MTB - MLE: The Effect on the Speaking Ability of

Grade 7 Students in the English Language

Introduction
MTB-MLE is a type of teaching that utilizes the usage of the first language learned by a

child. The first language used in the teaching and learning process of grades 1 to 3 is the

mother tongue, termed as Language 1 (L1) in Grade 1. This leads to the learning of a

several language, called Language 2 (L2) during Grade 2 and a third language called

Language 3 (L3) for Grade 3.

There are certain countries potently implementing English Language policy. They believe

that English Language innovate social issues (Hillman, 2015; Kirkpatrick, 2014). On the

other way around, some were accommodating the new policy that had been implemented,

the MTB-MLE to fuse with the United Nations Educational Scientific and Cultural

Organization (UNESCO) which preserving learners’ language as the form of teaching

(Cruz, 2015; Wa-Mbaleka, 2014 b). In this world, in contrast, the role of English

Language cannot be overlooked. According to UNESCO (2007), Mother Tongue is a

language that a person: 1) has learned first; 2) ascertains with or is recognized as a native

speaker of by others; 3) recognizes best; and 4) practices most. Sheri Joy C. Namanya

Linguistic imperialism has limited the accessibility of many resources to certain language
groups (Phillipson, 1992). Because of this phenomenon, UNESCO (1953, 2003, and

2010) advocated the MTB-MLE policy as a way of upholding equal rights and

opportunities for all (Ball, 2011). It is also a means of safeguarding indigenous languages

and promoting sustainable national development (Ouane & Glanz, 2011; SIL

International, 2009; UNESCO, 1953; Wa-Mbaleka, 2015). Sheri Joy C. Namanya

Our country had witnessed the gigantic transformation of educational system when

Republic Act (RA) No. 10533, also known as the “Enhanced Basic Education Act of

2013”, which signed by the former President Benigno Aquino last May 15, 2013. One of

the stunning features of this law is the use of the native language as the subjects taught in

the classroom and as the primary means of instruction (MOI). Edgar R. Eslit

The MTB-MLE program is more than just using a Mother Tongue as the language of

instruction when elucidating the curriculum but also conducting research and evidence-

based policies, adequate teaching and learning materials, and thorough teachers’ training

which are now continuously conducted by the Department of Education (DepEd) in

Iligan. This changing language policy in education is part of a rising movement around

the world to support mother tongue instruction in the early years of a child’s education.

Edgar R. Eslit

In the case of MTB-MLE, very little consideration has been given to the perspectives of

those at the grassroots or ground level, namely teachers, parents and students. The

government rather viewed them as soldiers of the system carrying out the orders

(Shohanny, 2006). Edgar R. Eslit

Despite assumptions that the reform is being implemented in alignment with explicit

policy statements, other researchers suggested that policies are interpreted and

appropriates differently depending on the context (Johnson & McCarty, 2011). While the

national MTB-MLE policy statement (i.e., the de jury policy) aims to integrate mother

tongue instruction throughout the country, the actual implementation (the like of the de

facto policy) differs across the country. This point to the importance of parents, teachers

and students in the policy process because, in essence, their action affect the

implementation of the policy itself (Sutton & Levinson, 2001). Edgar R. Eslit

This research study aims to conclude the effect of MTB-MLE on the speaking ability of

grade 7 in English language. It seeks to identify the necessity of using MTB-MLE with

the connection to the speaking of English language.

Setting of the Study

This study was conducted in St. Louise de Marillac College of Bogo. St, Louise de

Marillac is a Catholic institution of learning SLMCB has the “special obligation to form

students who are neighbours to every person and who actively help him/her comes across

his path.” (Letter of Sister Chiron to the Daughters of Charity)

St. Louise de Marillac is located at Sor D. Rubio ST., Bogo City, Cebu. In 1936, Sor

Dorotea L. Rubio, D.C. a native of Bogo, spurred by compassion and love for the poor,

founded Beneficencia de la Sagrada Familia an institution to take care of the orphans and

to give Catholic, Christian and Vincentian education to the many young and deserving

girls of the town. Inspired by the fervor of her missionary sister, Doña Raquel Rubio
viuda de Sanchez made available the building thus, came into the existence the “Escuela

de la Sagrada Familia,” the forerunner of Holy Family Academy, and presently St. Louise

de Marillac College of Bogo.

