Present Status of the Mother Tongue Multilingual Education in Science Teaching in the Province of Abra: Its Challenges and Innovations

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Paderes This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-7080403/v1 This work is licensed under a CC BY 4.0 License Status: Under Review Version 1 posted 13 You are reading this latest preprint version Abstract For many years, scholars worldwide have debated the importance of language as a medium for effective teaching and learning. The country’s MTB-MLE program uses vernacular to teach subjects like science 3. Recognizing the shift in instructional medium, this phenomenological study identically captured the collective responses of DepEd grade 3 science teachers in Abra, Philippines. Semi-structured interviews were conducted to discover teachers’ challenges and strategies in teaching science in their mother tongue. Warm analysis was used to reduce the phenomenological reduction of audio text and field notes. The analysis revealed three themes: language, material, and policy constraints. Teachers used strategies to deliver lessons well despite shortcomings. The emerging themes from the teacher respondents’ collective experiences help us understand what the grade 3 science teachers went through and still go through when using the vernacular in teaching. Overall, this study shows that teaching Science 3 in the mother tongue still needs work to fully implement the program’s goal of improved science teaching in primary education. Educational System Policies Mother Tongue Difficulties Strategies I. INTRODUCTION Being global means working with people from all over the world without discrimination. To realize this, the country’s educational system recently introduced the K-12 Curriculum, which uses the vernacular to teach subjects from grades 1 to 3. Science is one of these subjects. Thus, concepts in science should be better absorbed. However, science teachers’ reactions varied due to the change in teaching medium. Therefore, this study examines teachers’ challenges in teaching science and their solutions. The language in which these subjects are taught is essential in understanding key concepts in mathematics and science (Mohlala T.,2011). Schafer argues that one cannot fully comprehend a subject without mastering the language used to teach it. Schafer’s statements appear to support the country’s K-12 curriculum goals. The role of language as a medium of instruction in promoting effective teaching and learning is a long-standing concern of scholars worldwide (Orr 1987a, 1997, as cited by Deyi et al., 2007). Language as a medium of instruction has been a concern primarily in countries with a sizeable immigrant population like the US and Canada (Krashen Deyi et al., 2007). These countries have seen extensive research and legislation passed and amended over time. Despite these developments, language debates rage on. The Philippine educational system has recently introduced Mother Tongue Multilingual Education (MTB-MLE). A student’s mother tongue plus two or more additional languages are used as Languages of Instruction (LoI) in school. In some countries, MTB-MLE includes four languages: mother tongue, regional, national, and international (Malone, 2007). The 1987 Educational Act (revised in 2004) mandated that children in Grades 1–3 be taught in their first language, while those in Grades 4–12 be taught in a second language (L2). This language policy may be a model for bilingual education (Borch&Tombari in Namba, 2008). Many studies have shown that teaching children in their mother tongue rather than a second or foreign language improves their learning ability (UNESCO, 2003; Skutnabb-Kangas, 2003, as cited by Rai et al., 2011). Children taught in languages other than their mother tongue or home language drop out of school, perform poorly academically, and repeat classes due to high failure rates. This situation persists in Nepal (Yadava, 2007; Awasthi, 2004, as cited by Rai et al., 2011). Studies on L2 acquisition show that mastering the first language makes learning another easier in speech, listening, reading, and writing (Maclaughlin, 1987; Krashen, 195; Ndamba, 2008, citing Cummins, 1981; Hawes, 1979; Obanya, 1985; & Dawes, 1988). Language research shows that children learn faster, read faster, and acquire other academic skills when taught in their native language rather than a foreign language (Langer et al., 1990; Unicef, 1999). Language experts worldwide agree that children learn best in their native language, not a foreign language. The Philippines is an archipelago with linguistic and cultural diversity. For a language policy to work in the Philippines, it must be implemented across 7000 islands with 181 distinct languages (Lewis, Simons, and Fennig, 2013). It has resulted in a wide range of language policies for schools in the Philippines over the last century. Aside from education, using vernaculars in public was forbidden during Spanish colonial rule. When the Americans colonized in 1898, English became the school language (Act No. 74, 21 January 1901, Philippine Commission 1901), and Philippine languages were forbidden. Contrary to President McKinley’s advice, a massive influx of American teachers led to a monolingual English-based education system (Gonzalez, 2001). In 1957, local languages, or vocabularies, became the medium of instruction in Grades 1 and 2. When the Marcos administration introduced bilingual education in 1974, this vernacular policy abruptly ended. To teach Math, Science, and English, Quisumbing ( 1987 ) revised its language policy to Filipino. Observations show that teachers typically begin teaching in the required language and then repeat in the vernacular to ensure student comprehension. In the same statement, some code switches. Andrew Gonzalez, former Secretary of Education, Culture, and Sports (DECS), instituted DECS Memo No. 144 s. In 1999, the Regional Lengua Franca (RFA) was developed to develop foundational literacy skills (Cruz, 2004 ). This project used Tagalog, Cebuano, and Ilocano as teaching languages in Grades 1 and 2. A “still-unnamed and acknowledged Multilingual Educational Policy” emerged from the 1974 Bilingual Education Policy (Cruz, 2004 ). Former Secretary Raul Roco’s 2001 Basic Education Curriculum maintained the multilingual policy and emphasized the central role of language in education. However, President Gloria Macapagal Arroyo reinstated English as the primary language of instruction to help Filipinos compete in the global labor market (DepEd, 2003). In recent educational reforms in the country, the mother tongue plays an essential role in the educational system. To reinforce this, the Department of Education (DepEd) has adopted the mother tongue as a teaching medium (DepEd Order No. 74, series of 2009). With the goal of “Every Child a Reader and Writer” by Grade 1, the K-12 program launched Mother Tongue-Based Multilingual Education (MTB-MLE), which uses the vernacular in teaching subjects.” Grade 3 science is now taught in the mother tongue. The K to 12 Program covers Kindergarten and 12 years of basic education (six years of primary, four years of junior high, and two years of senior high) to prepare students for tertiary education, middle-level skills development, employment, and entrepreneurship. II. THEORETICAL FRAMEWORK The K-12 Curriculum emphasizes language proficiency (Mother Tongue Based-Multilingual Education). To be introduced for SY 2012–2013 are Bahasa Sug (Bikol) and Hiligaynon (Hilagynon). Later years added more local languages. Aside from the mother tongue, English and Filipino are taught as subjects beginning in grade 1. From 4th to 6th grade, English and Filipino are gradually introduced. Both languages are taught in Junior and Senior High School (SHS). Everyone can read in their mother tongue by grade 1. Learning in the mother tongue helps students learn Filipino and English more easily. The MTB-MLE Teacher Development Program will focus on teaching reading in the mother tongue and producing reading materials. For example, MTB-MLE refers to schooling that begins in the mother tongue and progresses to other languages, mainly Filipino and English. It aims to address Filipinos’ high functional illiteracy, including language. There is no fear of making mistakes because the child’s language allows for easy expression. Children are more engaged in the learning process when they understand what is being discussed and asked of them. They can use their mother tongue to construct and explain their world, express their ideas, and learn new concepts. According to Benson ( 2004 ), the mother tongue is essential to a child’s education. It is imperative in education. Thus, the mother tongue must be given priority in the school curriculum. The best way to express oneself is in one’s mother tongue. The most potent agent of mutual communication and idea exchange. Individuals form social groups through their mother tongues. The mother tongue is the easiest to learn. Mastery of one’s mother tongue is possible. The mother tongue, the language a child thinks and dreams in, becomes the first essential of schooling. It is the finest cultural instrument. Students must learn their mother tongue well. Students taught in their mother tongue performed better in class and learned more (Dutcher, 1994 ). Thus, multilingual education is the best way to improve education for all Filipinos, including ethnic and linguistic minorities (Dutcher, 1994 ). The study by Dekker and Stephen (2007) of the Summer Institute of Linguistics International found that native language instruction outperformed English instruction for 240 Lubuagan elementary students. The program’s success then rests with the teachers. They must have a good curriculum and instructional materials in their mother tongue. The learners should have enough printed or audio-visual materials to make learning enjoyable and achieve better learning outcomes. The aural-oral approach requires teachers to be fluent in their mother tongue, both orally and in writing. Acantilado (1987) states that the attitudes of teachers, administrators, and parents toward educational activities and programs, such as the implementation of the MTB-MLE, play a vital role in achieving its goals. Many educators and psychologists were delighted when Barkington summarized the conditions for a good education and the right attitude of teachers to their work as catalysts in promoting activities and programs for children’s cognitive and social development. Cumins (1999) coined three critical language learning and instruction theories: Additive Bilingualism Theory, Common Underlying Proficiency, and Developmental Interdependence Hypothesis. In these theories, the mother tongue (MT) or first language (L1) plays a vital role in the acquisition of skills such as language and literacy, as well as cognitive flexibility (L3). These theories imply that most L1 skills need not be relearned in L2 or L3. III. STATEMENT OF THE PROBLEM This study examined the difficulties and strategies of teachers in teaching science in the mother tongue among Grade III teachers in Abra. Seven teachers were interviewed about their experiences teaching science in their mother tongue. Thus, the results of this study should improve science teaching strategies using the mother tongue. Specifically, it sought to answer the following questions: What difficulties do science teachers face in using the mother tongue? and How do the teachers use the strategies in addressing such difficulties? IV. SIGNIFICANCE OF THE STUDY The study sought to uncover science teachers’ challenges and strategies in teaching science in the vernacular language. Interviews were held to collect data. The interviewees were asked about their challenges in implementing the new curriculum and their solutions. The interview results were transcribed, coded, analyzed, and interpreted to develop recommended strategies to improve classroom teaching-learning. V. METHODOLOGY The researcher used phenomenology. From the first-person perspective, Husserl (1970) defined phenomenology as the “science of the essence of consciousness.” This research design aims to describe the universal essence of one’s lived experiences (Creswell et al., 2007 ). They investigate teacher difficulties and strategies in teaching science in the mother tongue. This research can help people understand the phenomenon better by examining the views of teachers who have experienced it. Seven (7) teachers teaching Science 3 in DepEd Abra, Philippines, were randomly selected as respondents. The number of respondents is based on the phenomenology research requirement of 3–13 subjects (Creswell, 1998). The researcher used homogeneous sampling to identify all teachers who teach Science 3. The researcher requested permission from school principals via letter. After the