Location via proxy:   [ UP ]  
[Report a bug]   [Manage cookies]                

A Course Paper in COMM 231ENGL259

Download as docx, pdf, or txt
Download as docx, pdf, or txt
You are on page 1of 15

Cebu Institute of Technology – University

Department of Languages, Literature, and Communications


College of Arts, Sciences, and Education
Natalio Bacalso Ave., Cebu City, Cebu Philippines, 6000

A Course Paper in ENGL259. Language, Culture, and Society (1st Semester 2023 –
2024)

Submitted to:
Dr. Mary Ann S. Ynclino
ENGL259 Instructor

Submitted by:
Baes, Harold Dave C.
A.B. English – 2
“Mother Tongue, English, and Filipino as Medium of Instruction on Grade School
Students”

I. Introduction

In our country, a lot of native languages are utilized in schools under the MTB-
MLE learning framework. While English and Filipino are presented as independent
subjects as early as Grade 1, the two languages, or mother tongue, serve as the
primary medium of teaching for the majority of the curriculum until Grade 3. English and
Filipino are the two primary languages of instruction starting in Grade 4.

To give a brief history, The "Institutionalizing Mother Tongue-Based Multilingual


Education (MTB-MLE)" Order No. 74 was released by the Department of Education on
July 2009. The Order made it possible to utilize regional languages as teaching
languages and highlighted the benefits of using learners' mother tongues in enhancing
learning outcomes and advancing Education for All. Republic Act 10533, often referred
to as the Enhanced Basic Education Act of 2013, reaffirmed and made mother tongue-
based education legally required.

As many as 19 native languages have been officially recognized as distinct


subjects and instructional mediums in four grades—Kindergarten through Grade 3—
since 2014. English and Filipino are being taught separately in these grades, and
starting in Grade 4, they are employed as the mode of teaching for all topics. As of now,
subjects and teaching in mother tongues are not offered to students in grades 4 through
12.

For this paper, these are the key questions that would also serve as the main
goal of this paper:

1. Is 4th grade the best time to use Filipino and English language as the mode of
teaching?
2. Is 1st grade the best time for Filipino and English to be added as a subject and
part of the curriculum?
For the theories, this topic will use three theories of Psycholinguistics: Language
Acquisition Theory, specifically Behaviorist Theory, the ‘Universal Grammar Theory’ and
‘Cognitive Development Theory’.

II. Discussion

To tackle the topic of this paper, the focus would be on the key questions
themselves. First is “Is 4th grade the best time to use Filipino and English language as
the mode of teaching?”. Studies have shown that maintenance or late-exit MTB-MLE
models are superior to early-exit, shorter versions. Mother tongue language instruction
has several strong benefits, including more engaged learning environments and
improved critical thinking according to Ouane & Glanz, Eds. (2011); quicker literacy skill
development according to International Reading Association (2001); improved
academic performance in L1 according to Palmer, Chackelford, Miller & Lecler (2007);
and improved results in learning a second language according to Lindholm- Leary &
Borsato (2006). L1 literacy abilities help with L2 acquisition even in high school
according to Sparks (2012). To the extent that MTB-MLE is to fulfill its promise of
offering suitable, inclusive, high-quality education, it requires an additive model, or at
the very least a late-exit model. Although it is ideally desirable to teach students in their
first languages until graduation, the current political and legal environment makes this
unfeasible. However, it makes sense legally, practically, and strategically to continue
using the mother tongue as the medium of teaching for at least certain topics until
Grade 6. DepEd ought to make the most of the chance provided by R.A. 10533 to
develop a mother tongue transition program as soon as feasible for grades 4-6. Several
transition plans might be developed, tested, and assessed, potentially allowing
departments considerable latitude in how they carry them out. The biggest features of
Filipino and English modes of teaching after the transition would be 1.) Mother tongue
instruction will still be used as a supporting medium for some courses and as the main
medium for some subjects. 2.) Improve academic literacy in the L1 course. 3.) Gradual
expansion in the number of subjects taught using second languages—English and
Filipino—as the primary language of instruction. 4.) English and Filipino are taught as
second languages, with levels of difficulty suitable for non-native speakers. 5.)
Instructors must know and employ a variety of L2 teaching strategies. 6.) For balance,
pupils in Tagalog communities may additionally take two L2 language topics, English
and another Philippine language. 7.) There are plenty of possibilities for learners to
produce creatively in the three curriculum languages. 8.) When teaching content areas,
teachers intentionally use bridging tactics across languages. 9.) The degree of subject
content complexity should be considered when choosing a language to employ by
teachers. In general, pupils are expected to have established cognitive-academic ability
in their first language, which makes difficult material easier to understand. Thus,
challenging lessons, ideas, and terminology can be "unlocked" through the usage of the
mother tongue. If students have achieved cognitive-academic proficiency in a second
language, it may be used to explain challenging material. 10.) All three languages can
be used in discussions about classroom management. This encourages practice and
demonstrates the importance of languages other than English. 11.) Ideally, bilingual
teaching resources should be accessible.

