Document Type
Paper presentation
School Name
De La Salle University Integrated School
School Code
ARCH00044
Abstract / Executive Summary
In 2012, DepEd Order 74 s. 2009 or Institutionalizing Mother Tongue-Based Multilingual Education (MTB-MLE) was mandated, requiring all schools to use the mother tongue as a medium of teaching and learning (MOTL) starting SY 2012-2013. However, Republic Act 12027 reverted to Filipino and English as the MOTL in all schools, making the use of the mother tongue optional. This study was conducted as an evaluation of one private school’s implementation of the MTB-MLE program. This also supports SDG 4, Quality of Education, aiming to reduce inequality in education by allowing students to learn using the language they know best. Five program components were evaluated namely choice of language, quality of learning materials, quality of instruction, quality of teacher training, and teacher competence. The language attitudes of parents and teachers were also examined. The study used a mixed-method design to analyze data from class observations, surveys, and interviews among teachers, parents, and administrators. Purposive sampling was used, with ethical considerations ensuring informed consent and data privacy. Results of the study indicated that the school performed well in four program components, teachers and parents favored English as the medium of instruction, and the school's implementation deviated from DepEd mandates, notably in language mapping and prescribed teaching strategies. The study highlights the crucial role of teachers, the challenges of incorporating local culture in materials, and the need for contextually appropriate language mapping. Enhanced teacher training and improved instructional materials are recommended to address complex concepts in the mother tongue and foster stakeholder collaboration.
Keywords:
MTB-MLE; program evaluation; mother tongue; language attitude; private schools
Evaluation of the Mother Tongue Program of DLSU IS
In 2012, DepEd Order 74 s. 2009 or Institutionalizing Mother Tongue-Based Multilingual Education (MTB-MLE) was mandated, requiring all schools to use the mother tongue as a medium of teaching and learning (MOTL) starting SY 2012-2013. However, Republic Act 12027 reverted to Filipino and English as the MOTL in all schools, making the use of the mother tongue optional. This study was conducted as an evaluation of one private school’s implementation of the MTB-MLE program. This also supports SDG 4, Quality of Education, aiming to reduce inequality in education by allowing students to learn using the language they know best. Five program components were evaluated namely choice of language, quality of learning materials, quality of instruction, quality of teacher training, and teacher competence. The language attitudes of parents and teachers were also examined. The study used a mixed-method design to analyze data from class observations, surveys, and interviews among teachers, parents, and administrators. Purposive sampling was used, with ethical considerations ensuring informed consent and data privacy. Results of the study indicated that the school performed well in four program components, teachers and parents favored English as the medium of instruction, and the school's implementation deviated from DepEd mandates, notably in language mapping and prescribed teaching strategies. The study highlights the crucial role of teachers, the challenges of incorporating local culture in materials, and the need for contextually appropriate language mapping. Enhanced teacher training and improved instructional materials are recommended to address complex concepts in the mother tongue and foster stakeholder collaboration.