In the year 1938, complete elementary education duly recognized by the government was

offered. In 1940, the school was renamed “Academia de la Sagrada Familia”, during

which time, the first two years of high school were offered in an answer to the demand

for further educational development of youth. At the start of its operation, there were only

23 students. When war broke out in 1941, the “academia” was closed and renamed so, till

1950 – 1951, when it was reopened. The Archbishop of Cebu, Juloi Cardinal Rosales,

donated laboratory equipment and books for the library.

Doña Filomena Rubio, another sister of the foundress, furnished the building for

complete secondary course, so that by 1953, the school turned out its first high school

graduates in the name Sacred Family Academy with government recognition #510 series

of 1953.

From 1936 to 1956, the Holy Family Academy has been affording the people of Bogo

and nearby places quality education in line with the vision-mission of the Education

Ministry of the Daughters of Charity.

In school year 1998 – 1999, the Holy Family Academy was renamed St. Louise de

Marillac College of Bogo and approved by the Securities and Exchange Commission.
Government permit was granted by the Commission on Higher Education to open college

courses in Bachelor of Secondary Education, Bachelor of Elementary Education,

Bachelor of Business Administration and Associate in Computer Technology leading to

Bachelor of Science in Computer Science and later Bachelor of Science in Hospitality

Management.

Simultaneously, the Technical Education and Skills Development Authority granted

recognition to open short – term courses – Hotel and Restaurant Service Technology and

Business Office Technology. The SLMCB Building I (administration academic facilities)

was blessed and inaugurated on September 6, 1998.

In June 2013, the 3- storey building, with prayer room at the first floor was blessed. The

building was anticipation for the K-12 program.

SLMCB will remain steadfast as the voice and arm of the Catholic Church. It will

continue to address life with the Vincentian Vision – Mission, core value and thrusts

inculcated in its students, Lay Mission Partners (LaPMs), parents, alumni and other

stakeholders.

Theoretical Background

A large body of evidence from different countries as well as advances in the field of

cognitive neuroscience show that the children who have access to mother tongue based
multilingual education (MTB-MLE) develop better language skills in their mother

tongues as well as national languages. When knowledge of a second language (L2) is

added to a rich knowledge of a first language (L1), a child forms complex knowledge

networks (addictive bilingualism).

In contrast, teaching basic skills to young children in a foreign language through

language immersion is shown to even be detrimental in some cases. “children, who have

limited vocabulary in their first language will not benefit as thoroughly from

bi/multilingual instruction and will use elements of the second language to replace the

first (subtractive bilingualism).

There is no “one – size – fits – all” method for integrating multiple languages into an

educational system. In some countries, students learn in the official language in higher

grades while studying in their mother tongue in lower primary grades. In other countries,

logistical and political complexities pose a challenge to the implementation of MTB-

MLE, and students are immersed in the official language from the beginning and during

all grades. Abadzi 2006.

Introducing a second language to children is more advantageous when it s introduced to

them at an early age and in low anxiety situations, containing familiar and easy

understood messages rooted in their culture and traditions. Children learn a language

most efficiently between the ages of 3 and their ability declines dramatically afterwards

as working memory and reasoning ability increases. In addition, the earlier vocabulary

and grammar are learned, the easier and faster they are mastered and used to impact

achievement in other subjects. Children should learn 1,000-2,500 words a year in order to

understand the roughly, 2,000-3,000 words needed to understand the concept of lessons
sufficienly.

Conceptual Framework

COGNITIVE DEVELOPMENT

LIFELONG LEARNING,
ACADEMIC DEVELOPMENT COMMUNICATIVE
COMPETENCE

SECOND LANGUAGE DEVELOPMENT

Statement of the Problem

This study is a measurement of the effect of Mother Tongue Based- Multilingual

Education on grade seven pupils in St. Louise de Marillac.

This study seeks to answer the following question:

1. What are the effects of Mother Tongue Based Multilingual Education on speaking ability of

grade seven pupils?

2. Does the outcome of using MTB-MLE efficient? Explain.

3. Is MTB-MLE useful? In what way?

4. Is/Are there any negative effect of MTB-MLE? State.

Significance of the study

The findings of this study will redound to the benefit of society considering that speaking

ability plays a vital role in our society today. The greater demand for graduates with

English language background justifies the need for more effective, life-changing when it

comes to vocation.

