Attitude and Motivation towards english language of HS Student
“Attitude and Motivation towards English Language of High School Students in St. Mary’s College of Catbalogan”
Chapter 1
THE PROBLEM AND ITS SETTING
Introduction
Philippine languages of instruction and literacy in schools are foreign and incomprehensible to more than 70% of Philippine students. This is a phenomenon common to many other countries in Asia as well, and throughout the world. This situation predetermines that minority language students are unable to understand the content of teaching at school. Using the language the child understands – the child 's first language, or mother tongue –for teaching lesson content in the first 6 years of school, not only enables the child to immediately master curriculum content, but in the process, it affirms the value of the child and her/his cultural and language heritage. Additionally, because Filipino and English are taught as subjects, learning skills that are built using the child 's mother tongue are easily applied to the acquisition of Filipino and English (Baker, 2001:25).
Quality education begins with the mother tongue. A strong foundation in the mother tongue ensures effective education and high levels of proficiency in many languages. Education in the mother tongue is guaranteed in our constitution and recommended in the National Curricular Framework, 2005 and The Right of Children to Free and Compulsory Education Act, 2009. However, for most children, particularly for the tribal and minority language children, there is no provision for education in the mother tongue. Education of such children imposes an unfamiliar school language on them, often leads to large scale failure and pushes them out of schools. Mother tongue based multilingual education for at least 6 to 8 years is education of quality for all children (Mojanty, et. al 2009).
When curriculum content is presented in an unfamiliar language, an enormous amount of time must be spent first teaching children to understand, speak, read, and write a
Chapter 1
THE PROBLEM AND ITS SETTING
Introduction
Philippine languages of instruction and literacy in schools are foreign and incomprehensible to more than 70% of Philippine students. This is a phenomenon common to many other countries in Asia as well, and throughout the world. This situation predetermines that minority language students are unable to understand the content of teaching at school. Using the language the child understands – the child 's first language, or mother tongue –for teaching lesson content in the first 6 years of school, not only enables the child to immediately master curriculum content, but in the process, it affirms the value of the child and her/his cultural and language heritage. Additionally, because Filipino and English are taught as subjects, learning skills that are built using the child 's mother tongue are easily applied to the acquisition of Filipino and English (Baker, 2001:25).
Quality education begins with the mother tongue. A strong foundation in the mother tongue ensures effective education and high levels of proficiency in many languages. Education in the mother tongue is guaranteed in our constitution and recommended in the National Curricular Framework, 2005 and The Right of Children to Free and Compulsory Education Act, 2009. However, for most children, particularly for the tribal and minority language children, there is no provision for education in the mother tongue. Education of such children imposes an unfamiliar school language on them, often leads to large scale failure and pushes them out of schools. Mother tongue based multilingual education for at least 6 to 8 years is education of quality for all children (Mojanty, et. al 2009).
When curriculum content is presented in an unfamiliar language, an enormous amount of time must be spent first teaching children to understand, speak, read, and write a
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