request was approved and the teachers were notified, the data collection was scheduled. The interviews were taped with the participants’ consent to obtain more precise and reliable information. The respondents were also given an open-ended questionnaire to supplement their answers during the interview. The data were then converted from audio-text to text or text to audio-text. After transcribing the data, the researcher used color coding to identify statements with common themes, allowing them to classify the data. The researcher then plotted the comments in a grid to identify categories or themes. The researcher evaluated the answers using cool and warm analyses and developed data categories and themes from the warm analysis. The themes were derived from the respondents’ responses. VI. RESULT AND DISCUSSION The warm analysis of the collected data from the respondents yielded three distinct categories that clearly describe what teachers teaching science using the vernacular went through since the mother tongue was used as a medium of instruction in science 3. The barriers clearly describe teachers’ difficulties when teaching in their mother tongue. The strategies were the solutions they used to overcome obstacles and deliver a productive daily lesson. Perceptions of Teachers in the Use of Mother Tongue ; During the interviews, the researcher discovered teachers’ mixed emotions. Mixed emotions imply uncertainty about the outcome of using the mother tongue in science education. As stated by the interviewees Extract 1 I feel mixed emotions because I do not know the effect of the mother tongue on my teaching. Will my pupils learn faster? Or will they not understand the lesson when I use it? (R1) Extract 2 At first, I found it enjoyable, especially the first and second grading. After that, I was hard up due to a lack of resource materials (R6) Extract 3 Conversational Ilocano is different from instructional Ilocano. It is very different if you use Ilocano in teaching. (R4) Extract 4 How can we be globally competitive if we use our mother tongue? (R7) Extract 5 I am not sure about the effect of this on the children (R6) The way she smiled during the interview showed excitement, though uncertainties were behind her mind. The tensions are bluntly supported by the statements of other respondents, who said they are unsure of its effectiveness. Extract 6 Not suitable for the curriculum, especially since we are globally competing with other countries. (R5) Extract 7 I find it challenging to use the vernacular because, as a teacher for almost 35 years in service, I taught science in grade 3 for nearly 20 years and used English as my medium of instruction to pupils. (R7) Extract 8 Conversational Ilocano is different from instructional Ilocano. It is different if you use Ilocano in teaching (R4) Extract 9 I am not sure about the effect of this on the children (R5) The different perspectives of teachers above show conflicting assessments and reactions towards using the mother tongue as a medium of instruction in science 3. Teachers also strongly believe in the benefits of teaching in one’s mother tongue. Using it helps learners understand concepts more efficiently and deeply because they can understand the language used. This conclusion is derived from the respondents’ statements. Extract 10 Teaching science using the vernacular promotes a more efficient and deeper understanding of concepts on the part of the learners. (R3) Extract 11 When we experiment with my pupils, they can comprehend or understand the instruction without explanation. (R2) Extract 12 The language will surely help the pupils understand the concepts being taught. Because they are used to it. ( Kasi gamay nila )(R6) Extract 13 They can express their ideas and opinions in such a way that others can understand them (R4) Parents are also involved because they can understand the language used in the classroom and thus help their children with their homework. The students’ participation improved because they could express themselves. Extract 14 I told myself that the parents benefited because they came to us asking about their children's lessons.( Kaya ang sabi ko is parang na benefit dito is iyong parent, kasi parang sila iyong.. sabi nila “ma’am iyong assignment ng anak namin ganito ganito..” parang mas active sila na makicommunicate kasi parang alam nila iyong mga lessons nila.)(R2) Extract 15 Their parents can understand or relate to their assignments. (R2) Extract 16 The parents appreciate the Ilocano language used in teaching (R4) Extract 17 My parents don’t have high educational level, so they can help their children. (Ang mga parents ko, di mataas ang pinag aralan, so matutulungan nila ang mga anak nila).(R6) Extract 18 The parents can help their children because of the language used. (R5) Extract 19 They acquire and process information more easily and quickly because they are familiar with the medium of instruction utilized by the teacher. (R3) Extract 20 The learners also enjoy learning and actively discuss facts and ideas because they are within their learning zone, where they can express and share what they know. (R3 Extract 21 They can express their ideas and opinions so that others can understand them. (R4) Extract 22 The language will surely help the pupils understand the concepts being taught. Kasi gamay nila (R6) Barriers Met by Teachers Despite teachers’ positive outlook toward implementing the K to 12 programs, their uncertainties became evident when they met barriers or difficulties. There were difficulties identified: Difficulty in understanding some Ilocano terms, Availability of reading materials, Language barrier (Pupils with different L1), Insufficiency of book content, Poor quality of materials, and Inconsistency of language of instruction and language of assessment. Teachers find it hard to understand some Ilocano terms because they are unfamiliar. Though they are so-called “GI” (genuine Ilocano), there are Ilocano words that they cannot fully understand. Thus, they are hard up for using them. Extract 23 Some of the difficulties I have encountered are words they cannot understand (R1) Extract 23 When we use distributed books, the challenge is that there are Ilocano terms that I, myself, cannot understand; those words are unfamiliar, so I need to research the meanings of those words. (R2 Extract 24 Those Ilocano words with complicated meanings, I cannot understand them. (R3) Extract 25 My pupils do not understand some words. Even I am hard-up. (R5) Extract 26 Some pupils cannot understand some words, so nauubos oras ko sa kaka-define (R6) Extract 27 Some words in the mother tongue are challenging and not always used. (R7) Reading materials, especially books, are essential to help teachers and pupils. They serve as references to them. Teachers were initially problematic regarding the availability of materials, especially during the start of the program implementation. Extract 28 During my first year teaching science using Iloco, it was hard. We did not have any references. (R1) Extract 29 Sometimes, the ratio of pupils to books is two to 1 because our enrollment increased this year. We have 40 pupils, and there are only about ten books available. (R2) Extract 30 Limited materials (like books) for them to read science in their mother tongue. (R4) Extract 31 There is a shortage of books. There are even misconceptions. (Kulang na nga ang aklat, mali-mali pa ang ibang concepts )(R6) Extract 32 The books provide insufficient information and are very few (R7) There are teachers whose pupils cannot understand the mother tongue used. Some pupils who do not understand Ilocano came from other places and transferred to Abra. There are also cases wherein Tingguian pupils have a different orientation on the meanings of words, thus imposing difficulty on teachers because they cannot proceed smoothly with the lesson, as the respondents narrate. Extract 33 I have a pupil who came from Manila. She cannot understand Ilocano. I also have pupils who are not from Abra and do not understand the language. (R1) Extract 34 I have pupils who cannot understand some Ilocano terms. (R4) The books provided to teachers were insufficient for essential concepts. Teachers described them as lacking background information and said that the books mainly contained experiments without enough relevant information explaining the experiments presented. As they said Extract 35 The books lack explanation. (Iyong aklat parang kulang ang eksplanasyon ng aklat).(R1) Extract 36 DepEd’s books were okay, but only with poorly edited words. Another is that the books contain experiments primarily, and sufficient background information to reinforce the concept learned in the investigation is lacking. The instructions given in the experiments are in Iloco so the pupils can follow, but background information is still needed (R2) Extract 37 I observed that I have also encountered difficulties. One is the absence of textbooks that thoroughly explain science concepts and facts. (R3) Extract 38 The books are not correctly presented, and the words are sometimes chosen incorrectly. (R4) Extract 39 The supply of books is not enough. There are even misconceptions. It even lacks information. (R6) Extract 40 The books are more about experimentation. They lack essential background information. (R6) The teachers also observe the poor quality of materials in the books provided for their subjects. Some texts were poorly edited, and the books seemed rashly done. As they describe the book Extract 41 One thing more seems like they have rushed the books so that they have something to give us. (R1) Extract 42 With the three books in science provided to us by DepEd, it is okay, but some words are not properly edited. (R2) Extract 43 The books are not correctly presented, and the words are sometimes chosen incorrectly. (R4) Extract 44 The books were not appropriately edited and rashly done (R7) Contests like quiz shows are also conducted at the district and division levels. Since the medium of instruction in Science 3 is Ilocano, it is expected that the medium used in the contest is also Ilocano, but it was the other way around. Thus, the pupils were confused during the match because the language orientation was different, resulting in low scores in the contest. As the respondent said Extract 45 We are using Ilocano to teach science, but the medium of instruction is English during the contest. (R1) Extract 46 Another problem is during the contest. Our contestants were confused because the medium used in the event was English. (R2) Extract 47 During the contest, they used English as the medium, while inside the classroom, we used Ilocano. The pupils were hard-up. (R3) Extract 47 Rules on the use of language during the contest are confusing. They use English (R4) Extract 48 Test questions in English during the contest confused my pupils (R5) Extract 49 When there is a test, the medium is English (R6) Extract 50 The medium of instruction inside the classroom is different from that used during the contests (R7) Strategies Employed by Teachers Coping with the difficulties presented by the teachers is one of their primary tasks. To be pinned down by these difficulties is not their cup of tea. Thus, strategies were employed to combat them and deliver the lessons well despite the challenges. These are the strategies used by the teachers: (1) Defining difficult words; (2) Translation of words; (3) Practicing bilingualism in teaching and in reviewing; (4) Providing supplementary reading materials; and (5) Conducting seminars/training on instructional materials during Learning Action Cell (LAC) sessions. Teachers believe that enhancing the vocabulary of Ilocano terms among pupils would greatly help them understand the lesson better. So, pupils can build their vocabulary by translating and defining difficult words. As they narrate Extract 51 What I do is I let my pupils spell the words. I use these words in sentences so they can easily understand them. (R1) Extract 52 What I usually do is translate the words that they do not understand into Tagalog (R1) Extract 53 I used pictures for the pupils to see the meaning of the words. (Kumukuha ako ng mga malalaking pictures para ipakita sa kanila (R2) Extract 54 Use pictures- show the learners so they have a clue. Translation- translate the Ilocano words to Filipino and English. Demonstration- demonstrate to the learners by acting out so that they can get the meaning (R4) Extract 55 I ask some parents to donate an English-Ilocano dictionary to be used in the classroom (R4) Extract 56 I define words ahead of time using varied strategies like context clues, use of the dictionary, translation, and the like (R5) Extract 57 Using the English-Ilokano dictionary (R7) Another strategy teachers employ in teaching science 3 using the vernacular is practicing bilingualism during instruction and review