2022 IJRSE – Volume 11 Issue 15
Special IJRSE Luminary Issue
Available Online: 20 October 2022
Author/s:
De Mesa, Alvin Rom*
Leyte Normal University, Philippines (ar_demesa@ymail.com)
Labao, Richel T.
Hingatungan National High School, Philippines (richellabao6@gmail.com)
Abstract:
The DepEd Order no 16, s. 2012 issued the Guidelines on the Implementation of the Mother Tongue-Based Multilingual Education (MTB-MLE) which was implemented in all public schools, specifically in Kindergarten, Grades 1- 2 and 3 as part of the K to 12 Basic Education Program starting School Year (SY) 2012-2013. Major languages or lingua franca and others shall be offered as a learning area and utilized as the language of instruction. In relation to this, the Filipino language is no longer used as a medium of instruction in teaching Social Studies in Kindergarten, Grades 1, 2, and 3. The Filipino language is used as the medium of instruction in Grades 4,5 and 6. Being fluent in the mother tongue benefits the child in numerous ways. It associates him with his culture, ensures enhanced cognitive development, and supports the learning of other languages. Further, sustaining the use of the national language is challenging nowadays because those who cared about Filipino as a language are facing different kinds of obstacles to being able to sustain its use. Moreover, the researcher found out that the Filipino language is no longer used as a medium of instruction in teaching Social Studies in Kindergarten, Grades 1-2, and 3 in all public schools because of the change in curriculum. Teachers who have been using the Filipino language as the medium of instruction in teaching Grades 4-5 and 6 are optimistic that learners should learn the national language prior to learning foreign languages.
Keywords: kalagayan, pagtuturo, mother-tongue, Filipino, national language
DOI: https://doi.org/10.5861/ijrse.2022.b026
Cite this article:
De Mesa, A. R., & Labao, R. T. (2022). Kalagayan ng wikang Filipino sa pagtuturo ng araling panlipunan sa antas elementarya. International Journal of Research Studies in Education, 11(15), 19-28. https://doi.org/10.5861/ijrse.2022.b026
* Corresponding Author