STUDENTS PERCEPTION ON NATIVE LAGUAGE EMPHASIS AS AN APPROACH TO

CURRICULUM INSTRUCTION

INTRODUCTION

Mother Tongue, also known as Native language is the language that a person
first learned when he/she was born. In a wider range, it is considered as a language in
particular country where a speaker grew up. However, some says it refers more
specifically of ethnic groups languages than ones first language.

To keep abreast with the demand of the worlds changing technology, the
education curriculum in the Philippines tried to keep in pace with the global trends.
Finally, for the school year 2012, the K to 12 basic education curriculum was first
implemented in the Philippines. There are provisions in the implementation of this
curriculum. One of them is the use of mother tongue or Native Language emphasis as
an approach to curriculum instruction. Furthermore, education officials firmly believe
that this new policy will be effective in facilitating learning since it was believed that if
children speak with their native tongue, the fewer tendencies of them to be hesitant in
answering and speaking in class. By starting with the language that young learners
speak at home, the gap in understanding can be bridged better and easier. Hence,
elementary students can better absorb lessons. (Garbes, 2012).

Research has shown that childrens first language is the optimal language for
literacy and learning throughout primary school (UNESCO, 2008). However, Wa-
Mbaleka (2014) found out in his research that though Mother tongue has some
advantages on the local and regional level, it is not perceived advantageously for global
competitiveness. For English has sometimes been associated with national and
international competitiveness, better quality of education, and better employment
opportunities (Dawe, 2014; Gallego & Zubiri, 2011; Piller & Cho, 2012). Despite the
prestigious position that English has assumed over a number of decades now
(Finegan, 2011; Phillipson, 1992, 1996; Yule, 2014), it seems to be facing some new
challenges as more and more emphasis is placed on mother-tongue based and
multilingual education, at least in the primary education (UNESCO, 2005a, 2005b,
2007, 2010).

Language in the academe is clearly a complex socio cultural process that is

continually being weighed up by the multilingual system of the Philippine education.
(Bernardo, 2005). With all of these valuable facts and information, the researchers
were motivated to find out the perspectives of the students on Mother tongue or Native
Language as an approach to curriculum instruction. This study provides important
insight on the implementation of the Mother Tongue from the students perspective.
Their perspective is important for the approach because this has a direct impact on
them. Thus, this study is conducted.