sessions. That is using other languages like Tagalog and English in teaching. One teacher used the term bridging, but they meant the same. According to them, explaining the lesson using Tagalog or English is helpful, especially if the Ilocano term is hard to understand. Extract 58 When I teach, I do not use pure Ilocano. I also use English or Tagalog so the pupils will understand the lesson. (R1) Extract 59 I use bridging or bilingual so that the pupils will understand. I use the English language when we review. (R3) Extract 60 I use English or Tagalog in teaching for them to understand the lesson (R4) Extract 61 I allot extra time for my quizzes and use English when discussing. (R2) Teachers prepare supplementary reading materials for the pupils regarding books and other materials. Using the old book references, they construct supplemental reading materials to augment the insufficiency of the relevant content of books issued by their department. During their LAC sessions, materials are made for use in their classroom. As accounted for by the respondents Extract 62 Concerning their books, I construct supplementary reading materials. (R1) Extract 63 I get concepts from other book references. (R3) Extract 64 I download reference materials from the net, and I try to translate them into Ilocano and give them to my pupils (R5) Extract 65 I refer to some science books for the supplementary ideas given to the pupils (R6) Extract 66 In our district, we are conducting Learning Action Cell (LAC) sessions every month. We make instructional materials that we can use during our classes. (R1) Extract 67 I collaborate with other teachers during LAC sessions (R5) Extract 68 I work with my fellow Grade 3 science teachers in producing instructional materials in Ilocano (R7) VII. FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS For this phenomenological study, the difficulties and strategies used by grade three science teachers in teaching the subject were explored. Interviewed teachers about their initial perceptions of the K-12 program, obstacles to its full implementation, and strategies used by teachers. As expected, teachers gave positive assessments on using the mother tongue as a medium of instruction. They said learners learn and understand the concepts being taught easily through their mother tongue because they are familiar with the medium. It supported Schafer’s assumption (Mohlala, 2011 ) when he said that proficiency in the language in which these subjects are taught is an essential factor in understanding key concepts in the mathematics curriculum. It is also parallel to the revelation of UNESCO (2003) that teaching using the mother tongue in the early grades enhances children’s ability to learn better than using a second or foreign language. Learners, as well as their parents, are encouraged to participate actively. Benson ( 2004 ) said that the mother tongue is the best medium for expressing ideas and feelings. The researcher found that parents and learners are at ease when asking questions and expressing their opinions. Again, it is consonant with Benson ( 2004 ) when she said that the mother tongue is the most potent agent of mutual communication and exchanging ideas. Despite the comments mentioned above, implementing the mother tongue as a medium of instruction in teaching science is never smooth. Obstacles came their way in the form of barriers or difficulties met by the teachers. The scarcity of substantial instructional materials, especially book references, is evident. The books that were distributed were poorly edited and lacked relevant information to reinforce the learning of concepts presented in the experiments contained in the books. Teachers argued that, though the learners can quickly follow the instructions for the experiments, a more comprehensive discussion on the lessons learned is still integral. As Gamiao ( 2013 ) explained, instructional materials such as printed or audiovisual materials should be sufficient to make learning fun and have better learning outcomes. Problems with pupils who cannot understand the medium because it is not their native tongue (pupils who migrated to the area) were also encountered. These learners tend to perform less because they cannot understand the language. UNESCO (2011) reiterated that children taught in languages different from their home language have low academic performance. The presence of such learners inside the classroom is an additional burden on the part of the teacher. Inconsistency of language used inside the classroom and during contests also confuses the pupil-contestants. Though pupil-contestants are said to be the” cream of the crop,” when they are not used to or exposed to the language used during the contest, they would be alarmed and confused, thus causing them to get nervous and not think well. A famous line goes this way, and I quote, “teachers are always learners.” Despite the numerous and unexpected difficulties in teaching science 3 using the mother tongue, teachers never stop learning and seeking strategies to combat such challenges. The researcher captured some of the techniques employed by the teachers. It is commendable to note that despite the numerous tasks of a teacher demanded by her profession, she still finds time to construct supplementary reading materials for her pupils. It aims to give additional information regarding the topics tackled in school. The teachers carefully organized old yet relevant references in the English language, translating them from English to Ilocano, to come up with supplementary reading materials for the pupils. They patiently define difficult Ilocano words so pupils can fully understand their lesson. Instructional materials, such as reading materials, are significant in realizing an educational goal. As Nworgu, as cited by Gamiao ( 2013 ), asserted, there could be no effective instruction transmission without instructional materials. It is further stressed by Igwe (Gamiao, 2013 ) when he said that teaching instructional materials should be available and adequate for utilization. The teachers of Abra are consistent with these beliefs because they meet every month to brainstorm and, at the same time, construct relevant instructional materials that they can use in their lessons. The practice of bilingualism is also one of the strategies employed by teachers. To address confusion problems during the contest and difficulty understanding some Ilocano terms. Bilingualism played an integral role in the classroom because there are concepts/words that learners can better understand when expressed in L2 or L3. The chart presented speaks of the teacher-respondents’ collective responses towards using the mother tongue in teaching science 3. As illustrated, teachers’ perceptions towards using the mother tongue in teaching science 3 vary between Positive and Negative perceptions. Teachers said that the mother tongue facilitates better comprehension. Teachers find it hard to give instructions because the pupils can understand the command by heart since they use the language daily. Mother tongue in teaching science promotes a more efficient and deeper understanding of concepts among pupils. They can quickly grasp the lesson using a very familiar language. Parents are also more encouraged to help their children with homework and other activities because they understand language use. However, the teachers also presented negative perceptions. According to them, they are hard to teach since they are unfamiliar with some Ilocano terms. Using the mother tongue may negatively affect our global quest for academic competitiveness. Uncertainties about how pupils would accept the medium of instruction and how they would perform in class are also one of their concerns. While analyzing the gathered data, the researcher identified three significant challenges in using the mother tongue in teaching science 3: Language Constraint, Material Constraint, and Policy Constraint. Language Constraints Language constraints refer to pupils' and teachers' difficulty understanding some Ilocano terms. There are also pupils whose L1 is different from the others. Teachers had a hard time dealing with these problems. However, they desire to deliver their lessons well and find ways to address these problems. Building vocabulary is one of their strategies. They introduced the use of the Ilocano-English dictionary. They patiently define difficult words by using context clues, using them in sentences, acting out with pictures, and translating the words. Using Tagalog and English during instructions proved effective in helping the pupils understand the lesson. Material Constraints Instructional materials are essential in transmitting the lesson. Textbooks and references serve as connecting lines between the teachers and the pupils. In the K to 12 programs, book materials are scarce. Teachers describe their books as lacking critical information that may supplement learning. According to them, the books seem to be rashly done and not properly edited. To address these problems, teachers looked for other book references and patiently constructed supplementary instructional materials they could give their pupils. Policy Constraints The teacher-respondents also observed inconsistent language of instruction and assessment. During contests, the questions asked were in English, whereas Ilocano was the medium of instruction. It causes confusion among pupils. Thus, they usually get low scores on tests. Teachers are flexible in preparing their contestants for the upcoming contest. They use Ilocano and English in reviewing their pupil-contestants. Conclusion This study successfully surfaced teachers’ outlooks, difficulties, and strategies in teaching science using the mother tongue. From the extracted and digested data, one can say that there are still areas that should be given importance, like the difficulties met by the teachers in teaching science using the mother tongue. Yes, the road towards attaining its goal is rough, as proven by the language, materials, and policy constraints, but the teachers never rest their pens. They keep looking for ways to address the difficulties. With the resourcefulness and innovativeness of teachers, the use of the mother tongue in teaching science will eventually reach its goal. Recommendations This study’s findings affirm the difficulties in implementing the K to 12 programs. However, the teachers present strategies to address such difficulties; the government, especially the Department of Education, is challenged to address these difficulties. Provision of sufficient instructional materials that are carefully edited and can be utilized fully should be one of the government’s priorities. Seminars on Ilocano Orthography should be conducted so that teachers can familiarize themselves with the terms used in teaching using the vernacular. Ultimately, education, as a whole, must be given proper funding by state officials. After all, education caters directly to the welfare of the youth, the hope of our motherland. Declarations Author Contribution Nero Paderes conceptualized the study, designed the research methodology, and conducted the literature review. N.P. also prepared the interview guide, led the data collection process through semi-structured interviews with Grade 3 science teachers in Abra, and transcribed the interviews. N.P. performed the thematic analysis of the interview data, identifying the key themes related to the challenges and strategies of implementing MTB-MLE in science education.N.P. wrote the main manuscript text, prepared the tables and figures, and reviewed and revised the manuscript for clarity and coherence. N.P. approved the final manuscript for submission and publication. Data Availability Statement: All data generated or analyzed during this study are included in the manuscript. Raw data and materials related to this research are available upon reasonable request from the corresponding author. Any additional data sharing will comply with the relevant ethical guidelines and privacy considerations. Consent to Publish: Informed consent was obtained from all participants for publication of the study results. They have provided written consent for their de-identified data to be included in this publication. The consent also covers any use of their responses for dissemination and future research. Consent to Participate: Informed written consent to participate in this study was obtained from all participants. In the case of participants under the age of 18, written consent was obtained from their parents or legal guardians. Participants were informed of their right to withdraw from the study at any time without consequence. Ethics Statement: The ASIST Research Ethics Committee approved this study. The research was carried out in compliance with the ethical standards outlined in ASIST's R&D policy. The Ethics Committee chairman reviewed and approved the study protocol, and all research activities followed the ethical guidelines established by the committee. Ethical approval ensures that all participants' rights, safety, and well-being are protected throughout the research process. References Austria LS. Teachers’ Perceptions Towards Mother Tongue-Based Multilingual Education (MTB-MLE) and Their Level of Use of Curriculum Materials. Laoag City: MMSU; 2016. Benson C. (2004). The Importance of Mother Tongue-Based Schooling for Educational Quality. Paper commissioned for the EFA Global Monitoring Report 2005. Creswell JW, Hanson WE, Clark P, V.L., Morales A. (2007). Qualitative Research Designs: Selection and Implementation. Retrieved from http://www.sagepub.com/drewstudy/pdf/Creswell.pdf Cruz I. Reengineering Filipino, English, and the Lingua Franca in Basic Education. Philippine J Linguistics. 