Implementation of mother tongue based-multilingual education: Problems and issues in the teaching of Akeanon

Abstract

This study aimed to determine the problems and issues in teaching Mother Tongue-Based Multilingual Education in Aklan. The respondents of the study were the 67 teachers in the District of Kalibo. The study employed a mixed-method research procedure. For the quantitative phase, the data were gathered using a validated researcher-made questionnaire. For the qualitative phase, data were gathered through focus group discussions. On the basis of the responses, when grouped as a whole, the respondents encountered minimal problems in the teaching of MTBMLE in terms of curriculum, instructional materials, and teacher preparation. In terms of curriculum, when grouped as a whole and when classified according to grade level handled, teachers had minimal problem in all aspects of the curriculum. It can be concluded that the teachers were not conclusive to state with certainty whether or not the Philippines is well prepared for the implementation of MTBMLE. While the curriculum has been implemented in the schools and by the teachers, enough training seemed to be lacking to allow successful implementation. In terms of instructional materials when taken as a whole and when grouped according to grade level handled, the respondents encountered minimal problems except for instructional materials such as local short stories, poems, rhymes, and songs in Akeanon are not exposed to the pupils; available materials are not appropriate to the language, level, culture, and context in mother tongue; and new words in mother tongue endorsed by DepEd that should be introduced in meaningful context so that the pupils can easily understand are not found in teacher's instructional materials in which respondents described those aspects as serious problems. It can be concluded that since Akeanon language was only added on the later part of the implementation together with the other languages, its orthography, and availability of materials are not that established compared to other languages thus, making instructional materials as well as local short stories, poems, rhymes and songs that are appropriate to the culture and language of the respondents unavailable. Based from the results of the focus group discussions, it can be concluded there is a need for provision of books and instructional materials that are helpful to the learning of the pupils which will increase their understanding, and that MTBMLE policy must consider the development of graded transcribed reading materials in the learners” home language. In terms of teacher preparation when taken as a whole and when grouped according to the grade level handled, the respondents had minimal problems except on the time allocated in preparing instructional materials is not enough due to other tasks like making school reports, documentations, and other extra-curricular activities. This can be concluded that teachers find it hard to allocate enough time and money in preparing instructional materials in Akeanon context like creating big books due to school reports and other documents that are being assigned to them. It can also be concluded that since mostly of the respondents had not attended trainings regularly, they are not fully equipped on how to deliver instructions and do not fully understand the goals of MTBMLE policy. Despite the problems that the teachers encountered in teaching MTBMLE, they still perceive that this new curriculum will have a positive impact on the learning of mother tongue if there will be enough production and supplementation of instructional materials since MTBMLE serves as a tool to enhance the understanding or analyzing of concepts presented in written or oral languages and that pupils can participate more actively in class discussions and accommodate new knowledge.