From Tagalog to English: Pupils’ Writing Proficiency Levels After Three Years in Mother Tongue-Based Multilingual Education
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Published
Aug 13, 2023
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Abstract
The study aimed to investigate the impact of Mother Tongue-Based Multilingual Education (MTB-MLE) on students’ writing skills in their first language (L1), Tagalog, and explore whether their proficiency in L1 contributes to their second language (L2) writing. This study employed a conceptual framework based on language acquisition and bilingual education theories, implying that proficiency in the first language positively impacts second language writing abilities, while implementing MTB-MLE improves overall writing skills. A descriptive-correlational research design was employed, and data were gathered from 135 Filipino Grade 5 pupils who took Tagalog (L1) and English (L2) writing tests. The students came from nine small elementary schools in Paracale, Camarines Norte, Philippines and underwent the same MTB-MLE treatment from Grades 1 to 3. During the exams, they were given two writing tasks in Tagalog and English, with three question options to choose from. This allowed them to select a topic they were comfortable with, including personal experiences during the pandemic and questions from Grade 5 textbooks to ensure reliability. Participants expressed their opinions and discussed their responses within a 150-word limit. Their compositions were evaluated using modified Tagalog and English rubrics provided by DepEd, which employed a 4-point scale representing Beginning, Developing, Accomplished, and Exemplary proficiency levels. These rubrics assessed four key writing elements: content, organization, vocabulary, and conventions. The evaluators used these elements as criteria to evaluate the student’s work. The study’s findings showed that students performed better in their L1 than in their L2, indicating a significant discrepancy in writing proficiency levels between L1 and L2. The students’ L2 writing outputs were brief, disorganized, and filled with grammatical errors, while they also failed their Tagalog and English writing tests, implying that they could not apply the skills they acquired from MTB-MLE to improve their L1 and L2 writing outputs. The results of the study, however, have some limitations. The study cannot identify the factors that hinder students from improving their writing skills in both languages. Furthermore, given the prevalence of different regional languages, the study’s findings cannot be generalized to other parts of the country. Therefore, the researcher recommends further investigating the factors influencing pupils’ writing development in other regions with diverse L1 and L2 backgrounds.
Keywords: Writing Proficiency, First Language, Second Language, MTB-MLE
References
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Cabansag, J. N. (2016). The Implementation of Mother Tongue-Based Multilingual Education: Seeing it from the Stakeholders’ Perspective. International Journal of English Linguistics, 6(5), 43-53. https://doi.org/10.5539/ijel.v6n5p43
Canagarajah, S. (2016). Translingual Writing and Teacher Development in Composition. College English, 78(3), 265-273.
Cummins, J. (1986). Empowering Minority Students: A Framework for Intervention. Harvard Educational Review, 56(1), 18-37. https://doi.org/10.17763/haer.56.1.b327234461607787
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Karim, K., & Nassaji, H. (2013). First Language Transfer in Second Language Writing: An Examination of Current Research. Iranian Journal of Language Teaching Research, 1(1), 117-134.
Kim, Y., & Yoon, H. (2014). The Use of L1 as a Writing Strategy in L2 Writing Tasks. Journal of Language Studies, 14(3), 33-50. Retrieved from http://journalarticle.ukm.my/7764/
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Lee, L. (2013). Becoming a Writing Teacher: Using “Identity” as an Analytic Lens to Understand EFL Writing Teachers’ Development. Journal of Second Language Writing, 22(3), 330–345. https://doi.org/10.1016/j.jslw.2012.07.001
López Urdaneta, J. L. (2011). Spanish-English Writing Structure Interferences in Second Language Learners. GIST Education and Learning Research Journal, 5, 158-179. Retrieved from https://latinjournal.org/index.php/gist/article/view/601
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Cabansag, J. N. (2016). The Implementation of Mother Tongue-Based Multilingual Education: Seeing it from the Stakeholders’ Perspective. International Journal of English Linguistics, 6(5), 43-53. https://doi.org/10.5539/ijel.v6n5p43
Canagarajah, S. (2016). Translingual Writing and Teacher Development in Composition. College English, 78(3), 265-273.