2004;34(2):61–9. Cummins J. Language Power and Pedagogy. Bilingual Children in the Crossfire. Clevedon: Multilingual Matters; 2000. Department of Education, Culture, and Sports (DECS). (2000). Memo 243 s. 2000. The Expansion of the 1974 Bilingual Education Policy to a still-unnamed and unacknowledged Multilingual Education Policy Training workshop, DECS. 1999. Department of Education. (DepEd, 2009). Order No. 74 s. 2009. Institutionalizing Mother Tongue-Based Multilingual Education (MLE). De Guzman A. Handbook on Qualitative Research in Education and the Social Sciences. Dutcher NT. R. (1994). The Use of First and Second Languages in Education. A Review of International Experience.Discussion Paper series no.1. Washington, DC. Gamiao LB. Readiness and Attitudes of Teachers Towards the Use of the Mother Tongue-Based Multilingual Education in Vintar Districts I and II. Laoag City: Northern Christian College; 2013. Gonzales A, et al. The Social Sciences and Policy Making in Language. Philippine J Linguistics. 2000;31(2):27–37. Quisumbing LR. (1987). The 1987 Policy on Bilingual Education. DECS Order No. 52. Manila DECS. Lartec JK, et al. Teachers’ Strategies and Problems Encountered by Implementing Mother Tongue-Based Instruction in a Multilingual Classroom. Philippines: School of Teacher Education, Saint Louis University, Baguio City; 2016. Reyes LL, Reyes. Retrieved fromhttps://mlephil.wordpress.com/2010/02/26/using-filipino-in-the-teaching-of-science/ Mohlala T. (2011). Teaching Maths and Science in the Vernacular.Retrieved fromhttp://mg.co.za/article/2011-01-26-teaching-maths-and-science-in-the-vernacular UNESCO. (2006). Education in a Multilingual World. Retrieved from http://www.unesdoc.unesco.org./images/0012/001297/1297/129728e.pdf Additional Declarations No competing interests reported. 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Paderes","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAA6klEQVRIiWNgGAWjYJACCRDBD8QHwFwgyUyUFskGkOIEUrQYgK0gRou5dPPDGx/32NgbHz/+8ODPHwxyfDcS2B4X4NFiOeeYseWMZ2mJ287kGBzmSWAwlryRwG48A48WgxsJZtI8Bw4nmB3IYTgMdFjiBqAt0jx4taR/k/5z4L+9cf/zBwd/JDDUE6Elx0ya4cABxg0SCQYHgA5LMCCo5c6ZYsueA8mJM268AfolTcJw5pmH7cZ4tdxu33jjxwE7e/7+9Mcff9jYyPMdTz72GJ8WSKSgchnb8GnA0AIGbPi1jIJRMApGwUgDAMDGU1a9ZumeAAAAAElFTkSuQmCC","orcid":"","institution":"Abra State Institute of Sciences and Technology","correspondingAuthor":true,"prefix":"","firstName":"Nero","middleName":"M.","lastName":"Paderes","suffix":""}],"badges":[],"createdAt":"2025-07-09 06:23:14","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-7080403/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-7080403/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":90040186,"identity":"7a26f669-1d8d-4b71-b6b8-3ab2fc3fc72d","added_by":"auto","created_at":"2025-08-27 16:48:46","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":417553,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-7080403/v1/a78ddbc3-00fc-4b5a-8989-9593ce3d0b6c.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"Present Status of the Mother Tongue Multilingual Education in Science Teaching in the Province of Abra: Its Challenges and Innovations","fulltext":[{"header":"I. INTRODUCTION","content":"\u003cp\u003eBeing global means working with people from all over the world without discrimination. To realize this, the country\u0026rsquo;s educational system recently introduced the K-12 Curriculum, which uses the vernacular to teach subjects from grades 1 to 3. Science is one of these subjects. Thus, concepts in science should be better absorbed. However, science teachers\u0026rsquo; reactions varied due to the change in teaching medium. Therefore, this study examines teachers\u0026rsquo; challenges in teaching science and their solutions.\u003c/p\u003e\u003cp\u003eThe language in which these subjects are taught is essential in understanding key concepts in mathematics and science (Mohlala T.,2011). Schafer argues that one cannot fully comprehend a subject without mastering the language used to teach it. Schafer\u0026rsquo;s statements appear to support the country\u0026rsquo;s K-12 curriculum goals.\u003c/p\u003e\u003cp\u003eThe role of language as a medium of instruction in promoting effective teaching and learning is a long-standing concern of scholars worldwide (Orr 1987a, 1997, as cited by Deyi et al., 2007). Language as a medium of instruction has been a concern primarily in countries with a sizeable immigrant population like the US and Canada (Krashen Deyi et al., 2007). These countries have seen extensive research and legislation passed and amended over time. Despite these developments, language debates rage on. The Philippine educational system has recently introduced Mother Tongue Multilingual Education (MTB-MLE). A student\u0026rsquo;s mother tongue plus two or more additional languages are used as Languages of Instruction (LoI) in school. In some countries, MTB-MLE includes four languages: mother tongue, regional, national, and international (Malone, 2007). The 1987 Educational Act (revised in 2004) mandated that children in Grades 1\u0026ndash;3 be taught in their first language, while those in Grades 4\u0026ndash;12 be taught in a second language (L2). This language policy may be a model for bilingual education (Borch\u0026amp;Tombari in Namba, 2008). Many studies have shown that teaching children in their mother tongue rather than a second or foreign language improves their learning ability (UNESCO, 2003; Skutnabb-Kangas, 2003, as cited by Rai et al., 2011). Children taught in languages other than their mother tongue or home language drop out of school, perform poorly academically, and repeat classes due to high failure rates. This situation persists in Nepal (Yadava, 2007; Awasthi, 2004, as cited by Rai et al., 2011). Studies on L2 acquisition show that mastering the first language makes learning another easier in speech, listening, reading, and writing (Maclaughlin, 1987; Krashen, 195; Ndamba, 2008, citing Cummins, 1981; Hawes, 1979; Obanya, 1985; \u0026amp; Dawes, 1988). Language research shows that children learn faster, read faster, and acquire other academic skills when taught in their native language rather than a foreign language (Langer et al., 1990; Unicef, 1999). Language experts worldwide agree that children learn best in their native language, not a foreign language.\u003c/p\u003e\u003cp\u003eThe Philippines is an archipelago with linguistic and cultural diversity. For a language policy to work in the Philippines, it must be implemented across 7000 islands with 181 distinct languages (Lewis, Simons, and Fennig, 2013). It has resulted in a wide range of language policies for schools in the Philippines over the last century.\u003c/p\u003e\u003cp\u003eAside from education, using vernaculars in public was forbidden during Spanish colonial rule. When the Americans colonized in 1898, English became the school language (Act No. 74, 21 January 1901, Philippine Commission 1901), and Philippine languages were forbidden. Contrary to President McKinley\u0026rsquo;s advice, a massive influx of American teachers led to a monolingual English-based education system (Gonzalez, 2001).\u003c/p\u003e\u003cp\u003eIn 1957, local languages, or vocabularies, became the medium of instruction in Grades 1 and 2. When the Marcos administration introduced bilingual education in 1974, this vernacular policy abruptly ended.\u003c/p\u003e\u003cp\u003eTo teach Math, Science, and English, Quisumbing (\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e1987\u003c/span\u003e) revised its language policy to Filipino. Observations show that teachers typically begin teaching in the required language and then repeat in the vernacular to ensure student comprehension. In the same statement, some code switches.\u003c/p\u003e\u003cp\u003eAndrew Gonzalez, former Secretary of Education, Culture, and Sports (DECS), instituted DECS Memo No. 144 s. In 1999, the Regional Lengua Franca (RFA) was developed to develop foundational literacy skills (Cruz, \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2004\u003c/span\u003e). This project used Tagalog, Cebuano, and Ilocano as teaching languages in Grades 1 and 2. A \u0026ldquo;still-unnamed and acknowledged Multilingual Educational Policy\u0026rdquo; emerged from the 1974 Bilingual Education Policy (Cruz, \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2004\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eFormer Secretary Raul Roco\u0026rsquo;s 2001 Basic Education Curriculum maintained the multilingual policy and emphasized the central role of language in education. However, President Gloria Macapagal Arroyo reinstated English as the primary language of instruction to help Filipinos compete in the global labor market (DepEd, 2003).\u003c/p\u003e\u003cp\u003eIn recent educational reforms in the country, the mother tongue plays an essential role in the educational system. To reinforce this, the Department of Education (DepEd) has adopted the mother tongue as a teaching medium (DepEd Order No. 74, series of 2009). With the goal of \u0026ldquo;Every Child a Reader and Writer\u0026rdquo; by Grade 1, the K-12 program launched Mother Tongue-Based Multilingual Education (MTB-MLE), which uses the vernacular in teaching subjects.\u0026rdquo; Grade 3 science is now taught in the mother tongue.\u003c/p\u003e\u003cp\u003eThe K to 12 Program covers Kindergarten and 12 years of basic education (six years of primary, four years of junior high, and two years of senior high) to prepare students for tertiary education, middle-level skills development, employment, and entrepreneurship.\u003c/p\u003e"},{"header":"II. THEORETICAL FRAMEWORK","content":"\u003cp\u003eThe K-12 Curriculum emphasizes language proficiency (Mother Tongue Based-Multilingual Education). To be introduced for SY 2012\u0026ndash;2013 are Bahasa Sug (Bikol) and Hiligaynon (Hilagynon). Later years added more local languages.\u003c/p\u003e\u003cp\u003eAside from the mother tongue, English and Filipino are taught as subjects beginning in grade 1. From 4th to 6th grade, English and Filipino are gradually introduced. Both languages are taught in Junior and Senior High School (SHS).\u003c/p\u003e\u003cp\u003eEveryone can read in their mother tongue by grade 1. Learning in the mother tongue helps students learn Filipino and English more easily.\u003c/p\u003e\u003cp\u003eThe MTB-MLE Teacher Development Program will focus on teaching reading in the mother tongue and producing reading materials.\u003c/p\u003e\u003cp\u003eFor example, MTB-MLE refers to schooling that begins in the mother tongue and progresses to other languages, mainly Filipino and English. It aims to address Filipinos\u0026rsquo; high functional illiteracy, including language. There is no fear of making mistakes because the child\u0026rsquo;s language allows for easy expression. Children are more engaged in the learning process when they understand what is being discussed and asked of them. They can use their mother tongue to construct and explain their world, express their ideas, and learn new concepts.\u003c/p\u003e\u003cp\u003eAccording to Benson (\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2004\u003c/span\u003e), the mother tongue is essential to a child\u0026rsquo;s education. It is imperative in education. Thus, the mother tongue must be given priority in the school curriculum.\u003c/p\u003e\u003cp\u003eThe best way to express oneself is in one\u0026rsquo;s mother tongue. The most potent agent of mutual communication and idea exchange. Individuals form social groups through their mother tongues. The mother tongue is the easiest to learn. Mastery of one\u0026rsquo;s mother tongue is possible.\u003c/p\u003e\u003cp\u003eThe mother tongue, the language a child thinks and dreams in, becomes the first essential of schooling. It is the finest cultural instrument. Students must learn their mother tongue well.