INTRODUCTION
Philippines known as a multilingual country because of the multi-culture they had. In
every group they have their own localities, it signifies as where they belong but there are certain
localities where you could find the various groups which muslim-christian peolple living soothe
together. In that case, there are certain schools that you could find the muslim-christian learners
and most of it are in public schools.
By the time of President Benigno Aquino, he implemented the k-12 program which
included the implementation of MTB-MLE (Mother Tongue – Based Multilingual Education)
short for mother tongue. MTB-MLE refers to the use of students’ mother tongue and two or more
additional languages as Languages of Instruction (LoI) in school. According to the official language policy
of the 1987 Educational Act, children in Grades 1 – 3 were to be instructed in their first language. Many
studies have already revealed that teaching using the mother tongue in the early grades enhances
children’s ability to learn better compared to the use of a second or foreign language (UNESCO, 2003;
Skutnabb-Kangas, 2003 as cited by Rai, et al., 2011)
Perhaps, we incognizant if there is a research conducted on the effectiveness of mother
tongue that addresses to muslim learners studied in christian areas specifically in Kidapawan city
who are in Grade 3 level. There were 10 pupils to participate:5 pupils from Suerte Memorial
Elementary School, 5 pupils also from Pilot Elementary School. This study provides information
of the hidden feelings of muslim learners about the language instruction that the teacher used
which is not their first language, and how it affect to their academic performance in school.
This study aimed to determine the effectiveness of mother tongue addressing to muslim
learners in Kidapawan city.
Specifically, it answered the following research questions:
1. What are the insights of muslim learners about the language instruction that the
teacher used?
2.
How it affect to their academic performance?
3. How did muslim learners cope up with this kind of system?
Chapter 2
Review of Related Literature
In this chapter, I have presented different Literatures.
MT-Based MLE programs enable students from non-dominant language communities to build
a strong educational foundation in the language they know best—their MT or first language
(L1)—and a good bridge to the official language—the school L2—and other languages of
learning (L3, L4, etc.) and then encourage them to use both / all their languages for life-long
learning. ( Dep.Ed Order 16,s. 2012).
The most powerful factor in predicting educational success for minority learners is
the amount of formal schooling their received in their L1… Only those language
minority students who had 5-6 years of strong cognitive and academic development
in their L1—as well as through [L2]—did well in Grade 11 assessments (Thomas
and Collier, 2001).
“The choice of the language…is a recurrent challenge in the development of quality education... Speakers of
mother tongues, which are not the same as the national…language, are often at a considerable disadvantage in
the educational system…” (UNESCO, 2003).
Children whose first language is not used at school … experience lower levels of learning and are much less
likely to be able to contribute to a country’s economic and intellectual development (World Bank, 2006, page
4).
UNESCO has encouraged mother tongue instruction in early childhood and primary education since
1953 (UNESCO, 1953). Yet, monolingualism in official or dominant languages is still the norm
around the world (Arnold, Bartlett, Gowani, & Merali, 2006; Wolff & Ekkehard, 2000). In its report,
‗Strong Foundations: Early Childhood Care and Education‘, UNESCO (2007a) points out the
overlooked advantages of multilingual education in the early years. When children are offered
opportunities to learn in their mother tongue, they are more likely to enrol and succeed in school
(Kosonen, 2005) and their parents are more likely to communicate with teachers and participate in
their children‘s learning (Benson, 2002). Mother tongue based education especially benefits
disadvantaged groups, including children from rural communities (Hovens, 2002)
The United Nations Universal Declaration on Human Rights (1948) affirms the right to education
without discrimination. Article 2 of this fundamental document establishes the basic principle
against discrimination on the grounds of language. Article 5 of the 1960 Convention and
Recommendation against Discrimination in Education specifically recognizes ―the right of the
members of national minorities to carry on their own educational activities, including … the use or
the teaching of their own language.‖ More recently, numerous other United Nations declarations
and conventions affirm the rights of minorities, including Indigenous peoples, to learn and/or have
instruction in L1 or their heritage language.
Many studies show that mother tongue-based instruction can improve a child‘s self-esteem (Appel,
1988; Cummins, 1989, 1990; Hernàndez-Chavez, 1984). As Rubio (2007) points out, children
perceive at an early age that languages are valued differently. When there is linguistic and cultural
discontinuity between home and school, minority language children may perceive that language and
culture are not valued—a perception that lowers their self-confidence and self-esteem and interferes
with their learning (Baker & Prys Jones, 1998; Covington, 1989). UNESCO (2006, p. 159) suggests
that the transition to a language of instruction other than the child‘s L1 should not be required of
students before age 6 to 8 years. Other reports on mother tongue-based programs have concluded
that children who learn in L1 for the first six to eight 26
years of formal schooling have better academic performance and self-esteem than those who
receive instruction exclusively in the official language or those who transition too early from the
home language to the official language.
Chapter 3
Methodology
It includes the research design, role of the teacher, research materials, data collection, data
analysis, trustworthiness and credibility and ethical consideration.
Research Design
The researecher will be using the interview method to gather data about the effectiveness of
mtbml-mle, wether the language has an effect of learning process of the pupils. This questioner
will be used to determine if there is a big difference of the response of the selected participants.
The questioner could lead to the ideas that would help to the development of the research. The
researcher will also use set of questions interpreted in two different ways, the Maranao and
maguindanao, language.
Role of the Researcher
Research materials
Data Collection
A semi-structured in-depth interview (Patton, 1990) was used as data gathering tool. Their answers
revolved on the questions “
Data Analysis
Trustworthiness of the study
Ethical consideration