Second, “Is 1st grade the best time for Filipino and English as part of the
curriculum?”. Mixed findings exist in the research on learning second languages.
Despite common assumptions, it's not always advantageous to start early. According to
several studies, mastering a second language, or L2 does not always follow from early
exposure or immersion. Indeed, adverse outcomes may ensue from it. The results of
research in a college in the Basque Country evaluating the English proficiency of
students who were the same age but had different program models are presented by
Cenoz (2009). English as a second language (L2) was taught to some pupils in
kindergarten, third-year primary, and sixth-year primary. In terms of vocabulary,
grammar, and fluency, pupils who learned English later in life—in the third or sixth year
of elementary school—performed better on the majority of the assessments. According
to Egiguren (2006), there were no discernible variations in Grade 4 students' English
vocabulary, reading, speaking, or listening skills between those who began their English
language education in Kinder compared to those who began in Grade 3. Research that
accounts for how many hours the L2 was exposed to in the high consistency in the
classroom demonstrates that students who start L2 training later in life pick up L2
abilities more quickly than those who start earlier. That is to say, early starters benefit
from longer instruction hours, but because of their inefficient learning, early start
programs are not as valuable per hour. Given the aforementioned statements, it's
possible that early exposure to English and Filipino in the educational system did not
improve students' language acquisition. We are wasting a lot of classroom time by
introducing Filipino and English at an early age when that time may be better used for
L1 learning which has a greater impact. Later introduction of Filipino and English would
prevent the serious cognitive difficulty of first-graders needing to learn and utilize three
languages. The benefits of L2 training in English and Filipino would be greater for older
students than for younger students.

Based on the various research, I can say that first, and 4 th grade is the best time
to use Filipino and English language as the mode of teaching as it can give strong
improvement when it comes to literacy skills, better academic performance using L1
and a better and improved result in learning a second language or L2. For the second
key question, I can say that it is really hard to introduce Filipino and English subjects as
it would affect a student’s cognitive development, especially in language development.

To support this analysis, three theories can be used for this. First is the
‘Behaviorist Theory’. notably associated with the work of B.F. Skinner, emphasize
observable behaviors, reinforcement, and conditioning. When considering the use of
Mother Tongue, English, and Filipino as mediums of instruction in grade school,
behaviorist principles can provide insights into how language learning and behavior are
influenced. The following are how behaviorist theory might apply to each language
medium:

 Mother Tongue as Medium of Instruction:

Behaviorist Conditioning:

Application: In the early years, teaching in the Mother Tongue involves behaviorist
conditioning through positive reinforcement. Students are more likely to exhibit desired
behaviors (e.g., active participation, engagement) when instruction is provided in a
familiar language, leading to positive learning experiences.

Repetition and Reinforcement:


Application: Behaviorist principles emphasize the importance of repetition and
reinforcement. Using Mother Tongue allows for repeated exposure to linguistic
structures and vocabulary, reinforcing learning and supporting language acquisition.

 English as Medium of Instruction:

Positive Reinforcement for English Proficiency:

Application: In settings where English is the medium of instruction, positive


reinforcement for using English effectively can encourage students to exhibit language-
related behaviors conducive to proficiency, such as correct pronunciation or
grammatical usage.