Cummins, J. (1986). Empowering Minority Students: A Framework for Intervention. Harvard Educational Review, 56(1), 18-37. https://doi.org/10.17763/haer.56.1.b327234461607787
Department of Education (DepEd). (2012, February 17). DO 16, S. 2012 – Guidelines on the Implementation of the Mother Tongue-Based-Multilingual Education (MTB-MLE). Retrieved from https://www.deped.gov.ph/wp-content/uploads/2012/02/DO_s2012_16.pdf
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Domantay, M. D., & Ramos, L. Q. (2018). English Writing Performance of Grade 11 Students. Journal of Advanced Studies, 1(1), 1-19. Retrieved from https://psurj.org/wp-content/uploads/2018/12/JAS-002.pdf
EF English Proficiency Index. (2022). The World’s Largest Ranking of Countries and Regions by English Skills. Retrieved from https://www.ef.com/wwen/epi/
Gepila, E. C., Jr. (2018). The Impregnable Composition Writing Competency and Teaching Writing Methodologies. KnE Social Sciences, 3(6), 360–372. http://doi.org/10.18502/kss.v3i6.2392
GMA News Online. (2018, February 21). English Proficiency of Pinoy Students, Teachers Lagging — Survey. Retrieved from https://www.gmanetwork.com/news/topstories/nation/644114/english-proficiency-of-pinoy-students-teachers-lagging-survey/story/
Gonca, A. (2016). Do L2 Writing Courses Affect the Improvement of L1 Writing Skills Via Skills Transfer from L2 to L1. Educational Research and Reviews, 11(10), 987-997. http://doi.org/10.5897/ERR2016.2743
Gustilo, L. E. (2010). “What you Think, Feel and Experience Shape your Writing”: Cognitive, Affective, and Contextual Processes in ESL Writing. The Asia-Pacific Education Researcher, 19(2), 271-285.
Harmer, J. (1998). How to Teach English. Harlow: Longman.
Hirvela, A., & Belcher, D. (2007). Writing Scholars as Teacher Educators: Exploring Writing Teacher Education. Journal of Second Language Writing, 16(3), 125–128. https://doi.org/10.1016/j.jslw.2007.08.001
Javadi-Safa, A. (2018). A Brief Overview of Key Issues in Second Language Writing Teaching and Research. International Journal of Education & Literacy Studies, 6(2), 15-25. https://doi.org/10.7575/aiac.ijels.v.6n.2p.15
Jones, S., & Tetroe, J. (1987). Composing in a Second Language. In A. Matsuhashi (Ed.), Writing in Real-time: Modelling Production Processes (pp. 34-57). Norwood, NJ: Ablex.
Karim, K., & Nassaji, H. (2013). First Language Transfer in Second Language Writing: An Examination of Current Research. Iranian Journal of Language Teaching Research, 1(1), 117-134.
Kim, Y., & Yoon, H. (2014). The Use of L1 as a Writing Strategy in L2 Writing Tasks. Journal of Language Studies, 14(3), 33-50. Retrieved from http://journalarticle.ukm.my/7764/
Kobayashi, H., & Rinnert, C. (2008). Task Response and Text Construction Across L1 and L2 Writing. Journal of Second Language Writing, 17(1), 7-29. https://doi.org/10.1016/j.jslw.2007.08.004
Labarrete, R. A. (2019). Scaffolding Writing Skill in the K-12 Curriculum. PUPIL: International Journal of Teaching, Education and Learning, 3(1), 205-219. http://doi.org/10.20319/pijtel.2019.31.205219
Larsen-Freeman, D. (2000). Techniques and Principles in Language Teaching (2nd ed.). Oxford: Oxford University Press.
Lasala, C. B. (2014). Communicative Competence of Secondary Senior Students: Language Instructional Pocket. Procedia-Social and Behavioral Sciences, 134, 226-237. http://doi.org/10.1016/j.sbspro.2014.04.243
Lee, L. (2013). Becoming a Writing Teacher: Using “Identity” as an Analytic Lens to Understand EFL Writing Teachers’ Development. Journal of Second Language Writing, 22(3), 330–345. https://doi.org/10.1016/j.jslw.2012.07.001
López Urdaneta, J. L. (2011). Spanish-English Writing Structure Interferences in Second Language Learners. GIST Education and Learning Research Journal, 5, 158-179. Retrieved from https://latinjournal.org/index.php/gist/article/view/601
Lowry, G. A. (2023, April 27). How Many Sentences is a Paragraph in Elementary School? Education Portal for Students in India. Retrieved from https://www.saradaschool.in/american-education/how-many-sentences-is-a-paragraph-in-elementary-school.html
Madrunio, M. R., Martin, I. P., & Plata, S. M. (2016). English Language Education in the Philippines: Policies, Problems, and Prospects. In R. Kirkpatrick (Ed.), English Language Education Policy in Asia, Language Policy, Vol. 11 (pp. 245-264). Cham: Springer. https://doi.org/10.1007/978-3-319-22464-0_11
Malone, D. (2016). What is the Most Effective Approach to Transition to the Use of a Second Language as a Medium of Instruction when Classroom Policy and Practice has Used the Learner’s Home Language/First Language in the Early Primary Years? Which School Year is Best for Implementing Transition? In B. Truddell, & C. Young (Eds.), Good Answers to Tough Questions in Mother Tongue-Based Multilingual Education (pp. 15-20). USA: SIL International. Retrieved from https://goo.gl/x3RcZW
Malone, S. (2018). MTB MLE Resource Kit: Including the Excluded: Promoting Multilingual Education (2nd ed.). Paris, France: UNESCO. Retrieved from http://unesdoc.unesco.org/ark:/48223/pf0000246278
McBurney, D., & White, T. L. (2009). Research Methods. Belmont, CA: Wadsworth Cengage Learning.
