Mother Tongue No More: Language Transition

Experiences of 4th Grade Private

School Teachers

A Outline Proposal Presented to the Faculty of

the Graduate School Program,
St. Mary’s College Of Tagum City

ANA JEAN T. MIRAFUENTES, LPT

Researcher
 Mother Tongue No More: Language Transition Experiences of
4th Grade Private School Teachers

Introduction
In Yogyakarta, Indonesia, teaching English
for instance becomes a crucial issue when it
is taught as a foreign language
In the Philippines, the MTB-MLE reform in
the Philippines contains ambiguity and
conflict.
In Davao Region, many Filipino children
begin their education in a language they do
not speak nor understand.
 Mother Tongue No More: Language Transition Experiences of
4th Grade Private School Teachers

Purpose of the Study

 This study aimed to explore and understand
the Language Transition Experiences of 4th Grade
Private School Teachers in Panabo City from
Sinugbuanong Binisaya to English language.
 At this stage of research, it is concerned for
the purpose of understanding the lived
experiences of private school teachers in the
language transition of 4th grade students in using
English as a medium of instruction in Panabo City
its impacts to growth and learning of students.
 Mother Tongue No More: Language Transition Experiences of
4th Grade Private School Teachers

Research Questions
1. What are the live experiences of the
private school teachers in handling 4th
grade students in their performance after
the implementation of MTB-MLE?
2. What are the coping mechanisms of
private school teachers in the
implementation of of MTB-MLE?
3. What are the insights of private school
teachers in the implementation of MTB-
MLE?
 Mother Tongue No More: Language Transition Experiences of
4th Grade Private School Teachers

Theoretical/Conceptual Framework

 Deped Order No. 31 s. 2013

 Hovens, 2002
 Mother Tongue No More: Language Transition Experiences of
4th Grade Private School Teachers

Methodology
Research Design
Qualitative – Phenomenological
Research Participants
Purposive Sampling
Grade four teachers in Private Schools
Four (4) FGD and Three (3) IDI
Dukes (1984)
 Mother Tongue No More: Language Transition Experiences of
4th Grade Private School Teachers

Methodology
Role of the Researcher
- designer, interviewer, transcriber, verifier,
reporter, and analyst of data
Data Sources
- (Interview) In-depth interview and focus
group discussion
- Facial expressions, recording (for
interpretation of data)
 Mother Tongue No More: Language Transition Experiences of
4th Grade Private School Teachers

Methodology
Data Collection Procedure
- Dean of Graduate School
- Letter of permission (School President)
- Principal
- Inform the study to the Participants
- Duly signed informed consent
- Agreement between participants and
researcher
- Administer semi-structural interview
- Will organize, transcribe, use of thematic
analysis
 Mother Tongue No More: Language Transition Experiences of
4th Grade Private School Teachers

Methodology
Data Analysis
- Open ended questions
- Transcriptions (IDI & FGD)
- Data coding
- thematic analysis
 Mother Tongue No More: Language Transition Experiences of
4th Grade Private School Teachers

Trustworthiness of the Study

Credibilty
Triangulation Method, Iterative Question
Transferability
a furnish copy of my study will be made
accessible in the library
Dependability
submit to the experts the Audit Trail
Confirmability
Member Checking
 Mother Tongue No More: Language Transition Experiences of
4th Grade Private School Teachers

Measures to Ensure Ethical Consideration

Belmont Report
• Respect for Person
– Anonymity, confidentiality, informed consent
(information, comprehension, and voluntariness)
• Beneficence
– A researcher’s way that could obtain the same
knowledge but with lower risks to participants
• Justice
– It addresses the distribution of the burdens and
benefits of research.
 Mother Tongue No More: Language Transition Experiences of
4th Grade Private School Teachers

References
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psychology. Qualitative Research in Psychology, 3, 77-101.
Creswell,J.W. (2007). Qualitative inquiry and research
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Sage.
Cummins, J. (2000). Language, power, and pedagogy: Bilingual
children in the crossfire. Clevedon, England:
Multilingual Matters.
Department of Education. 2009. Institutionalizing mother tongue-based
Multilingual education (MTB-MLE). (Department Order No. 74).
Retrieved from Philippines
 Mother Tongue No More: Language Transition Experiences of
4th Grade Private School Teachers

De Belen (2015). Research Methods and Thesis Writing.

1st edition.
Department of EducationDepEd Order No.16 s.2012. Guidelines on the
Implementation of the Mother Tongue-Based- Multilingual
Education (MTB-MLE). February 17, 2012
Deped Order No.31 s.2013. Clarifications on the Policy Guidelines
on the Implementation of the Language Learning Areas and Their
Time Allotment in Grades 1 and 2 of the K to 12 Basic Education
Program
Dukes. (1984). International Journal of Social Research Methodology Can
sample size in qualitative research be determined a priori
Kvale, S. (1996). Interviews: An introduction of Qualitative Research
Lincoln, YS. & Guba, EG. (1985). Naturalistic Inquiry. Newbury Park, CA:
Sage Publications.
Lie, A. (2007). Education policy and EFL curriculum in Indonesia:
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