\u003c/p\u003e\u003cp\u003eStudents taught in their mother tongue performed better in class and learned more (Dutcher, \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e1994\u003c/span\u003e). Thus, multilingual education is the best way to improve education for all Filipinos, including ethnic and linguistic minorities (Dutcher, \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e1994\u003c/span\u003e). The study by Dekker and Stephen (2007) of the Summer Institute of Linguistics International found that native language instruction outperformed English instruction for 240 Lubuagan elementary students.\u003c/p\u003e\u003cp\u003eThe program\u0026rsquo;s success then rests with the teachers. They must have a good curriculum and instructional materials in their mother tongue. The learners should have enough printed or audio-visual materials to make learning enjoyable and achieve better learning outcomes. The aural-oral approach requires teachers to be fluent in their mother tongue, both orally and in writing.\u003c/p\u003e\u003cp\u003eAcantilado (1987) states that the attitudes of teachers, administrators, and parents toward educational activities and programs, such as the implementation of the MTB-MLE, play a vital role in achieving its goals. Many educators and psychologists were delighted when Barkington summarized the conditions for a good education and the right attitude of teachers to their work as catalysts in promoting activities and programs for children\u0026rsquo;s cognitive and social development.\u003c/p\u003e\u003cp\u003eCumins (1999) coined three critical language learning and instruction theories: Additive Bilingualism Theory, Common Underlying Proficiency, and Developmental Interdependence Hypothesis. In these theories, the mother tongue (MT) or first language (L1) plays a vital role in the acquisition of skills such as language and literacy, as well as cognitive flexibility (L3). These theories imply that most L1 skills need not be relearned in L2 or L3.\u003c/p\u003e"},{"header":"III. STATEMENT OF THE PROBLEM","content":"\u003cp\u003eThis study examined the difficulties and strategies of teachers in teaching science in the mother tongue among Grade III teachers in Abra. Seven teachers were interviewed about their experiences teaching science in their mother tongue. Thus, the results of this study should improve science teaching strategies using the mother tongue.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eSpecifically, it sought to answer the following questions:\u003c/p\u003e\n\u003col\u003e\n \u003cli\u003eWhat difficulties do science teachers face in using the mother tongue? and\u003c/li\u003e\n \u003cli\u003eHow do the teachers use the strategies in addressing such difficulties?\u003c/li\u003e\n\u003c/ol\u003e\n\u003cp\u003e\u003cimg src=\"https://myfiles.space/user_files/127393_c7e80a1c9bb65875/127393_custom_files/img1756311760.png\" style=\"width: 430px;\"\u003e\u003c/p\u003e"},{"header":"IV. SIGNIFICANCE OF THE STUDY","content":"\u003cp\u003eThe study sought to uncover science teachers\u0026rsquo; challenges and strategies in teaching science in the vernacular language. Interviews were held to collect data. The interviewees were asked about their challenges in implementing the new curriculum and their solutions. The interview results were transcribed, coded, analyzed, and interpreted to develop recommended strategies to improve classroom teaching-learning.\u003c/p\u003e"},{"header":"V. METHODOLOGY","content":"\u003cp\u003eThe researcher used phenomenology. From the first-person perspective, Husserl (1970) defined phenomenology as the \u0026ldquo;science of the essence of consciousness.\u0026rdquo; This research design aims to describe the universal essence of one\u0026rsquo;s lived experiences (Creswell et al., \u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e2007\u003c/span\u003e). They investigate teacher difficulties and strategies in teaching science in the mother tongue. This research can help people understand the phenomenon better by examining the views of teachers who have experienced it.\u003c/p\u003e\u003cp\u003eSeven (7) teachers teaching Science 3 in DepEd Abra, Philippines, were randomly selected as respondents. The number of respondents is based on the phenomenology research requirement of 3\u0026ndash;13 subjects (Creswell, 1998). The researcher used homogeneous sampling to identify all teachers who teach Science 3.\u003c/p\u003e\u003cp\u003eThe researcher requested permission from school principals via letter. After the request was approved and the teachers were notified, the data collection was scheduled. The interviews were taped with the participants\u0026rsquo; consent to obtain more precise and reliable information. The respondents were also given an open-ended questionnaire to supplement their answers during the interview. The data were then converted from audio-text to text or text to audio-text. After transcribing the data, the researcher used color coding to identify statements with common themes, allowing them to classify the data.\u003c/p\u003e\u003cp\u003eThe researcher then plotted the comments in a grid to identify categories or themes. The researcher evaluated the answers using cool and warm analyses and developed data categories and themes from the warm analysis. The themes were derived from the respondents\u0026rsquo; responses.\u003c/p\u003e"},{"header":"VI. RESULT AND DISCUSSION","content":"\u003cp\u003eThe warm analysis of the collected data from the respondents yielded three distinct categories that clearly describe what teachers teaching science using the vernacular went through since the mother tongue was used as a medium of instruction in science 3. The barriers clearly describe teachers\u0026rsquo; difficulties when teaching in their mother tongue. The strategies were the solutions they used to overcome obstacles and deliver a productive daily lesson.\u003c/p\u003e\u003cp\u003e\u003cspan type=\"ItalicUnderline\" class=\"ItalicUnderline\" name=\"Emphasis\"\u003ePerceptions of Teachers in the Use of Mother Tongue\u003c/span\u003e;\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eDuring the interviews, the researcher discovered teachers\u0026rsquo; mixed emotions. Mixed emotions imply uncertainty about the outcome of using the mother tongue in science education. As stated by the interviewees\u003c/p\u003e\u003cp\u003e\u003cem\u003eExtract 1\u003c/em\u003e\u003c/p\u003e\u003cp\u003e\u003cem\u003eI feel mixed emotions because I do not know the effect of the mother tongue on my teaching. Will my pupils learn faster? Or will they not understand the lesson when I use it? (R1)\u003c/em\u003e\u003c/p\u003e\u003cp\u003e\u003cem\u003eExtract 2\u003c/em\u003e\u003c/p\u003e\u003cp\u003e\u003cem\u003eAt first, I found it enjoyable, especially the first and second grading. After that, I was hard up due to a lack of resource materials (R6)\u003c/em\u003e\u003c/p\u003e\u003cp\u003e\u003cem\u003eExtract 3\u003c/em\u003e\u003c/p\u003e\u003cp\u003e\u003cem\u003eConversational Ilocano is different from instructional Ilocano. It is very different if you use Ilocano in teaching. (R4)\u003c/em\u003e\u003c/p\u003e\u003cp\u003e\u003cem\u003eExtract 4\u003c/em\u003e\u003c/p\u003e\u003cp\u003e\u003cem\u003eHow can we be globally competitive if we use our mother tongue? (R7)\u003c/em\u003e\u003c/p\u003e\u003cp\u003e\u003cem\u003eExtract 5\u003c/em\u003e\u003c/p\u003e\u003cp\u003e\u003cem\u003eI am not sure about the effect of this on the children (R6)\u003c/em\u003e\u003c/p\u003e\u003cp\u003eThe way she smiled during the interview showed excitement, though uncertainties were behind her mind. The tensions are bluntly supported by the statements of other respondents, who said they are unsure of its effectiveness.\u003c/p\u003e\u003cp\u003e\u003cem\u003eExtract 6\u003c/em\u003e\u003c/p\u003e\u003cp\u003e\u003cem\u003eNot suitable for the curriculum, especially since we are globally competing with other countries. (R5)\u003c/em\u003e\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003e\u003cem\u003eExtract 7\u003c/em\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u003cem\u003eI find it challenging to use the vernacular because, as a teacher for almost 35 years in service, I taught science in grade 3 for nearly 20 years and used English as my medium of instruction to pupils. (R7)\u003c/em\u003e\u003c/p\u003e\u003cp\u003e\u003cem\u003eExtract 8\u003c/em\u003e\u003c/p\u003e\u003cp\u003e\u003cem\u003eConversational Ilocano is different from instructional Ilocano. It is different if you use Ilocano in teaching (R4)\u003c/em\u003e\u003c/p\u003e\u003cp\u003e\u003cem\u003eExtract 9\u003c/em\u003e\u003c/p\u003e\u003cp\u003e\u003cem\u003eI am not sure about the effect of this on the children (R5)\u003c/em\u003e\u003c/p\u003e\u003cp\u003eThe different perspectives of teachers above show conflicting assessments and reactions towards using the mother tongue as a medium of instruction in science 3.\u003c/p\u003e\u003cp\u003eTeachers also strongly believe in the benefits of teaching in one\u0026rsquo;s mother tongue. Using it helps learners understand concepts more efficiently and deeply because they can understand the language used. This conclusion is derived from the respondents\u0026rsquo; statements.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003e\u003cem\u003eExtract 10\u003c/em\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u003cem\u003eTeaching science using the vernacular promotes a more efficient and deeper understanding of concepts on the part of the learners. (R3)\u003c/em\u003e\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003e\u003cem\u003eExtract 11\u003c/em\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u003cem\u003eWhen we experiment with my pupils, they can comprehend or understand the instruction without explanation. (R2)\u003c/em\u003e\u003c/p\u003e\u003cp\u003e\u003cem\u003eExtract 12\u003c/em\u003e\u003c/p\u003e\u003cp\u003e\u003cem\u003eThe language will surely help the pupils understand the concepts being taught. Because they are used to it. ( Kasi gamay nila )(R6)\u003c/em\u003e\u003c/p\u003e\u003cp\u003e\u003cem\u003eExtract 13\u003c/em\u003e\u003c/p\u003e\u003cp\u003e\u003cem\u003eThey can express their ideas and opinions in such a way that others can understand them (R4)\u003c/em\u003e\u003c/p\u003e\u003cp\u003e\u003cem\u003e Parents are also involved because they can understand the language used in the classroom and thus help their children with their homework. The students\u0026rsquo; participation improved because they could express themselves.\u003c/em\u003e\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003e\u003cem\u003eExtract 14\u003c/em\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u003cem\u003eI told myself that the parents benefited because they came to us asking about their children's lessons.( Kaya ang sabi ko is parang na benefit dito is iyong parent, kasi parang sila iyong.. sabi nila \u0026ldquo;ma\u0026rsquo;am iyong assignment ng anak namin ganito ganito..\u0026rdquo; parang mas active sila na makicommunicate kasi parang alam nila iyong mga lessons nila.)(R2)\u003c/em\u003e\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003e\u003cem\u003eExtract 15\u003c/em\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u003cem\u003eTheir parents can understand or relate to their assignments. (R2)\u003c/em\u003e\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003e\u003cem\u003eExtract 16\u003c/em\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u003cem\u003eThe parents appreciate the Ilocano language used in teaching (R4)\u003c/em\u003e\u003c/p\u003e\u003cp\u003e\u003cem\u003eExtract 17\u003c/em\u003e\u003c/p\u003e\u003cp\u003e\u003cem\u003eMy parents don\u0026rsquo;t have high educational level, so they can help their children. (Ang mga parents ko, di mataas ang pinag aralan, so matutulungan nila ang mga anak nila).(R6)\u003c/em\u003e\u003c/p\u003e\u003cp\u003e\u003cem\u003eExtract 18\u003c/em\u003e\u003c/p\u003e\u003cp\u003e\u003cem\u003eThe parents can help their children because of the language used. (R5)\u003c/em\u003e\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003e\u003cem\u003eExtract 19\u003c/em\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u003cem\u003eThey acquire and process information more easily and quickly because they are familiar with the medium of instruction utilized by the teacher. (R3)\u003c/em\u003e\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003e\u003cem\u003eExtract 20\u003c/em\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u003cem\u003eThe learners also enjoy learning and actively discuss facts and ideas because they are within their learning zone, where they can express and share what they know. (R3\u003c/em\u003e\u003c/p\u003e\u003cp\u003e\u003cem\u003eExtract 21\u003c/em\u003e\u003c/p\u003e\u003cp\u003e\u003cem\u003eThey can express their ideas and opinions so that others can understand them. (R4)\u003c/em\u003e\u003c/p\u003e\u003cp\u003e\u003cem\u003eExtract 22\u003c/em\u003e\u003c/p\u003e\u003cp\u003e\u003cem\u003eThe language will surely help the pupils understand the concepts being taught. Kasi gamay nila (R6)\u003c/em\u003e\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003e\u003cspan type=\"ItalicUnderline\" class=\"ItalicUnderline\" name=\"Emphasis\"\u003eBarriers Met by Teachers\u003c/span\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eDespite teachers\u0026rsquo; positive outlook toward implementing the K to 12 programs, their uncertainties became evident when they met barriers or difficulties. There were difficulties identified: Difficulty in understanding some Ilocano terms, Availability of reading materials, Language barrier (Pupils with different L1), Insufficiency of book content, Poor quality of materials, and Inconsistency of language of instruction and language of assessment.