Operant Conditioning for Language Fluency:

Application: Behaviorist operant conditioning principles can be applied to language


fluency. Students receive positive reinforcement for using English fluently, encouraging
the development of language skills through reinforcement of correct behaviors.

 Filipino as Medium of Instruction:

Cultural Reinforcement:

Application: Filipino as a medium of instruction allows for the reinforcement of cultural


values and norms through language. Positive associations with Filipino language use
can contribute to the reinforcement of cultural identity.

Behaviorist Strategies for Language Acquisition:

Application: Filipino instruction can incorporate behaviorist strategies, such as shaping


and prompting, to guide students in acquiring language skills. Systematic reinforcement
of correct language usage contributes to effective language acquisition.

 Cross-Cutting Considerations:

Immediate Reinforcement for Correct Usage:

Application: Regardless of the language, immediate reinforcement for correct language


usage aligns with behaviorist principles. Teachers can provide immediate feedback and
reinforcement when students use the correct words or structures in any of the
languages.

Use of Rewards and Punishments:

Application: Behaviorist principles involve the use of rewards and punishments.


Teachers may use positive reinforcement strategies, such as praise or small rewards, to
encourage language use, while correction or redirection may be applied when language
errors occur.

Behaviorist principles can be applied to language instruction by considering


reinforcement, conditioning, and the immediate consequences of language use. The
choice of language medium influences how these principles are implemented, with each
language offering unique opportunities for behaviorist strategies to support effective
language learning in grade school students.

The second theory is ‘The Universal Grammar Theory’. The Universal Grammar
Theory, proposed by linguist Noam Chomsky, posits that humans are born with an
innate ability to acquire language. According to this theory, there is a universal set of
grammatical rules and structures that underlie all languages. When considering the use
of Mother Tongue, English, and Filipino as mediums of instruction in grade school, the
Universal Grammar Theory can be applied to understand how students acquire and
process language.

 Mother Tongue as Medium of Instruction:

Advantages:

Alignment with Universal Grammar: Teaching in the Mother Tongue aligns with the
concept of Universal Grammar, as it allows students to naturally acquire language
within the grammatical framework inherent to their native language.

Cognitive Development: The use of Mother Tongue supports cognitive development, as


students build on the linguistic structures they have internalized from their early years.

Disadvantages:
Potential Limitation: While Mother Tongue aligns with Universal Grammar, the diversity
of Mother Tongues across a region or country may present challenges in implementing
a standardized educational approach that caters to all linguistic variations.

 English as Medium of Instruction:

Advantages:

Global Language: English, as a global language, provides students with access to a


vast array of information and opportunities, aligning with the concept of a universal
means of communication.

Cognitive Flexibility: Exposure to English can enhance cognitive flexibility, allowing


students to navigate different linguistic structures and expand their linguistic repertoire.

Disadvantages:

Potential Cognitive Load: If the transition to English as a medium of instruction is abrupt,


students may experience a cognitive load as they adjust to a new grammatical structure
and vocabulary.

 Filipino as Medium of Instruction:

Advantages:

Cultural Alignment: Using Filipino aligns with the cultural context, allowing students to
learn within the linguistic and cultural framework of their country.

Facilitates Communication: Filipino, being a widely spoken language in the Philippines,


facilitates effective communication among students and teachers.

Disadvantages:

Limitation in Global Context: While Filipino is essential for local communication, it may
have limitations in preparing students for international interactions, as English remains
crucial in a globalized world.

In applying the Universal Grammar Theory, educators can consider the natural
language acquisition process and tailor instructional methods to align with the linguistic
predispositions of students. Recognizing the role of both universal linguistic principles
and cultural context is crucial in creating an effective and inclusive language instruction
strategy in grade schools. It's important to strike a balance that fosters cognitive
development while addressing the cultural and global communication needs of students.

The third theory is the Cognitive Development Theory. Cognitive development


theories, particularly those by Jean Piaget and Lev Vygotsky, can be applied to
understand the impact of using Mother Tongue, English, and Filipino as mediums of
instruction on grade school students. Here's how these theories might relate to each
language medium:

 Mother Tongue as Medium of Instruction:

Piaget's Sensorimotor and Preoperational Stages:

Application: Teaching in the Mother Tongue during the early years aligns with Piaget's
sensorimotor and preoperational stages. Mother Tongue supports the development of
basic cognitive functions, such as memory and language acquisition, during these
foundational stages.

