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Challenges in MTB-MLE at Tacloban School

Teachers at Tacloban City Central School were surveyed about problems they encounter teaching mother tongue-based multilingual education. The survey addressed speaking, reading, listening, and writing skills in the mother tongue of Waray-Waray. Teachers reported issues like students having limited vocabulary and difficulties with unfamiliar words and phrases in Waray-Waray. A lack of instructional materials in the mother tongue was also an issue reported for teaching reading, listening, and writing skills. Teachers provided suggestions to address the problems encountered in teaching mother tongue-based education.

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64 views3 pages

Challenges in MTB-MLE at Tacloban School

Teachers at Tacloban City Central School were surveyed about problems they encounter teaching mother tongue-based multilingual education. The survey addressed speaking, reading, listening, and writing skills in the mother tongue of Waray-Waray. Teachers reported issues like students having limited vocabulary and difficulties with unfamiliar words and phrases in Waray-Waray. A lack of instructional materials in the mother tongue was also an issue reported for teaching reading, listening, and writing skills. Teachers provided suggestions to address the problems encountered in teaching mother tongue-based education.

Uploaded by

Lee Xan
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Level of Prevalence of Problems Encountered by Teachers on Tacloban City Central School in

Tesching Mother Tongue-Based Multilingual Education

Asian Development Foundation College

Padre Burgos St., Tacloban City

Teacher’s Name (Optional): Rank/Position:

Years of Teaching Service: Highest Educational Attainment:

No. of Seminars Attended Related to MTB-MLE:

Instructions: Read and understand clearly this evaluation. Kindly put a check on to what
degree does the factors in teaching Mother Tongue-Based Multilingual Education. Rate each
item below that corresponds to your evaluation.

(4) Strongly Agree (3) Agree (2) Disagree (1) Strongly Disagree

FACTORS 4 3 2 1
1. In terms of speaking, the pupils are
not exposed to several words or
terminologies in mother tongue.
2. In speaking, teachers find it hard to
speak fluently in Waray-Waray since
they lack adequate training and
seminars for them to be equipped in
teaching the subject.
3. Pupils are able to express their
thoughts and ideas resulting to high
participation in class discussion.
4. Learners feel independent in their
choice of expression.
5. Mother tongue can facilitate in
explaining the meaning of some words
through translation.
6. Help the pupils learn English easily.

7. Pupils knowledge of vocabulary


words in mother tongue is limited.
8. Pupils may decrease their capacity
to learn languages.
9. The mother tongue may be
unnecessary in the future since English
language is considered to be the
universal language.
10. Too much reliance on the L1 may
undermine the interaction in English.
READING

1. In reading, lack of instructional


materials.
2. Pupils have difficulty in
understanding some words they are not
familiar with.
3. Use of mother tongue in having
remedial classes.
4. Pupils not having book reading
habbit.
5. Lack of vocabulary.

6. The text being unattractive for the


pupils.
7. Inaccurate use of pronunciation
marks.
8. Pupils are having difficulties in
reading unfamiliar words.
9. Poor reading skills.

10. Pupils extended his/her current


skills and knowledge.
LISTENING

1. In teaching MTB-MLE, the issue in


terms of listening is on the scarcity of
audio instructional materials used for
listening.
2. Challenges in listening, the pupils
unfamiliarity with profound Waray-
Waray words.

3. Pupils having difficulty to


undeestand metaphorical phrases.
4. Poor listening skills.

5. Students become self-regulated.


6. The listener's limited vocabulary.

7. Problems of interpretation.

8. Pupils builds and support their


listening skills.
9. Pupils develop their listening skills
as they clearly hear the different
terminologies they encounter.
10. Lack of control over the speed at
which speakers speak.
WRITING

1. In writing, limited resources for


teaching writing Waray-Waray.
2. Pupils are poor in spelling.

3. Most of the learners are lazy to write


especially longer words in Waray-
Waray.
4. Absence of books written in mother
tongue.
5. Uneven writing tempo.

6. Grammar problems.

7. Pupils has different writing level


ability.
8. Lack of motivation.

9. Effects of technology development.

10. Many careless errors.

SUGGESTIONS FROM THE TEACHERS:

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