the use of the mother tongue as a learning subject.

Using descriptive method of research, Corpuz (2012) looked into the status of the implementation of MTB-MLE in Malsiqui District II. It zeroed in on the teacher’s proficiency in the language, adequacy of instructional materials as well as the teachers’ preparedness for the said curricular reform. Results of the study show that majority of the teachers handling Grades I- III are proficient in the language but lacked the instructional materials as well as the training that would make them better equipped to handle the challenges or requirements there are to the use of the mother tongue in the said grade levels.

The study conducted by Corpuz and the present study are related. They both deal on the concerns arising from the implementation of the MTB-MLE. They differ, though, in terms of scope. Whereas the study made by Corpuz focused on the status of the implementation of MTB-MLE in the Division of Pangasinan I, the present study looks into the concerns the teachers of Malasiqui District II have from the use of the mother tongue as a learning subject.

Three years into its implementation, this educational policy or reform pertinent still seems to be weighed down by concerns from among the primary teachers. Blaquir (2012) determined the status of the implementation of the Mother

Tongue as a learning subject and medium of instruction in the Division of Pangasinan I. Utilizing a survey questionnaire, it looked into the preparedness of the teachers vis-à-vis the trainings attended, proficiency in the mother tongue, strategies used typical of MTB-MLE and the problems they encountered with the implementation of MTB-MLE. Results show that primary teachers in the Division of Pangasinan I have to reckon with concerns stemming from their lack of trainings, of having to use another language as accessory to the mother tongue, and that the strategies they employ are few and devoid of the very strategies typical of MTB-MLE such as the Total Physical Response.

The study conducted by Blaquir on the status of the implementation of MTB-MLE and the present study are related. They both zeroed in on the status of the implementation of MTB-MLE. They differ; however, on the scope. Whereas the study of Blaquir looked into the concerns of the teachers have had with regards to its implementation, the present study looked into how the Grade I pupils are faring in the Mother Tongue as a learning subject side by side with the skills they ought to have mastered in the First Grading Period based on the results of the First Quarter Examination.

Evangelista (2013) conducted a study on the implementation of the Mother Tongue as a learning area in Malasiqui District I. It looked into how the Grade I pupils are able to master the competencies expected of them in the said subject

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through a documentary analysis. Based on the results of a diagnostic test, the researcher analysed the respondents’ scores based on the competencies under MTB-MLE. Results of the study show that the Grade I pupils in Malasiqui District I are not satisfactorily performing along the areas of reading comprehension and vocabulary development. Furthermore, the study show how the minimal difference between the languages they spoke at home, Pangasinan and Filipino. This would account for the poor results of the diagnostic test as well as the pupils’ inability to understand the Pangasinan terms, meanings of which elude them.

Evangelista’s study and the present study on MTB-MLE are related. Both studies looked into the status of the implementation of MTB-MLE. Still, the study conducted by Evangelista is different with the present study. Though Evangelista’s study focused on the status of the implementation of MTB-MLE, it singled out the use of the Mother Tongue as a learning subject. Moreover, it looked into the mastery of the competencies under the Mother Tongue as a learning subject through a documentary analysis of the results of a diagnostic test. The present study, meanwhile, looked into the status of the mastery or non-mastery of the skills expected of the Grade I pupils in the Mother Tongue. Furthermore, the present study analysed the results of the First Quarter Examination in the Mother Tongue as basis of the pupils’ mastery or non-mastery of the skills.

The studies cited all contributed significantly in the conduct of the present study. The data presented, particularly the results, aided the researcher into a careful deliberation of the analysis needed in determining the salient factors that will make the present study true to the data gathered. Likewise, the studies highlighted facets of the mother tongue in need of further deliberation.

CHAPTER 3