After A Decade: Exploring Elementary Teachers’ Attitude and Challenges in Handling Mother Tongue-Based Multilingual Education

Abstract

This study explored teachers' experiences implementing Mother Tongue-Based Multilingual Education (MTB-MLE), which plays a vital role in education by embracing and honoring students' diverse linguistic and cultural backgrounds and fostering inclusive and equitable learning environments. This study delves into elementary school teachers' attitudes and challenges while implementing MTB-MLE. Utilizing qualitative methods, the research explores teachers' experiences, shedding light on their perceptions, attitudes, and the obstacles encountered in the classroom. The study involves ten elementary school teachers in Banaybanay, Davao Oriental. Findings highlight various challenges, including the scarcity of learning resources and teacher training, unfamiliar terminologies, code-switching, and improved student proficiency. Despite generally positive attitudes among teachers, concerns such as poor implementation, lack of support, and unaddressed gaps persist. Insights drawn from teachers' experiences underscore the importance of proper implementation, remediation of gaps, and teacher consultation and dialogue. Addressing these challenges and fostering a supportive environment can optimize program implementation, benefiting students through enhanced language development and cultural preservation. Implementing Mother Tongue-Based Multilingual Education requires ongoing support, professional development opportunities, and access to appropriate instructional materials for teachers and students. When these were met, it could lead to enhanced language development and proficiency among students. By effectively utilizing students' mother tongues as the medium of instruction.