International Journal of Research Studies in Education
Special Luminary Issue
2024
Volume 13 Issue 16
Available Online: 1 October 2024
Author/s:
Cirilo, Eleazaar C.
Saint Louis University, Baguio City, Philippines (eleazaarc@gmail.com)
Abstract:
The overall readiness of teachers on significant changes in the field of education is important in the success of any programs of the Department of Education. Related to this, the researcher has studied the experiences and perceptions of teachers in the implementation of Mother Tongue-Based Multilingual Education (MTB-MLE). The researcher used phenomenological design with qualitative approach through survey, interviews and focus group discussions or FGD. In the first year of implementation, the teachers were enthusiastic in effectively carrying out MTB-MLE, however, in the succeeding years, they went back to the previous curriculum which uses English and Filipino as mediums of instructions and the mother tongue of a student is just being used as an additional language to further explain the lessons. The Ilocano language which is the identified mother tongue is not appropriate since the students belong to various cultures with different mother tongues. The program became burdensome to teachers due to the need to prepare additional instructional materials. Parents as well as the community are resistant to the MTB-MLE. The lack of teachers well-versed with the various mother tongues of the students is one of the major challenges in the implementation of the program. With this, majority of the teachers do not agree with MTB-MLE. The teachers realized that they do not have sufficient preparation for the program. Seminars, workshops and trainings given to them are not enough which resulted in confusions on the actual implementation of the program.
Keywords: instructional materials, lesson plan, contextualization, language translation, curriculum
DOI: https://doi.org/10.5861/ijrse.2024.24819
Cite this article:
Cirilo, E. C. (2024). Teachers’ experiences in implementing MTB-MLE. International Journal of Research Studies in Education, 13(16), 1-10. https://doi.org/10.5861/ijrse.2024.24819