\u003c/p\u003e\u003cp\u003eTeachers find it hard to understand some Ilocano terms because they are unfamiliar. Though they are so-called \u0026ldquo;GI\u0026rdquo; (genuine Ilocano), there are Ilocano words that they cannot fully understand. Thus, they are hard up for using them.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003e\u003cem\u003eExtract 23\u003c/em\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u003cem\u003eSome of the difficulties I have encountered are words they cannot understand (R1)\u003c/em\u003e\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003e\u003cem\u003eExtract 23\u003c/em\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u003cem\u003eWhen we use distributed books, the challenge is that there are Ilocano terms that I, myself, cannot understand; those words are unfamiliar, so I need to research the meanings of those words. (R2\u003c/em\u003e\u003c/p\u003e\u003cp\u003e\u003cem\u003eExtract 24\u003c/em\u003e\u003c/p\u003e\u003cp\u003e\u003cem\u003eThose Ilocano words with complicated meanings, I cannot understand them. (R3)\u003c/em\u003e\u003c/p\u003e\u003cp\u003e\u003cem\u003eExtract 25\u003c/em\u003e\u003c/p\u003e\u003cp\u003e\u003cem\u003eMy pupils do not understand some words. Even I am hard-up. (R5)\u003c/em\u003e\u003c/p\u003e\u003cp\u003e\u003cem\u003eExtract 26\u003c/em\u003e\u003c/p\u003e\u003cp\u003e\u003cem\u003eSome pupils cannot understand some words, so nauubos oras ko sa kaka-define (R6)\u003c/em\u003e\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003e\u003cem\u003eExtract 27\u003c/em\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u003cem\u003eSome words in the mother tongue are challenging and not always used. (R7)\u003c/em\u003e\u003c/p\u003e\u003cp\u003eReading materials, especially books, are essential to help teachers and pupils. They serve as references to them. Teachers were initially problematic regarding the availability of materials, especially during the start of the program implementation.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003e\u003cem\u003eExtract 28\u003c/em\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u003cem\u003eDuring my first year teaching science using Iloco, it was hard. We did not have any references. (R1)\u003c/em\u003e\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003e\u003cem\u003eExtract 29\u003c/em\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u003cem\u003eSometimes, the ratio of pupils to books is two to 1 because our enrollment increased this year. We have 40 pupils, and there are only about ten books available. (R2)\u003c/em\u003e\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003e\u003cem\u003eExtract 30\u003c/em\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u003cem\u003eLimited materials (like books) for them to read science in their mother tongue. (R4)\u003c/em\u003e\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003e\u003cem\u003eExtract 31\u003c/em\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u003cem\u003eThere is a shortage of books. There are even misconceptions. (Kulang na nga ang aklat, mali-mali pa ang ibang concepts )(R6)\u003c/em\u003e\u003c/p\u003e\u003cp\u003e\u003cem\u003eExtract 32\u003c/em\u003e\u003c/p\u003e\u003cp\u003e\u003cem\u003eThe books provide insufficient information and are very few (R7)\u003c/em\u003e\u003c/p\u003e\u003cp\u003eThere are teachers whose pupils cannot understand the mother tongue used. Some pupils who do not understand Ilocano came from other places and transferred to Abra. There are also cases wherein Tingguian pupils have a different orientation on the meanings of words, thus imposing difficulty on teachers because they cannot proceed smoothly with the lesson, as the respondents narrate.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003e\u003cem\u003eExtract 33\u003c/em\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u003cem\u003eI have a pupil who came from Manila. She cannot understand Ilocano. I also have pupils who are not from Abra and do not understand the language. (R1)\u003c/em\u003e\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003e\u003cem\u003eExtract 34\u003c/em\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u003cem\u003eI have pupils who cannot understand some Ilocano terms. (R4)\u003c/em\u003e\u003c/p\u003e\u003cp\u003eThe books provided to teachers were insufficient for essential concepts. Teachers described them as lacking background information and said that the books mainly contained experiments without enough relevant information explaining the experiments presented. As they said\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003e\u003cem\u003eExtract 35\u003c/em\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u003cem\u003eThe books lack explanation. (Iyong aklat parang kulang ang eksplanasyon ng aklat).(R1)\u003c/em\u003e\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003e\u003cem\u003eExtract 36\u003c/em\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u003cem\u003eDepEd\u0026rsquo;s books were okay, but only with poorly edited words. Another is that the books contain experiments primarily, and sufficient background information to reinforce the concept learned in the investigation is lacking. The instructions given in the experiments are in Iloco so the pupils can follow, but background information is still needed (R2)\u003c/em\u003e\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003e\u003cem\u003eExtract 37\u003c/em\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u003cem\u003eI observed that I have also encountered difficulties. One is the absence of textbooks that thoroughly explain science concepts and facts. (R3)\u003c/em\u003e\u003c/p\u003e\u003cp\u003e\u003cem\u003eExtract 38\u003c/em\u003e\u003c/p\u003e\u003cp\u003e\u003cem\u003eThe books are not correctly presented, and the words are sometimes chosen incorrectly. (R4)\u003c/em\u003e\u003c/p\u003e\u003cp\u003e\u003cem\u003eExtract 39\u003c/em\u003e\u003c/p\u003e\u003cp\u003e\u003cem\u003eThe supply of books is not enough. There are even misconceptions. It even lacks information. (R6)\u003c/em\u003e\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003e\u003cem\u003eExtract 40\u003c/em\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u003cem\u003eThe books are more about experimentation. They lack essential background information. (R6)\u003c/em\u003e\u003c/p\u003e\u003cp\u003eThe teachers also observe the poor quality of materials in the books provided for their subjects. Some texts were poorly edited, and the books seemed rashly done. As they describe the book\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003e\u003cem\u003eExtract 41\u003c/em\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u003cem\u003eOne thing more seems like they have rushed the books so that they have something to give us. (R1)\u003c/em\u003e\u003c/p\u003e\u003cp\u003e\u003cem\u003eExtract 42\u003c/em\u003e\u003c/p\u003e\u003cp\u003e\u003cem\u003eWith the three books in science provided to us by DepEd, it is okay, but some words are not properly edited. (R2)\u003c/em\u003e\u003c/p\u003e\u003cp\u003e\u003cem\u003eExtract 43\u003c/em\u003e\u003c/p\u003e\u003cp\u003e\u003cem\u003eThe books are not correctly presented, and the words are sometimes chosen incorrectly. (R4)\u003c/em\u003e\u003c/p\u003e\u003cp\u003e\u003cem\u003eExtract 44\u003c/em\u003e\u003c/p\u003e\u003cp\u003e\u003cem\u003eThe books were not appropriately edited and rashly done (R7)\u003c/em\u003e\u003c/p\u003e\u003cp\u003eContests like quiz shows are also conducted at the district and division levels. Since the medium of instruction in Science 3 is Ilocano, it is expected that the medium used in the contest is also Ilocano, but it was the other way around. Thus, the pupils were confused during the match because the language orientation was different, resulting in low scores in the contest. As the respondent said\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003e\u003cem\u003eExtract 45\u003c/em\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u003cem\u003eWe are using Ilocano to teach science, but the medium of instruction is English during the contest. (R1)\u003c/em\u003e\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003e\u003cem\u003eExtract 46\u003c/em\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u003cem\u003eAnother problem is during the contest. Our contestants were confused because the medium used in the event was English. (R2)\u003c/em\u003e\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003e\u003cem\u003eExtract 47\u003c/em\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u003cem\u003eDuring the contest, they used English as the medium, while inside the classroom, we used Ilocano. The pupils were hard-up. (R3)\u003c/em\u003e\u003c/p\u003e\u003cp\u003e\u003cem\u003eExtract 47\u003c/em\u003e\u003c/p\u003e\u003cp\u003e\u003cem\u003eRules on the use of language during the contest are confusing. They use English (R4)\u003c/em\u003e\u003c/p\u003e\u003cp\u003e\u003cem\u003eExtract 48\u003c/em\u003e\u003c/p\u003e\u003cp\u003e\u003cem\u003eTest questions in English during the contest confused my pupils (R5)\u003c/em\u003e\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003e\u003cem\u003eExtract 49\u003c/em\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u003cem\u003eWhen there is a test, the medium is English (R6)\u003c/em\u003e\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003e\u003cem\u003eExtract 50\u003c/em\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u003cem\u003eThe medium of instruction inside the classroom is different from that used during the contests (R7)\u003c/em\u003e\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003e\u003cspan type=\"ItalicUnderline\" class=\"ItalicUnderline\" name=\"Emphasis\"\u003eStrategies Employed by Teachers\u003c/span\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eCoping with the difficulties presented by the teachers is one of their primary tasks. To be pinned down by these difficulties is not their cup of tea. Thus, strategies were employed to combat them and deliver the lessons well despite the challenges. These are the strategies used by the teachers: (1) Defining difficult words; (2) Translation of words; (3) Practicing bilingualism in teaching and in reviewing; (4) Providing supplementary reading materials; and (5) Conducting seminars/training on instructional materials during Learning Action Cell (LAC) sessions.\u003c/p\u003e\u003cp\u003eTeachers believe that enhancing the vocabulary of Ilocano terms among pupils would greatly help them understand the lesson better. So, pupils can build their vocabulary by translating and defining difficult words. As they narrate\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003e\u003cem\u003eExtract 51\u003c/em\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u003cem\u003eWhat I do is I let my pupils spell the words. I use these words in sentences so they can easily understand them. (R1)\u003c/em\u003e\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003e\u003cem\u003eExtract 52\u003c/em\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u003cem\u003eWhat I usually do is translate the words that they do not understand into Tagalog (R1)\u003c/em\u003e\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003e\u003cem\u003eExtract 53\u003c/em\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u003cem\u003eI used pictures for the pupils to see the meaning of the words. (Kumukuha ako ng mga malalaking pictures para ipakita sa kanila (R2)\u003c/em\u003e\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003e\u003cem\u003eExtract 54\u003c/em\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u003cem\u003eUse pictures- show the learners so they have a clue. Translation- translate the Ilocano words to Filipino and English. Demonstration- demonstrate to the learners by acting out so that they can get the meaning (R4)\u003c/em\u003e\u003c/p\u003e\u003cp\u003e\u003cem\u003eExtract 55\u003c/em\u003e\u003c/p\u003e\u003cp\u003e\u003cem\u003eI ask some parents to donate an English-Ilocano dictionary to be used in the classroom (R4)\u003c/em\u003e\u003c/p\u003e\u003cp\u003e\u003cem\u003eExtract 56\u003c/em\u003e\u003c/p\u003e\u003cp\u003e\u003cem\u003eI define words ahead of time using varied strategies like context clues, use of the dictionary, translation, and the like (R5)\u003c/em\u003e\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003e\u003cem\u003eExtract 57\u003c/em\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u003cem\u003eUsing the English-Ilokano dictionary (R7)\u003c/em\u003e\u003c/p\u003e\u003cp\u003eAnother strategy teachers employ in teaching science 3 using the vernacular is practicing bilingualism during instruction and review sessions. That is using other languages like Tagalog and English in teaching. One teacher used the term bridging, but they meant the same. According to them, explaining the lesson using Tagalog or English is helpful, especially if the Ilocano term is hard to understand.