Hiligaynon as Medium of Instruction: Perspectives, Challenges, Initiatives, and Recommendations of Primary Grade Teachers

Main Article Content

Nicole Tupaz
Kaye Angela Berja
Queenie Ervimarie Cabiles
Maria Dessa Delos Santos
Dianne Jopson
Jezza Mar Sencil
Ana Mary Ann Pancho

Abstract

This study explored the perspectives, challenges, initiatives, and recommendations of primary grade teachers on using Hiligaynon as a medium of instruction. The researchers adopted a qualitative- descriptive design using the narrative inquiry approach with three purposively chosen primary grade teachers as study participants. The researchers gathered the data by conducting personal and semi-structured interviews. The interview transcripts were used to analyze the data in response to the questions raised in the study. Hiligaynon is viewed as weak, difficult, and irrelevant. The primary grade teachers made a rigorous attempt to adopt Hiligaynon as a medium of instruction; however, the lack of training and inadequacy of resources written in Hiligaynon were the leading challenges faced by the primary grade teachers. Hence, in view of the challenges faced, the primary grade teachers initiated the following: finding appropriate methods and resources, bridging the learners' first language to the second language, and adapting. On this ground, the primary grade teachers suggested that Hiligaynon may only be utilized in MTB-MLE subjects rather than in all subject areas. The Department of Education officials and school heads may jointly plan for further training and seminars to realize these aspirations.

views Abstract Views: 215 times | download Downloaded: 128 times

Downloads

Download data is not yet available.

Article Details

How to Cite
Tupaz, N., Berja, K. A., Cabiles, Q. E., Delos Santos, M. D., Jopson, D., Sencil, J. M., & Pancho , A. M. A. (2022). Hiligaynon as Medium of Instruction: Perspectives, Challenges, Initiatives, and Recommendations of Primary Grade Teachers. Research Journal of Education, Science and Technology, 2(1), 18–36. Retrieved from https://rjest.org/index.php/journal/article/view/25
Section
Articles

References

Baxter, P., & Jack, S. (2008). Qualitative case study methodology: Study design and implementation for novice researchers. The Qualitative Report, 13, 544–559.

Begi, N. (2014). Use of Mother tongue as a language of instruction in early years of school to preserve the Kenyan culture. Journal of Education and Practice, 5(3), 37-39. Retrieved from https://www.iiste.org/Journals/index.php/JEP/article/download/1071710922

Beka, M.B. (2016). Mother tongue as a medium of instruction: Benefits and challenges. International Journal of Innovative Language, Literature & Art Studies 4(1):16-26. Retrieved from http://seahipaj.org/journals-ci/mar-2019/mar-2016/IJILLAS/full/IJILLASM-2-2016.pdf

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa

Burton, L. (2013, May). Mother Tongue-based multilingual education in the Philippines: Studying Top-Down Policy Implementation from the Bottom Up [Doctoral dissertation, University of Minnesota]. UMN Conservancy. Retrieved from https://conservancy.umn.edu/bitstream/handle/11299/152603/Burton_umn_0130E_13632.pdf

Department of Education. (2016, May). K to 12 curriculum guide mother tongue. Retrieved from https://www.deped.gov.ph/wp-content/uploads/2019/01/MotherTongue-CG.pdf

Dio, R. & Jamora, A. (2014). Variations of Sorsogon dialects as Mother tongue-based medium of instruction in grade school Mathematics. Asia Pacific Journal Of Education, Arts And Sciences 1(4) 109-116. Retrieved from

Dutcher, N. (2003). Promise and perils of Mother tongue education. Center For Applied Linguistics, Washington, DC. Retrieved from http://www.eprpinformation.org/files/searching-for-solutions/language education/promise-and-perils-of-mother-tongue-education.pdf

Grosemans, I., Boon, A., Verclairen, C., Dochy, F., & Kyndt, E. (2015). Informal learning of primary school teachers: Considering the role of teaching experience and school culture. Science Direct, 47, 151-161. https://doi.org/10.1016/j.tate.2014.12.011

Kaarbo, J., Beasley, R. K. (1999). A practical guide to the comparative case study method in Political Psychology. Political Psychology, 20(2), 369–391. https://doi.org/10.1111/0162-895X.00149

Kane, T.J., McCaffrey, D., Miller, T., & Staiger, D. (2013). Have we identified effective teachers? Validating measures of effective teaching using random assignment. MET Project Research Paper. Retrieved from https://files.eric.ed.gov/fulltext/ED540959.pdf.

