Readiness of School Heads and Teachers in the Implementation of Mother Tongue in Grade I
CHAPTER I
THE PROBLEM
Introduction
“Children need to have access to and control over the language of power both in school and in society in order to overcome the current inequity in the world.” * Prof. Roderick Motril Aguirre, Professor De La Salle University
Teaching as a profession assumes different meanings and definitions and it is always depending on the practitioners’ ultimate goal. Accepting it as an art does not lessen the concern for the methods and techniques employed in transmitting knowledge.
Teaching should be adjusted to the needs of the learners. As such, it is imperative to determine first the difficulties and needs so that whatever materials a teacher purports to design should be in accordance with these needs. And this is what is known as directional teaching. This means that it is an assurance of more achievements in teaching than mere teaching without any sound basis.
Considerably, the contribution of teachers teaching and in the learning outcomes are widely recognized. Towards it, the teacher’s effectiveness has more impact on the students learning than any other factor which are under the control of school systems, including its class size, school size, and the quality of school programs. (Rivkin et al., 2005)
The language of instruction and literacy skills among pupils in Philippine schools are foreign and incomprehensible to more than 70% of Filipino students. This is a phenomenon which is also common to many other countries in Asia and throughout the world. At present the curriculum for Grade – I to III, the medium of instruction used in the classroom is the mother tongue. Mother Tongue, also known as native language or first language is the language a person has learned from birth or within the critical period or that a one speaks the best and so is often used as the basis for sociolinguistic identity. In some countries, the term native language or mother tongue refers to the language of one's ethnic group rather than
THE PROBLEM
Introduction
“Children need to have access to and control over the language of power both in school and in society in order to overcome the current inequity in the world.” * Prof. Roderick Motril Aguirre, Professor De La Salle University
Teaching as a profession assumes different meanings and definitions and it is always depending on the practitioners’ ultimate goal. Accepting it as an art does not lessen the concern for the methods and techniques employed in transmitting knowledge.
Teaching should be adjusted to the needs of the learners. As such, it is imperative to determine first the difficulties and needs so that whatever materials a teacher purports to design should be in accordance with these needs. And this is what is known as directional teaching. This means that it is an assurance of more achievements in teaching than mere teaching without any sound basis.
Considerably, the contribution of teachers teaching and in the learning outcomes are widely recognized. Towards it, the teacher’s effectiveness has more impact on the students learning than any other factor which are under the control of school systems, including its class size, school size, and the quality of school programs. (Rivkin et al., 2005)
The language of instruction and literacy skills among pupils in Philippine schools are foreign and incomprehensible to more than 70% of Filipino students. This is a phenomenon which is also common to many other countries in Asia and throughout the world. At present the curriculum for Grade – I to III, the medium of instruction used in the classroom is the mother tongue. Mother Tongue, also known as native language or first language is the language a person has learned from birth or within the critical period or that a one speaks the best and so is often used as the basis for sociolinguistic identity. In some countries, the term native language or mother tongue refers to the language of one's ethnic group rather than