Vygotsky's Zone of Proximal Development (ZPD):

Application: Using MT allows teachers to operate within students' ZPD, providing


instruction that is within their cognitive reach. Teachers can scaffold learning
experiences in the Mother Tongue, gradually increasing complexity as students develop
cognitive skills.

 English as Medium of Instruction:

Piaget's Formal Operational Stage:

Application: English instruction in later grades corresponds with Piaget's formal


operational stage, where abstract thinking and problem-solving abilities develop.
English, being a language of academia and business, engages students in more
complex cognitive tasks.

Vygotsky's Sociocultural Theory:


Application: English as a medium of instruction provides exposure to a language that is
often used in global academic and professional settings. This exposure aligns with
Vygotsky's emphasis on the influence of social and cultural factors on cognitive
development.

 Filipino as Medium of Instruction:

Piaget's Concrete Operational Stage:

Application: Using Filipino aligns with Piaget's concrete operational stage, where
students develop more advanced cognitive abilities and logical thinking. Instruction in
Filipino can be tailored to promote problem-solving skills and critical thinking.

Vygotsky's Cultural-Historical Theory:

Application: Filipino, being deeply rooted in the cultural context of the Philippines, aligns
with Vygotsky's cultural-historical theory. It allows students to connect their learning to
their cultural experiences, enhancing cognitive development through meaningful
contextualization.

 Cross-Cutting Considerations:

Cognitive Load Theory:

Application: Educators must consider cognitive load when choosing a medium of


instruction. Gradual transitions between languages, aligning with students' cognitive
abilities, can optimize learning outcomes.

Bilingualism and Cognitive Benefits:

Application: Exposure to multiple languages, as seen in the Philippines with Mother


Tongue, English, and Filipino, can provide cognitive benefits. Bilingualism is associated
with enhanced cognitive flexibility and problem-solving skills.

The choice of language medium in instruction has significant implications for


cognitive development. By aligning instructional strategies with cognitive development
theories, educators can create learning environments that support students' evolving
cognitive abilities in a culturally relevant and linguistically diverse context.
III. Conclusion and Recommendation

To conclude, Republic Act 10533 asks for an extended curriculum until Grade 6,
however, DepEd has solely implemented MTB-MLE till Grade 3. The question at hand
is: How and to what level of education can mother tongue instruction be implemented?
Although short-exit programs, such as the one DepEd is now implementing, have a
smaller chance of success, extended models of MTB-MLE are supported by a variety of
local and international educational experiences in multilingual environments. Ironically,
critics of MTB-MLE sometimes attribute low learning outcomes to the mother tongue,
but in reality, low learning outcomes can result from both an unrealistic timeline for
introduction and transition to other languages and from inadequate utilization of the
mother tongue. While limiting or discontinuing the MTB-MLE approach could be
counterproductive, extending it by scientific knowledge of children's language and
cognitive growth could contribute to better learning outcomes.

So, it is advised that a mother tongue transitioning strategy be developed and


implemented, as required by law, for students in Grades 4 through 6. Second, the very
early introduction of English and Filipino as topics in Grade 1 should be reexamined by
DepEd. Thirdly, assessors of the MTB-MLE program need to expand their range of
success indicators beyond language proficiency and simply look at English and Filipino
outcomes. A few examples of characteristics that should be taken into account are the
rate of attendance, rates of dropout, classroom involvement, topic knowledge
acquisition, learning practices, understanding of cultural identity, and others. In a similar
vein, program evaluators ought to reset expectations and include higher grade levels in
their assessments to account for the progressive process of language/literacy growth
under an extended MTB-MLE paradigm.