This study could provide a helpful approach to speaking ability. The beneficiaries are the

following:

Administrators/School: The results of this study would offer assistance especially on

updating teachers’ competencies and procurement of instructional materials.

Recommended approach from the result of this study will able to train students better.

They will be guided on what should be emphasized by teachers in the school curriculum

to improve the students’ performance in the English language.

Teachers: This study would guide them to ascertain what factors had much affected the

achievement profile of their respective students and as much as they could find ways and

means to improve these factors to upgrade the performance of grade 7 students in the

aforementioned.

Students: The students will be the recipients of the benefits from the result of this study.

Knowledgeable students are competent participants that would benefit in making themselves ready to

become language learner.

Parents: They will reap the joy and contentment of the success of their children in the

speaking ability. Their efforts will be reciprocated by an assurance of the quality of

learning that their children obtained from school.

Researchers: The result of this study could be a big help in other researchers as a source

of information.
To enclose, the results of this study would serve them as guide, they could cooperatively

worked together in dealing with students. As a consequent the academic performance of

the student could be greatly enhanced.

Scope and limitations of the study

This study focused only on the MTB-MLE: Its effect on the speaking ability of grade 7

student in English language. This study was done at St. Louise de Marillac College of

Bogo, High School Department during their academic year 2018-2019. The respondents

of the said study were compost of 50 students. 10 students every grade 7 section were

selected to participate the said study made. The result of this study is applicable not only

to respondents of the study but also to those who are and will be affected to the

aforementioned problem.

The researchers were aiming to find out the effect of MTB-MLE to students specifically

in their speaking ability in the field of English Language. Also, to give recommendations

to institution’s with regard to assessing students’ development and enhancement to have a

efficient outcome.

Definition of Terms
The following terms would help everyone to comprehend fully the use and effectiveness

of the MTB-MLE.

MTB-MLE (Mother Tongue – Based Multilingual Education). Is the new way of

assessing students learning that foster students speaking ability in English language.
Mother Tongue. Refers to the first language used by a child dealt to the medium of

communication.

Effect. It is the impact of using the MTB-MLE to students specifically in English

speaking ability of the students.

Speaking Ability. It is to be measured how fluent a student of grade 7 in speaking the

universal language.

English Language. It is the focus of the study made. The researchers specified the study

to determine the students’ ability in terms of English literacy.

Review of Literature

There were two studies in the United States (Ramirez, 1997) and one in the Philippines

(Walter & Dekker, 2011) which concluded that the minority language students gained

literacy in their first language experienced with higher academic achievement compared

to students who learned in a second or third language. They recommended that second

and third languages can be acquired more easily if the foundation in the first language is

established promptly.

In Asia, this is apparent in growing number of educational programs that use the mother

tongue approach. Good examples can be found in Cambodia, Indonesia, Malaysia,

Thailand, and Vietnam. (Kosonen, 2009). Whereas the use of non-dominant languages in

education is allowed in each of the aforementioned countries, Philippines is the only

country to introduce a national policy requiring the mother tongue inclusion in the early

grades. The action of the Department of Education and congress to adopt the MTB-MLE

was based on the aftermaths of previous quantitative and longitudinal studies that

highlighted the benefits of using the mother tongue as the language of instruction.

The program recognized that the MT policy holds potential for a large scale change.

Matland (1995) suggested that this kind of change will work for policies with low

ambiguity and low conflict. Policies with low ambiguity are easy to interpret, and policies

with low conflict have little chance of creating resistance for implementation. Matland

compared change of this nature with a machine in which explicit information flows from

one level to the next. He argued that “top-down” approach is best suited for policies

that are technical and administrative in nature. It must essentially be assured to succeed

as long as the appropriate resources are allocated.

Opposing Matland’s (1995) idea, the MTB-MLE reform in the Philippines contains

ambiguity and conflict. In terms of ambiguity, the DepEd orders specified what should be

done but offered little support on how it should be done. For example, the orders called

for instruction in the mother tongue, yet government-provided resources are only

available in the twelve primary regional languages in kindergarten and for Grades 1-3

nationwide. As such, it is unclear how to implement the policy in a way that it aligns with

the desired mother tongue approach given the lack preparation and suitable MT

learning materials and books. Policies with ambiguity conflict may require more

involvement from the ground level to be sustainable and effective (Darling, 1995).