pag-asa national high , view in the k-12 program
EDUCATION STUDENTS’ VIEW ON MTB-MLE IN THE PHILIPPINES 1
4th Year Education Student’s View On
Mother-Tongue-Based Learning In the Philippines princess garcia
Divine Word College
EDUCATION STUDENTS’ VIEW ON MTB-MLE IN THE PHILIPPINES 2
Abstract
EDUCATION STUDENTS’ VIEW ON MTB-MLE IN THE PHILIPPINES 3
‘There is no defect in traditional education greater than its failure to secure the active cooperation of the pupil in the construction of the purpose involved in his studying.’
(Dewey 1938, as cited in Gachehe 2010, p. 2)
Education has been found to have a positive impact on human development and the attempts to make it available to each and every one has been a major priority of the government and agencies since it was declared by the United Nations as a human right in 1948 .There is now a growing awareness in many parts of the world that local languages should be strategically placed within the educational setting .In many of the developing countries, mother tongue is used as the means of classroom instruction in the first 6-8 years of the child’s school years. “Hammerly (1991) estimates that the judicious use of the mother tongue (MT) in carefully crafted techniques can be twice as efficient (i.e. reach the same level of second language proficiency in half the time), without any loss in effectiveness, as instruction that ignores the students‟ native language” (Hammerly, 1999, as cited in Butzkamm, 2003, pp.36-37). Mother tongue plays a vital role in our life. It is the language that we first encounter at home and in the neighbourhood. The first language learned at home is an exceptionally important contributing factor in a child’s learning and it also serves as a good foundation for all future language development. The gaining of language is not only a crucial part of the child’s cognitive development, but also in his/her social development and
4th Year Education Student’s View On
Mother-Tongue-Based Learning In the Philippines princess garcia
Divine Word College
EDUCATION STUDENTS’ VIEW ON MTB-MLE IN THE PHILIPPINES 2
Abstract
EDUCATION STUDENTS’ VIEW ON MTB-MLE IN THE PHILIPPINES 3
‘There is no defect in traditional education greater than its failure to secure the active cooperation of the pupil in the construction of the purpose involved in his studying.’
(Dewey 1938, as cited in Gachehe 2010, p. 2)
Education has been found to have a positive impact on human development and the attempts to make it available to each and every one has been a major priority of the government and agencies since it was declared by the United Nations as a human right in 1948 .There is now a growing awareness in many parts of the world that local languages should be strategically placed within the educational setting .In many of the developing countries, mother tongue is used as the means of classroom instruction in the first 6-8 years of the child’s school years. “Hammerly (1991) estimates that the judicious use of the mother tongue (MT) in carefully crafted techniques can be twice as efficient (i.e. reach the same level of second language proficiency in half the time), without any loss in effectiveness, as instruction that ignores the students‟ native language” (Hammerly, 1999, as cited in Butzkamm, 2003, pp.36-37). Mother tongue plays a vital role in our life. It is the language that we first encounter at home and in the neighbourhood. The first language learned at home is an exceptionally important contributing factor in a child’s learning and it also serves as a good foundation for all future language development. The gaining of language is not only a crucial part of the child’s cognitive development, but also in his/her social development and