Koppe C.T., & Kremer, L.M.S. (2007). Translation in the EFL classroom: How and what to work. Curso de Letras, 15(15), 1-2. Retrieved from http://www.utp.br/eletras/ea/eletras15/texto/artigo15_4

Kosonen, K., & Young, C. (2009). Language-in-education policies in Southeast Asia: An overview. Mother tongue as bridge language of instruction: Policies and experiences in Southeast Asia (English), The World Bank, 22–43. Retrieved from https://documents.worldbank.org/en/publication/documentsreports/documentdetail/527021468104056444/mother-tongue-asbridge-language-of-instruction-policies-and-experiences-in-southeastasia

Lartec, J. K., Belisario, A. M., Bendanillo, J. P., Binas-o, H. K., Bucang, N. O., & Cammagay, J. W. (2014). Strategies and problems encountered by teachers in implementing mother-tongue-based instruction in a multilingual classroom. The IAFOR Journal of Language Learning, 1(1), 1-16. Retrieved from https://iafor.org/journal/iafor-journal-of-language-

Lewis, M. P., Simons, G. F., & Fennig, C. D. (2013). Ethnologue: Languages of the world (17th ed.). Psychology, 6(14), 1-5.

Lualhati, G. P. (2018). The bridging process: Filipino teachers' view on mother tongue. International Journal of Research And Innovation In Social Science (IJRISS), 2(4), 1-5. Retrieved from https://www.academia.edu/36404465/The_Bridging_Process_Filipino_Teachers_View_on_Mother_Tongue

Maguire, M., & Delahunt, B. (2017). Doing a thematic analysis: A practical, step-by-step guide for learning and teaching scholars. All Ireland Journal Of Teaching And Learning In Higher Education (AISHE-J), 8(3), 2-13. Retrieved from https://ojs.aishe.org/index.php/aishe-j/article/download/335/553/1557

Martin, A. J., Nejad, H., Colmar, S., & Liem, G. A. D. (2012). Adaptability: Conceptual and empirical perspectives on responses to change, novelty and uncertainty. Journal Of Psychologists And Counsellors In Schools, 22(1), 58-81. https://doi.org/10.1017/jgc.2012.8

Medilo, C. Jr. (2018). The experiences of mother tongue-based multilingual education teachers in Southern Leyte, Philippines. Retrieved from https://www.researchgate.net/publication/323116511_The_Experienes_of_Mother_Tongue_Based_Multilingual_Education_Teachers_in_Southern_Leyte_Philippines

Navarro, T. M. M., Abao, E., Bacus, R., Alda, R., & Espera, C. (2016). Mother Tongue-based instruction: policy to practice. International Journal Of Education And Research, 4(3), 158-171. Retrieved from https://www.ijern.com/journal/2016/March-2016/12.pdf

Nolasco, M.R. (2012, March). K+12 and MTB-MLE: Make haste, lay waste. Philippine Daily Inquirer. Retrieved from https://mlephil.wordpress.com/tag/ricardo-nolasco/

Obiero, O.J. (2010). A case of a mother tongue and another mother in school: efforts at the revitalization of Olusuba language of

Kenya. Journal Of Third World Studies, 27(2). Retrieved from https://go.gale.com/ps/i.do?p=AONE&u=googlescholar&id=GALE|A280557951&v=2.1&it=r&sid=googleScholar&asid=e3c363ba

Petrocchi V. (2010). Translation as an aid in teaching english as a second language. Translation Journal, 10(4), 267-291. Retrieved from https://translationjournal.net/journal/38teaching.htm

Regmi, K. D. (2008, February 10). Looking at Mother Tongue Instruction through Different Perspectives. Retrieved from https://files.eric.ed.gov/fulltext/ED525559.pdf

Shiyab, S., & Abdullateef, M. (2001). Translation and foreign language teaching. Journal of King Saud University Language & Translation.

UNESCO. (2015). Mapping of classroom language practices. UNESCO Bangkok: Asia Multilingual Education Working Group. Retrieved from http://www.unescobkk.org/education/multilingual-education/mle–mapping–data

Most read articles by the same author(s)