The Experience of Mother Tongue-Based Multilingual Education Teachers in Southern Leyte, Philippines

Abstract

With all the studies conducted related to the use of mother tongue-based multilingual education (MTB-MLE) in instruction, there is very limited data of the documentation of the lived experiences of the teachers in MTB-MLE. This paper documented the experiences of 10 teachers in MTB-MLE in Southern Leyte, Philippines by determining the meaning of teaching in MTB-MLE as far as the teachers are concerned, including the successes and problems in the implementation. This study employed the hermeneutic phenomenology research design. Participants were asked to share their experiences in MTB-MLE teaching through questionnaires, personal interviews, and text messaging. The data gathered generated 5 themes, which included the use of more than one vernacular as a medium of instruction in communication development, commitment to being globally competitive, limited applicability due to the superiority of English and insufficient materials, burden caused by the complexity of the vernacular, and optimism to accept the responsibility. This study concluded that the MTB-MLE curriculum is a welcomed addition to the ever-challenging tasks of the teachers. Additionally, teachers understood their role and saw the challenge given by the addition of MTB-MLE in the curriculum but accepted the challenge by realizing their importance to the success of the MTB-MLE.