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003e\u003cem\u003eExtract 58\u003c/em\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u003cem\u003eWhen I teach, I do not use pure Ilocano. I also use English or Tagalog so the pupils will understand the lesson. (R1)\u003c/em\u003e\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003e\u003cem\u003eExtract 59\u003c/em\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u003cem\u003eI use bridging or bilingual so that the pupils will understand.\u003c/em\u003e\u003c/p\u003e\u003cp\u003e\u003cem\u003eI use the English language when we review. (R3)\u003c/em\u003e\u003c/p\u003e\u003cp\u003e\u003cem\u003eExtract 60\u003c/em\u003e\u003c/p\u003e\u003cp\u003e\u003cem\u003eI use English or Tagalog in teaching for them to understand the lesson (R4)\u003c/em\u003e\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003e\u003cem\u003eExtract 61\u003c/em\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u003cem\u003eI allot extra time for my quizzes and use English when discussing. (R2)\u003c/em\u003e\u003c/p\u003e\u003cp\u003eTeachers prepare supplementary reading materials for the pupils regarding books and other materials. Using the old book references, they construct supplemental reading materials to augment the insufficiency of the relevant content of books issued by their department. During their LAC sessions, materials are made for use in their classroom. As accounted for by the respondents\u003c/p\u003e\u003cp\u003e\u003cem\u003eExtract 62\u003c/em\u003e\u003c/p\u003e\u003cp\u003e\u003cem\u003eConcerning their books, I construct supplementary reading materials. (R1)\u003c/em\u003e\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003e\u003cem\u003eExtract 63\u003c/em\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u003cem\u003eI get concepts from other book references. (R3)\u003c/em\u003e\u003c/p\u003e\u003cp\u003e\u003cem\u003eExtract 64\u003c/em\u003e\u003c/p\u003e\u003cp\u003e\u003cem\u003eI download reference materials from the net, and I try to translate them into Ilocano and give them to my pupils (R5)\u003c/em\u003e\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003e\u003cem\u003eExtract 65\u003c/em\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u003cem\u003eI refer to some science books for the supplementary ideas given to the pupils (R6)\u003c/em\u003e\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003e\u003cem\u003eExtract 66\u003c/em\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u003cem\u003eIn our district, we are conducting Learning Action Cell (LAC) sessions every month. We make instructional materials that we can use during our classes. (R1)\u003c/em\u003e\u003c/p\u003e\u003cp\u003e\u003cem\u003eExtract 67\u003c/em\u003e\u003c/p\u003e\u003cp\u003e\u003cem\u003eI collaborate with other teachers during LAC sessions (R5)\u003c/em\u003e\u003c/p\u003e\u003cp\u003e\u003cem\u003eExtract 68\u003c/em\u003e\u003c/p\u003e\u003cp\u003e\u003cem\u003eI work with my fellow Grade 3 science teachers in producing instructional materials in Ilocano (R7)\u003c/em\u003e\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e"},{"header":"VII. FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS","content":"\u003cp\u003eFor this phenomenological study, the difficulties and strategies used by grade three science teachers in teaching the subject were explored. Interviewed teachers about their initial perceptions of the K-12 program, obstacles to its full implementation, and strategies used by teachers.\u003c/p\u003e\u003cp\u003eAs expected, teachers gave positive assessments on using the mother tongue as a medium of instruction. They said learners learn and understand the concepts being taught easily through their mother tongue because they are familiar with the medium. It supported Schafer\u0026rsquo;s assumption (Mohlala, \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2011\u003c/span\u003e) when he said that proficiency in the language in which these subjects are taught is an essential factor in understanding key concepts in the mathematics curriculum. It is also parallel to the revelation of UNESCO (2003) that teaching using the mother tongue in the early grades enhances children\u0026rsquo;s ability to learn better than using a second or foreign language. Learners, as well as their parents, are encouraged to participate actively. Benson (\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2004\u003c/span\u003e) said that the mother tongue is the best medium for expressing ideas and feelings. The researcher found that parents and learners are at ease when asking questions and expressing their opinions. Again, it is consonant with Benson (\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2004\u003c/span\u003e) when she said that the mother tongue is the most potent agent of mutual communication and exchanging ideas.\u003c/p\u003e\u003cp\u003eDespite the comments mentioned above, implementing the mother tongue as a medium of instruction in teaching science is never smooth. Obstacles came their way in the form of barriers or difficulties met by the teachers. The scarcity of substantial instructional materials, especially book references, is evident. The books that were distributed were poorly edited and lacked relevant information to reinforce the learning of concepts presented in the experiments contained in the books. Teachers argued that, though the learners can quickly follow the instructions for the experiments, a more comprehensive discussion on the lessons learned is still integral. As Gamiao (\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e2013\u003c/span\u003e) explained, instructional materials such as printed or audiovisual materials should be sufficient to make learning fun and have better learning outcomes.\u003c/p\u003e\u003cp\u003eProblems with pupils who cannot understand the medium because it is not their native tongue (pupils who migrated to the area) were also encountered. These learners tend to perform less because they cannot understand the language. UNESCO (2011) reiterated that children taught in languages different from their home language have low academic performance. The presence of such learners inside the classroom is an additional burden on the part of the teacher.\u003c/p\u003e\u003cp\u003eInconsistency of language used inside the classroom and during contests also confuses the pupil-contestants. Though pupil-contestants are said to be the\u0026rdquo; cream of the crop,\u0026rdquo; when they are not used to or exposed to the language used during the contest, they would be alarmed and confused, thus causing them to get nervous and not think well.\u003c/p\u003e\u003cp\u003eA famous line goes this way, and I quote, \u0026ldquo;teachers are always learners.\u0026rdquo; Despite the numerous and unexpected difficulties in teaching science 3 using the mother tongue, teachers never stop learning and seeking strategies to combat such challenges. The researcher captured some of the techniques employed by the teachers. It is commendable to note that despite the numerous tasks of a teacher demanded by her profession, she still finds time to construct supplementary reading materials for her pupils. It aims to give additional information regarding the topics tackled in school. The teachers carefully organized old yet relevant references in the English language, translating them from English to Ilocano, to come up with supplementary reading materials for the pupils. They patiently define difficult Ilocano words so pupils can fully understand their lesson. Instructional materials, such as reading materials, are significant in realizing an educational goal. As Nworgu, as cited by Gamiao (\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e2013\u003c/span\u003e), asserted, there could be no effective instruction transmission without instructional materials. It is further stressed by Igwe (Gamiao, \u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e2013\u003c/span\u003e) when he said that teaching instructional materials should be available and adequate for utilization. The teachers of Abra are consistent with these beliefs because they meet every month to brainstorm and, at the same time, construct relevant instructional materials that they can use in their lessons.\u003c/p\u003e\u003cp\u003eThe practice of bilingualism is also one of the strategies employed by teachers. To address confusion problems during the contest and difficulty understanding some Ilocano terms. Bilingualism played an integral role in the classroom because there are concepts/words that learners can better understand when expressed in L2 or L3.\u003c/p\u003e\u003cp\u003eThe chart presented speaks of the teacher-respondents\u0026rsquo; collective responses towards using the mother tongue in teaching science 3. As illustrated, teachers\u0026rsquo; perceptions towards using the mother tongue in teaching science 3 vary between Positive and Negative perceptions. Teachers said that the mother tongue facilitates better comprehension. Teachers find it hard to give instructions because the pupils can understand the command by heart since they use the language daily. Mother tongue in teaching science promotes a more efficient and deeper understanding of concepts among pupils. They can quickly grasp the lesson using a very familiar language. Parents are also more encouraged to help their children with homework and other activities because they understand language use. However, the teachers also presented negative perceptions. According to them, they are hard to teach since they are unfamiliar with some Ilocano terms. Using the mother tongue may negatively affect our global quest for academic competitiveness. Uncertainties about how pupils would accept the medium of instruction and how they would perform in class are also one of their concerns.\u003c/p\u003e\u003cp\u003eWhile analyzing the gathered data, the researcher identified three significant challenges in using the mother tongue in teaching science 3: Language Constraint, Material Constraint, and Policy Constraint.\u003c/p\u003e\u003cp\u003e\u003cspan type=\"Underline\" class=\"Underline\" name=\"Emphasis\"\u003eLanguage Constraints\u003c/span\u003e\u003c/p\u003e\u003cp\u003eLanguage constraints refer to pupils' and teachers' difficulty understanding some Ilocano terms. There are also pupils whose L1 is different from the others. Teachers had a hard time dealing with these problems. However, they desire to deliver their lessons well and find ways to address these problems. Building vocabulary is one of their strategies. They introduced the use of the Ilocano-English dictionary. They patiently define difficult words by using context clues, using them in sentences, acting out with pictures, and translating the words. Using Tagalog and English during instructions proved effective in helping the pupils understand the lesson.\u003c/p\u003e\u003cp\u003e\u003cspan type=\"Underline\" class=\"Underline\" name=\"Emphasis\"\u003eMaterial Constraints\u003c/span\u003e\u003c/p\u003e\u003cp\u003eInstructional materials are essential in transmitting the lesson. Textbooks and references serve as connecting lines between the teachers and the pupils. In the K to 12 programs, book materials are scarce. Teachers describe their books as lacking critical information that may supplement learning. According to them, the books seem to be rashly done and not properly edited. To address these problems, teachers looked for other book references and patiently constructed supplementary instructional materials they could give their pupils.