Mother tongue reading materials as a bridge to literacy

Leighton, Margaret

doi:10.1016/j.econedurev.2022.102312

“…The policy is clear with its guiding principle aside from the success of the Lubuagan project (Dekker & Young, 2007), which is cited as a basis for the MTB-MLE policy; a body of research worldwide supports this claim (Hitotuzi, 2006;Leighton, 2021;Madriñan, 2014). Thus, the method of measuring the effectiveness of using the Mother Tongue (Namanya, 2017) as a medium of instruction for learning a second language or a foreign language would not be theoretically sound and could indicate a certain amount of misunderstanding of the role of the mother tongue in second and third language acquisition.…”

Section: Resultsmentioning

confidence: 99%

“…For the past decades, researchers worldwide have given attention to this issue. There is overwhelming empirical data that proves the effectiveness of using the Mother Tongue in communicating the lesson and as an effective springboard in learning a second language and learning a foreign language (Education Development Center, 2017;Hitotuzi, 2006;Kadtong, 2018;Leighton, 2021;Madriñan, 2014;Mbaleka, 2014;Namanya, 2017a;Oda & Vizconde, 2021;Reonal, 2016;Saneka, 2016;Tsagari & Georgiou, 2016;Turin, 2017;Yadav, 2014).…”

Section: Introductionmentioning

confidence: 99%

The Philippines MTB-MLE Program: Reconciling Its Utilitarian and Ideological Rationales

Cansino

¹

2023

EAJMR

1

0

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This paper explored the literature on the implementation of "Mother Tongue Based-Multilingual Education" in the Philippines using the Postcolonial lens expressed by Constantino and Osias. It argues that the program is misunderstood among its stakeholders, and there have been lapses in its planning and implementation. This paper attempts to reconcile ideological and pragmatic principles that underly the MTB-MLE program in the Philippines. It was argued that the failure of the program was not due to it being theoretically ungrounded. Still, on the implementation side, as evidenced by the lack of reference materials and instructional materials, the skill gap between the teachers and the necessary language skills is also apparent, aside from the unforeseen challenges concerning the multilingual classroom contexts.

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“…In addition, the mother tongue serves as a cultural and conceptual bridge that connects learners' existing knowledge and experiences with the target language (Alshayban & Alghammas, 2020;Gempeso & Mendez, 2021;Leighton, 2022). By incorporating elements of students' first language into language teaching, educators can contextualize language learning within familiar cultural frameworks, making it more meaningful and relevant (Gardner-Chloros, 2020; Goodman & Tastanbek, 2021;Pintado Gutiérrez, 2021).…”

Section: Functions Of Mother Tongue In Previous Studies (L1)mentioning

confidence: 99%

Exploring Code-Switching Practices in Vietnamese Classrooms: An Introductory Investigation

Tam

2024

Jolcc

0

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This study delves into the nuanced practice of code-switching (CS) in English as a Foreign Language (EFL) classrooms in Vietnam, examining its implications for language learning from both educators' and learners' perspectives. Through a mixed-methods approach, involving surveys and interviews with 225 ESL students and 8 experienced ESL lecturers at a renowned public university in Ho Chi Minh City, this research illuminates the multifaceted role of CS in enhancing comprehension, engagement, and linguistic proficiency. The findings reveal a general preference among students for a balanced use of English and Vietnamese, underscoring the pedagogical value of strategic CS in facilitating understanding and reducing the affective filter in language learning. Educators' narratives highlight the benefits and challenges of CS in maintaining English exposure while accommodating diverse learner needs. The study also uncovers emerging issues, such as the impact of digital and online learning environments on CS practices and the influence of external expectations on educators' language use decisions. By integrating insights from existing literature, this research contributes to a deeper understanding of the dynamic interplay between language use and educational outcomes in bilingual settings, advocating for flexible, learner-centered teaching approaches that accommodate the evolving landscape of language education.

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“…In addition, the mother tongue serves as a cultural and conceptual bridge that connects learners' existing knowledge and experiences with the target language (Alshayban & Alghammas, 2020;Gempeso & Mendez, 2021;Leighton, 2022). By incorporating elements of students' first language into language teaching, educators can contextualize language learning within familiar cultural frameworks, making it more meaningful and relevant (Gardner-Chloros, 2020; Goodman & Tastanbek, 2021;Pintado Gutiérrez, 2021).…”

Section: Functions Of Mother Tongue In Previous Studies (L1)mentioning

confidence: 99%

Exploring Code-Switching Practices in Vietnamese Classrooms: An Introductory Investigation

Tam

2024

Jolcc

0

View full text Add to dashboard Cite

This study delves into the nuanced practice of code-switching (CS) in English as a Foreign Language (EFL) classrooms in Vietnam, examining its implications for language learning from both educators' and learners' perspectives. Through a mixed-methods approach, involving surveys and interviews with 225 ESL students and 8 experienced ESL lecturers at a renowned public university in Ho Chi Minh City, this research illuminates the multifaceted role of CS in enhancing comprehension, engagement, and linguistic proficiency. The findings reveal a general preference among students for a balanced use of English and Vietnamese, underscoring the pedagogical value of strategic CS in facilitating understanding and reducing the affective filter in language learning. Educators' narratives highlight the benefits and challenges of CS in maintaining English exposure while accommodating diverse learner needs. The study also uncovers emerging issues, such as the impact of digital and online learning environments on CS practices and the influence of external expectations on educators' language use decisions. By integrating insights from existing literature, this research contributes to a deeper understanding of the dynamic interplay between language use and educational outcomes in bilingual settings, advocating for flexible, learner-centered teaching approaches that accommodate the evolving landscape of language education.

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Mother tongue reading materials as a bridge to literacy

Cited by 6 publications

References 22 publications

The Philippines MTB-MLE Program: Reconciling Its Utilitarian and Ideological Rationales

The Philippines MTB-MLE Program: Reconciling Its Utilitarian and Ideological Rationales

Exploring Code-Switching Practices in Vietnamese Classrooms: An Introductory Investigation

Exploring Code-Switching Practices in Vietnamese Classrooms: An Introductory Investigation

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