Montemayor, M. T. (2018, March 7). Mother Tongue-Based Learning doesn’t Affect English Proficiency: DepEd. Philippine News Agency. Retrieved from https://www.pna.gov.ph/articles/1027726
Namanya, S. J. C. (2017). The Effects of Mother Tongue-Based Multilingual Education on the English Literacy of Children in Silang, Philippines. International Forum Journal, 20(2), 160-177. Retrieved from https://journals.aiias.edu/info/article/view/70
Official Gazette. (2013, May 15). Republic Act No. 10533. Retrieved from https://www.officialgazette.gov.ph/2013/05/15/republic-act-no-10533/
Pablo, J. C. I., & Lasaten, R. C. S. (2018). Writing Difficulties and Quality of Academic Essays of Senior High School Students. Asia Pacific Journal of Multidisciplinary Research, 6(4), 46-57. Retrieved from http://www.apjmr.com/wp-content/uploads/2018/08/APJMR-2018-6.4.06.pdf
Rana, L. B. (2018). L1 Use in L2 Writing: A Case of Multilingual Undergraduates in a Basic Writing Course (Master’s thesis). Minnesota State University, Mankato. Retrieved from https://cornerstone.lib.mnsu.edu/cgi/viewcontent.cgi?article=1784&context=etds
Ricablanca, J. D. (2014). Effectiveness of Mother Tongue-Based Instruction on Pupils’ Achievement in Mathematics (Master’s thesis). Central Mindanao State University, Philippines.
Richards, J. C., & Renandya, W. A. (2002). Methodology in Language Teaching: An Anthology of Current Practice. Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9780511667190
Saavedra, A. D., & Barredo, C. P. (2020). Factors that Contribute to the Poor Writing Skills in Filipino and English of the Elementary Pupils. International Journal on Innovation, Creativity and Change, 14(5), 1090-1106.
Satake, M. (2015, May 26). English Students Flock to Philippines for Low Cost, Sunshine. Nikkei Asia. Retrieved from https://s.nikkei.com/2UzbtJi
Sausa, R. S. (2017, August 25). South Koreans Wooed to Study English in PH. The Manila Times. Retrieved from https://www.manilatimes.net/2017/08/25/news/national/south-koreans-wooed-study-english-ph/346727/amp
Scott, V. M. (1996). Rethinking Foreign Language Writing. Boston: Heinle & Heinle.
Stapa, S. H., & Majid, A. H. A. (2012). The Use of First Language in Developing Ideas in Second Language Writing. American Journal of Social Issues & Humanities, 2(3), 148-151.
Tiryakioglu, G., Peters, E., & Verschaffel, L. (2019). The Effect of L2 Proficiency Level on Composing Processes of EFL Learners: Data from Keystroke Loggings, Think Alouds and Questionnaires. In Observing Writing: Insights from Keystroke Logging and Handwriting (pp. 212-235). https://doi.org/10.1163/9789004392526_011
Trammel, K. (2016). What Approaches have been Proven Effective for Managing the Use of Two or More Languages in a Bilingual/Multilingual Curriculum? In B. Trudell, & C. Young (Eds.), Good Answers to Tough Questions in Mother Tongue-Based Multilingual Education (pp. 44-50). USA: SIL International. Retrieved from https://goo.gl/x3RcZW
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Research Articles
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How to Cite
DE LEMIOS, Ronald O..
From Tagalog to English: Pupils’ Writing Proficiency Levels After Three Years in Mother Tongue-Based Multilingual Education.
Journal of Community Development Research (Humanities and Social Sciences), [S.l.], v. 16, n. 3, p. 115-133, aug. 2023.
ISSN 2985-0231.
Available at: <https://www.journal.nu.ac.th/JCDR/article/view/Vol-16-No-3-2023-115-133>. Date accessed: 29 apr. 2024.
doi: https://doi.org/10.14456/jcdr-hs.2023.29.