A language strategy will never satisfy everyone, especially given the political
climate of our nation and the contentious arguments and ideological divisions
surrounding language. Some people will be delighted and others may become enraged
if the time and proportions of their mother tongue, the English language, and Filipino
language are changed. Thus, DepEd's pursuit of a versatile multi-modal policy on
languages, which would allow for the possibility of multiple language schemes, may be
more acceptable and sustainable over time. In addition to being essential for relevant
and suitable education, choice gives the system flexibility, resilience, and adaptation
while meeting the many goals and demands of the country. To put it briefly, providing
several options for language instruction and use in the classroom would encourage
creativity, give students more agency, preserve variety, and bring opposing political
ideologies together.

Recommendations:

1. Review of Literature:
Perform a thorough review of the literature to determine how instruction language
affects students' academic achievement and cognitive growth. Seek out research
that is concentrated on elementary school pupils.
Analyze studies on the benefits and drawbacks of teaching in the mother tongue,
Filipino, and English.
2. Contextualization in Culture and Language:
Take into account the students' varied cultural and linguistic backgrounds.
Examine how the effectiveness of various teaching modalities may be impacted
by variables like home language, socioeconomic status, and cultural background.
3. Improvement of Cognition:
Examine the effects of the language used for instruction on students' cognitive
growth, including language acquisition, the ability to think critically, and their
overall academic success.
4. Governmental Directives:
Examine past and present educational policies concerning the language of
instruction in elementary schools. Recognize the reasoning behind these
regulations and how they affect educators and students.
5. Training and Readiness for Teachers:
Analyze the training and readiness of educators for varying modalities of
instruction. Look into the difficulties they encounter and how these difficulties
could affect the standard of instruction given to pupils.
6. Parental Participation:
Examine how parents can best support their children's education, especially in
terms of understanding and engaging with their multilingual learning experiences.
7. Policy and Practice Recommendations:
Provide suggestions to educators, administrators, and policymakers on how to
best utilize mother tongue, English, and Filipino as teaching languages in
elementary schools based on the results of your study.
8. Case Studies:
Provide examples of educational systems' successful implementation of bilingual
or multilingual teaching in elementary schools through case studies. What can be
learned from these cases in terms of best practices?
9. Long-Term Repercussions:
Take into account how the chosen teaching medium will affect students' long-
term proficiency in languages, success in school in college, and capacity to
engage in a globalized society.
References:

 Ouane, A., & Glanz, C. (2011). Optimising Learning, education and publishing in
Africa: The language factor A review and analysis of theory and practice in
mother-tongue and bilingual education in Sub-Saharan africa. Distributed by
ERIC Clearinghouse.
 Second-language literacy instruction. A position statement of the International
Reading Association. (2001). . Order Department.
 Palmer, B., Leclere, J., Miller, S., & Shackelford, V. (2006). Bridging Two Worlds:
Reading Comprehension, figurative language ... Bridging Two Worlds: Reading
Comprehension, Figurative Language Instruction, and the English-Language
Learner.
https://www.researchgate.net/publication/238709420_Bridging_Two_Worlds_Re
ading_Comprehension_Figurative_Language_Instruction_and_the_English-
Language_Learner
 Genesee, F. (2008). Educating English language learners: A synthesis of
research evidence. Cambridge University Press.
 Lindholm-Leary, K. J., & Borsato, G. (2006). Academic achievement.

 Sparks, R., Patton, J., Ganschow, L., & Humbach, N. (2022). 6 do L1 reading
achievement and L1 print exposure contribute to the prediction of L2 proficiency?
Exploring L1-L2 Relationships, 101–118.
https://doi.org/10.21832/9781800411807-012
 Cenoz, J. (2009). Towards multilingual education: Basque Educational Research
from an international perspective. Multilingual Matters.
 Egiguren, I. (2006). The effect of early foreign language exposure on
multilingual competence. s. n.
 https://edtechbooks.org/education_research/behaviorismt
 https://study.com/learn/lesson/universal-grammar-theory-concept-
examples.html#:~:text=Universal%20Grammar%20Theory%20proposes
%20that,ability%20to%20understand%20these%20laws.
 https://www.structural-learning.com/post/jean-piagets-theory-of-cognitive-
development-and-active-classrooms#:~:text=The%20Theory%20of%20Cognitive
%20Development,world%20(Miller%2C%202011).

You might also like