The Implementation of Mother Tongue-Based Multilingual Education: Seeing It from the Stakeholders’ Perspective

Cabansag, John N.

doi:10.5539/ijel.v6n5p43

Cited by 13 publications

(19 citation statements)

References 25 publications

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“…Like the results presented in the results of Anudin [8] and Cabansag [9], the participants of the study also mentioned the dearth of teaching and learning materials in the implementation of MTB-MLE in their experience. In the statement of teacher Juvelyn below, she mentioned that she used visual aids and printed pictures of objects, and she also uses multimedia materials, particularly television.…”

Section: There Are Available Materials But Insufficientsupporting

confidence: 55%

“…The study by Cabansag [9], on the other hand, examined the problem from the perspectives of the school's stakeholders; aside from the teachers, other internal and external stakeholders were included, such as the pupils, parents, local school board, parent-teachers, and community association, including the nongovernment organizations and local government units. Results indicate that the MTB-MLE program provides a learning environment that promotes expressing ideas better on the part of the learners and that Mother Tongue instruction is said to contribute to building the learners' selfconfidence along with better retention and the promotion of a learner-friendly environment.…”

Section: Mtb-mle In Basic Educationmentioning

confidence: 99%

“…The comment presented by Cabansag [9] with regard to the top-down planning and implementation of the MTB-MLE program was already explored by Burton [11] in her dissertation. Her exploration of the understanding of the teachers and parents about the implementation of MTB-MLE.…”

Section: Mtb-mle In Basic Educationmentioning

confidence: 99%

See 2 more Smart Citations

Teachers' Experiences in the Implementation of Mother Tongue-Based Multilingual Education in Indigenous People Learner Dominated School in Southern Palawan, Philippines

Cansino

Maulad²,

Magbata³

et al. 2022

AJESS

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This study sought to examine the implementation of MTB-MLE in schools where the majority of the students are indigenous learners. It specifically aimed to describe the (1) teachers' experiences with MTB-MLE implementation and the (2) the teachers' concerns in implementation. Purposive sampling was used; 6 Primary Teachers were interviewed using a semi-structured interview technique. Results show that the teachers believe in the program's purpose of the program, but in practice, it has some issues that call for reflection among policymakers and program implementers. The teachers see MTB-MLE as something irrelevant because it is a duplication of the Filipino subject which is not the Mother Tongue of the learners in the first place. Another issue that was revealed is the implication of having a multilingual classroom. The diversity of the linguistic backgrounds of the learners poses a problem. Teacher says that they receive training on MTB-MLE, but such training has no practical relevance to their day-to-day instruction. The teachers also mention the dearth of teaching and learning materials. It could be safely said that the implementation of MTB-MLE failed to achieve its purpose, and it needs more re-thinking. The researchers believe in the goal of Deped in implementing the program but that more research is needed. Collaborating with teachers, anthropologists, linguists, and artists is necessary.

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Section: There Are Available Materials But Insufficientsupporting

confidence: 55%

Section: Mtb-mle In Basic Educationmentioning

confidence: 99%

See 1 more Smart Citation

Teachers' Experiences in the Implementation of Mother Tongue-Based Multilingual Education in Indigenous People Learner Dominated School in Southern Palawan, Philippines

Cansino

Maulad²,

Magbata³

et al. 2022

AJESS

View full text Add to dashboard Cite

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“…Consistent with the findings of Iamkitphaisarn (2009), that seems to be a strong positive linear relationship (r = 0.854) between the teachings and the analytical ability of the sixth graders. Furthermore, it is in line with the findings of Cabansag (2016) who indicated that MTB-MLE benefited the first and second graders in expressing better ideas, building self-confidence, developing better retention in mathematics, and promoting friendly environment.…”

Section: The Cohort Students Met the Criteria In Critical Thinking Insupporting

confidence: 77%

Has the Implementation of MLE Improved the Achievements in Thailand’s Deep South?

Cheni¹,

Sintana²,

Watcharasukum³

et al. 2017

IJEL

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Long-term evaluations of student performance are important to show whether Multilingual Education (MLE) students are making real progress, as well as to show what changes are needed to make MLE programs more successful. The purpose of this paper is to describe a six-year study of MLE students in Southern Thailand. .In 2007, the Research Institute for Languages and Cultures of Asia, Mahidol University (RILCA-MU) initiated the Patani Malay-Thai Bi/multilingual Research Project in four schools in Southern Thailand. In 2011, the Yala Rajabhat University (YRU) staff began biannual student evaluations of both the experimental (MLE) schools and the "normal" Thai-only comparison schools, when the first cohort of students began primary grade 1. YRU followed these students' performances until 2016 when they completed primary grade 6. The learning achievement for students in the experimental (MLE) schools was found to be significantly higher than that of students in the comparison schools at the level of 0.01, except in grade 6. The number of students who met the basic educational criteria was greater for the MLE schools than the comparison schools. MLE was found to be very helpful for low and mid-level performing student. Finally, scores on the critical thinking skills assessment of the MLE students were greater than the comparison school students. Thus, this six-year research project has clearly shown that MLE can help to solve the problems of teaching and learning in Thailand's three southern border provinces. This approach to long-term evaluations can be helpful to projects in other countries also.

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“…The hegemony of the English and French languages in Africa has been ignored by the international community for a long time (Brock-Utne & Mercer, 2014). Researchers in this regard (Alexander, 2009;Alidou et al, 2006;Cabansag, 2016;Skutnabb-Kangas, 2017) have argued against the use of English and French as dominant language in African education systems since this has resulted in African languages being shifted to the background; this is likely to affect the delivery of quality education for all speakers of African languages.…”

Section: Introductionmentioning

confidence: 99%

Voices of Grade Four teachers in response to Mazibuye Izilimi Zomdabu! (Bring Back African Languages!): A decolonising approach

Mweli¹

2018

Journal of Education

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The language of learning and teaching (LoLT) poses a threat to the quality of teaching and learning of most learners who speak African languages in Africa and particularly in South Africa. In this study, I explore language attitudes and the lived experiences of 400 Grade Four teachers in Pinetown and UMgungundlovu districts teaching African learners using English as LoLT. The study challenges Anglonormative language ideologies (Mckinney, Carrim, Layton, & Marshall, 2015) and the coloniality of dominant discourses about LoLT in South Africa. Calling on the voices of the teachers, I argue for the use of African languages to teach African learners as a powerful measure to regain African identity and to delink education from Eurocentric knowledge and cultures. I compared results from quantitative and qualitative data to arrive at the overall finding that most Grade Four teacher participants prefer the use of African languages to teach African learners and that these teachers are experiencing difficulty in using English as LoLT to teach most of them. Drawing from teachers' responses, I conclude that the use of African languages in education connects learners' worldviews and ways of knowing to the curriculum and provides access to knowledge.

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The Implementation of Mother Tongue-Based Multilingual Education: Seeing It from the Stakeholders’ Perspective

Cited by 13 publications

References 25 publications

Teachers' Experiences in the Implementation of Mother Tongue-Based Multilingual Education in Indigenous People Learner Dominated School in Southern Palawan, Philippines

Teachers' Experiences in the Implementation of Mother Tongue-Based Multilingual Education in Indigenous People Learner Dominated School in Southern Palawan, Philippines

Has the Implementation of MLE Improved the Achievements in Thailand’s Deep South?

Voices of Grade Four teachers in response to Mazibuye Izilimi Zomdabu! (Bring Back African Languages!): A decolonising approach

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