000			03062nam a22003377a 4500
005			20250113085315.0
008			250113b ph ||||| |||| 00| 0 eng d
022			_a2984-6625
040			_cOCT
100			_aBañas, Hannah
245			_aTeachers’ utilization of mother tongue as a medium of instruction in the remote public elementary schools in Tagaytay City : _bA multiple case study / _cHannah Bañas, Clarisse Ann Bojocan, Alexis Caballero, Regine Carano-o, Pauline Delos Santos, Sally Laboc, Loreina Martinez, Maria Sara Sta. Maria
300			_aVol 3 (1) pages 34-63 : _billustrations ;
500			_aI. ABSTRACT Teachers serve as agents of the curriculum who foster excellent skills and knowledge in meeting the needs and demands of society. At the same time, more than ever, the need to prepare teachers for MTB-MLE classrooms to equip them with practical pedagogies, approaches, and strategies has become necessary. This study sought to determine the teachers' common issues and effective practices in utilizing MTB-MLE as a medium of instruction in remote areas. This study used a qualitative descriptive multiple case study as a research design. Through this design, the participants' experiences using their mother tongue as a medium of instruction were not explored through one lens but rather through various data sources such as focus group discussion, field notes from classroom observation, and documentary analysis. Six themes emerged to answer the three statements of the problem. 1.) Theme 1: Experiences of Teachers in Teaching MTB-MLE. 2. MTB - MLE as a language. 3.) Challenges encountered in MTB- MLE Implementation 4.) Strategies to Cope with Difficulties and Demands of Utilizing MTB- MLE 5.) Pillars of support in Teaching MTB-MLE 6.) Positive Attitudes among MTB teachers towards Teaching in the Mother Tongue, and 7.) Enhancing Policy for Better Outcomes. To sum up, this study showed the benefits and challenges of using the mother tongue as a medium of instruction in the three remote public schools in Tagaytay City District. Results suggested a need for strict implementation of the mother tongue as a medium of instruction. Also, the resources must be appropriately allocated to fund the instructional materials needed. Elementary teachers must be proficient in the Filipino language. They must give time and effort to develop the learners' skills in the national language. Thus, an enhanced capacity-building training program for elementary teachers was designed for consideration.
650			_aMTB- MLE
650			_aMother Tongue
650			_autilization
650			_amedium of instruction
650			_alanguage
650			_aresources
650			_alearning
650			_ateachers
650			_alearners
700			_aBojocan, Clarisse Ann
700			_aCaballero, Alexis
700			_aCarano-o, Regine
700			_aDelos Santos, Pauline
700			_aLaboc, Sally
700			_aMartinez, Loreina
700			_aSta. Maria, Maria Sara
942			_2ddc _cCR _n0
999			_c10103 _d10103