Home⇛International Journal of Multidisciplinary Educational Research and Innovation⇛vol. 2 no. 4 (2024)

Bridging the Gap: Preparations for Mother Tongue Utilization within the Matatag Curriculum

Leonora F. De Jesus

Discipline: Education

 

Abstract:

This research emphasizes the need for teacher education programs to equip teachers with the necessary skills, resources, and support systems to successfully integrate their mother tongue into elementary education. In this study, phenomenological study was employed as a qualitative research methodology to explore and understand the perceived opinions, experiences, and preparations of teacher participants in government schools in Bulacan. Purposive sampling was utilized to gain in-depth insights from teacher participants who possess knowledge and experience in teaching Mother Tongue for more than a year and utilized the same medium of instruction as the current curriculum dictates. The majority favored the removal of the mother tongue as a subject, citing redundancy and time constraints. Teachers stressed the importance of developing materials, adapting pedagogical approaches, and enhancing language proficiency. Anticipated pedagogical challenges centered on varying student language proficiencies and the need for adjusted instructional methods. Communicative Language Teaching emerged as a potential remedy. Proposed strategies included additional training sessions, collaboration with language organizations, and partnerships with higher education extension services. It can be concluded that despite their efforts, there remains a desire among educators for increased governmental support. Specifically, they seek continuous training opportunities and potential collaboration with external organizations.



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