\u003c/p\u003e\u003cp\u003e\u003cspan type=\"Underline\" class=\"Underline\" name=\"Emphasis\"\u003ePolicy Constraints\u003c/span\u003e\u003c/p\u003e\u003cp\u003eThe teacher-respondents also observed inconsistent language of instruction and assessment. During contests, the questions asked were in English, whereas Ilocano was the medium of instruction. It causes confusion among pupils. Thus, they usually get low scores on tests. Teachers are flexible in preparing their contestants for the upcoming contest. They use Ilocano and English in reviewing their pupil-contestants.\u003c/p\u003e"},{"header":"Conclusion","content":"\u003cp\u003eThis study successfully surfaced teachers\u0026rsquo; outlooks, difficulties, and strategies in teaching science using the mother tongue. From the extracted and digested data, one can say that there are still areas that should be given importance, like the difficulties met by the teachers in teaching science using the mother tongue. Yes, the road towards attaining its goal is rough, as proven by the language, materials, and policy constraints, but the teachers never rest their pens. They keep looking for ways to address the difficulties. With the resourcefulness and innovativeness of teachers, the use of the mother tongue in teaching science will eventually reach its goal.\u003c/p\u003e\u003cp\u003e\u003cb\u003eRecommendations\u003c/b\u003e\u003c/p\u003e\u003cp\u003eThis study\u0026rsquo;s findings affirm the difficulties in implementing the K to 12 programs. However, the teachers present strategies to address such difficulties; the government, especially the Department of Education, is challenged to address these difficulties. Provision of sufficient instructional materials that are carefully edited and can be utilized fully should be one of the government\u0026rsquo;s priorities. Seminars on Ilocano Orthography should be conducted so that teachers can familiarize themselves with the terms used in teaching using the vernacular. Ultimately, education, as a whole, must be given proper funding by state officials. After all, education caters directly to the welfare of the youth, the hope of our motherland.\u003c/p\u003e"},{"header":"Declarations","content":"\u003ch2\u003eAuthor Contribution\u003c/h2\u003e\u003cp\u003eNero Paderes conceptualized the study, designed the research methodology, and conducted the literature review. N.P. also prepared the interview guide, led the data collection process through semi-structured interviews with Grade 3 science teachers in Abra, and transcribed the interviews. N.P. performed the thematic analysis of the interview data, identifying the key themes related to the challenges and strategies of implementing MTB-MLE in science education.N.P. wrote the main manuscript text, prepared the tables and figures, and reviewed and revised the manuscript for clarity and coherence. N.P. approved the final manuscript for submission and publication.\u003c/p\u003e\u003cul type=\"disc\"\u003e\n \u003cli\u003eData Availability Statement:\u003cbr\u003e\u0026nbsp;All data generated or analyzed during this study are included in the manuscript. Raw data and materials related to this research are available upon reasonable request from the corresponding author. Any additional data sharing will comply with the relevant ethical guidelines and privacy considerations.\u003c/li\u003e\n \u003cli\u003eConsent to Publish:\u003cbr\u003e\u0026nbsp;Informed consent was obtained from all participants for publication of the study results. They have provided written consent for their de-identified data to be included in this publication. The consent also covers any use of their responses for dissemination and future research.\u003c/li\u003e\n \u003cli\u003eConsent to Participate:\u003cbr\u003e\u0026nbsp;Informed written consent to participate in this study was obtained from all participants. In the case of participants under the age of 18, written consent was obtained from their parents or legal guardians. Participants were informed of their right to withdraw from the study at any time without consequence.\u003c/li\u003e\n \u003cli\u003eEthics Statement:\u003cbr\u003e\u0026nbsp;The ASIST Research Ethics Committee approved this study. The research was carried out in compliance with the ethical standards outlined in ASIST\u0026apos;s R\u0026amp;D policy. The Ethics Committee chairman reviewed and approved the study protocol, and all research activities followed the ethical guidelines established by the committee. Ethical approval ensures that all participants\u0026apos; rights, safety, and well-being are protected throughout the research process.\u003c/li\u003e\n\u003c/ul\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eAustria LS. Teachers\u0026rsquo; Perceptions Towards Mother Tongue-Based Multilingual Education (MTB-MLE) and Their Level of Use of Curriculum Materials. Laoag City: MMSU; 2016.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eBenson C. (2004). The Importance of Mother Tongue-Based Schooling for Educational Quality. Paper commissioned for the EFA Global Monitoring Report 2005.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eCreswell JW, Hanson WE, Clark P, V.L., Morales A. (2007). Qualitative Research Designs: Selection and Implementation. Retrieved from \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttp://www.sagepub.com/drewstudy/pdf/Creswell.pdf\u003c/span\u003e\u003cspan address=\"http://www.sagepub.com/drewstudy/pdf/Creswell.pdf\" targettype=\"URL\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eCruz I. Reengineering Filipino, English, and the Lingua Franca in Basic Education. Philippine J Linguistics. 2004;34(2):61\u0026ndash;9.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eCummins J. Language Power and Pedagogy. Bilingual Children in the Crossfire. Clevedon: Multilingual Matters; 2000.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eDepartment of Education, Culture, and Sports (DECS). (2000). Memo 243 s. 2000. The Expansion of the 1974 Bilingual Education Policy to a still-unnamed and unacknowledged Multilingual Education Policy Training workshop, DECS. 1999.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eDepartment of Education. (DepEd, 2009). Order No. 74 s. 2009. Institutionalizing Mother Tongue-Based Multilingual Education (MLE).\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eDe Guzman A. Handbook on Qualitative Research in Education and the Social Sciences.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eDutcher NT. R. (1994). The Use of First and Second Languages in Education. A Review of International Experience.Discussion Paper series no.1. Washington, DC.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eGamiao LB. Readiness and Attitudes of Teachers Towards the Use of the Mother Tongue-Based Multilingual Education in Vintar Districts I and II. Laoag City: Northern Christian College; 2013.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eGonzales A, et al. The Social Sciences and Policy Making in Language. Philippine J Linguistics. 2000;31(2):27\u0026ndash;37.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eQuisumbing LR. (1987). The 1987 Policy on Bilingual Education. DECS Order No. 52. Manila DECS.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eLartec JK, et al. Teachers\u0026rsquo; Strategies and Problems Encountered by Implementing Mother Tongue-Based Instruction in a Multilingual Classroom. Philippines: School of Teacher Education, Saint Louis University, Baguio City; 2016.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eReyes LL, Reyes. Retrieved \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003efromhttps://mlephil.wordpress.com/2010/02/26/using-filipino-in-the-teaching-of-science/\u003c/span\u003e\u003cspan address=\"http://fromhttps://mlephil.wordpress.com/2010/02/26/using-filipino-in-the-teaching-of-science/\" targettype=\"URL\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eMohlala T. (2011). Teaching Maths and Science in the Vernacular.Retrieved \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003efromhttp://mg.co.za/article/2011-01-26-teaching-maths-and-science-in-the-vernacular\u003c/span\u003e\u003cspan address=\"http://fromhttp://mg.co.za/article/2011-01-26-teaching-maths-and-science-in-the-vernacular\" targettype=\"URL\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eUNESCO. (2006). Education in a Multilingual World. Retrieved from \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttp://www.unesdoc.unesco.org./images/0012/001297/1297/129728e.pdf\u003c/span\u003e\u003cspan address=\"http://www.unesdoc.unesco.org./images/0012/001297/1297/129728e.pdf\" targettype=\"URL\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":true,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"discover-education","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"diedu","sideBox":"Learn more about [Discover Education](https://www.springer.com/journal/44217)","snPcode":"44217","submissionUrl":"https://submission.nature.com/new-submission/44217/3","title":"Discover Education","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Discover Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true},"keywords":"Educational System, Policies, Mother Tongue, Difficulties, Strategies","lastPublishedDoi":"10.21203/rs.3.rs-7080403/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-7080403/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eFor many years, scholars worldwide have debated the importance of language as a medium for effective teaching and learning. The country\u0026rsquo;s MTB-MLE program uses vernacular to teach subjects like science 3. Recognizing the shift in instructional medium, this phenomenological study identically captured the collective responses of DepEd grade 3 science teachers in Abra, Philippines. Semi-structured interviews were conducted to discover teachers\u0026rsquo; challenges and strategies in teaching science in their mother tongue. Warm analysis was used to reduce the phenomenological reduction of audio text and field notes. The analysis revealed three themes: language, material, and policy constraints. Teachers used strategies to deliver lessons well despite shortcomings. The emerging themes from the teacher respondents\u0026rsquo; collective experiences help us understand what the grade 3 science teachers went through and still go through when using the vernacular in teaching. Overall, this study shows that teaching Science 3 in the mother tongue still needs work to fully implement the program\u0026rsquo;s goal of improved science teaching in primary education.\u003c/p\u003e","manuscriptTitle":"Present Status of the Mother Tongue Multilingual Education in Science Teaching in the Province of Abra: Its Challenges and Innovations","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-08-27 16:32:36","doi":"10.21203/rs.3.rs-7080403/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"decision","content":"Revision requested","date":"2025-09-05T13:40:47+00:00","index":"","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-09-02T21:35:33+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-09-01T01:17:26+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"262202610835639636855090696167283084729","date":"2025-08-27T12:39:44+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"322474252676005741508255082489011042334","date":"2025-08-26T06:18:11+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"314088510142643605006106044425685985400","date":"2025-08-25T03:20:10+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"73062608235179974611623393452423944039","date":"2025-08-25T01:09:56+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"154008995531064245451263589844630100508","date":"2025-08-23T05:38:18+00:00","index":"hide","fulltext":""},{"type":"reviewersInvited","content":"","date":"2025-08-19T09:50:37+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2025-08-19T09:48:45+00:00","index":"","fulltext":""},{"type":"editorInvited","content":"","date":"2025-08-09T07:51:28+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2025-07-19T12:49:28+00:00","index":"","fulltext":""},{"type":"submitted","content":"Discover Education","date":"2025-07-19T12:46:42+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"discover-education","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"diedu","sideBox":"Learn more about [Discover Education](https://www.springer.com/journal/44217)","snPcode":"44217","submissionUrl":"https://submission.nature.com/new-submission/44217/3","title":"Discover Education","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Discover Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"13527f06-2de4-4dd8-b7ab-2b4a5a03b25f","owner":[],"postedDate":"August 27th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"under-review","subjectAreas":[],"tags":[],"updatedAt":"2025-12-15T05:38:54+00:00","versionOfRecord":[],"versionCreatedAt":"2025-08-27 16:32:36","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-7080403","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-7080403","identity":"rs-7080403","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}