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Mother Tongue Implementation in the Philippines: What Do Parents Say?

Gino G. Sumalinog

Abstract: The MTB-MLE curriculum in the Philippines has brought numerous changes which were noticeable even to the parents. This paper investigated the perspective of the parents as regards the challenges and gains that learners from Grades 1-3, whose first language was English, experienced as they learned their lessons using the mother tongue instruction. To get the result, the researcher utilized the qualitative research method, specifically the grounded theory approach by conducting an interview and a focus group discussion to fifteen (15) parents. After an intensive thematic analysis, these themes emerged: a) A Challenge to English Speakers; b) Too Much to Learn; c) Positive Impact on the Learners; and d) Relevance of the Curriculum. In conclusion, the implementation of the MTB-MLE has become a challenge to children whose first language was English because it entailed learning a new language. Despite the challenges, it still positively impacted the lives of the learners.

Keywords: mother tongue, parents perspective, grounded theory, challenges and gains

Country: Philippines, Subject Area: Education

Pages: 911 - 915

Edition: Volume 8 Issue 6, June 2019

How to Cite this Article?

Gino G. Sumalinog, "Mother Tongue Implementation in the Philippines: What Do Parents Say?", International Journal of Science and Research (IJSR), https://www.ijsr.net/archive/v8i6/show_abstract.php?id=ART20198563, Volume 8 Issue 6, June 2019, 911 - 915

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