STRATEGIES AND PROBLEMS ENCOUNTERED BY TEACHERS IN IMPLEMENTING MOTHER TONGUE - BASED INSTRUCTION IN A MULTILINGUAL CLASSROOM (KEY IJP************427)

• Grace P. Polinar

Abstract

Abstract With the prevalent sentiments on the effects of Mother Tongue Based Multilingual Education (MTB-MLE), this study investigated the lived experiences of teachers in an elementary school setting which focused on outcomes and challenges to capture the invariant structure of lived experiences common to all study participants of Catalunan Grande Elementary School located in Sitio Escuela Catalunan Grande, Davao City and A. Mabini Elementary School in Bangkal, Davao City.The study participants were only fourteen (14) teachers who had at least five years of experience in teaching about Mother Tongue Based Multilingual Education (MTB-MLE) under the K to 12 Basic Education Curriculum. This research endeavor employed qualitative designs. It is qualitative in the sense that it utilized Colaizzis phenomenological research design. Results revealed that after merging all reflected themes the whole structure of the phenomenon MTB-MLE Impacts, Challenges and teachers Coping Mechanism towards Implementation. This concluded that despite the MTB-MLE impressive outcomes, teachers experienced challenges in implementation.Keywords: Mother Tongue Based Multilingual Education, Key Stage 1 Teachers Live Experiences, Pupils Academic Performance,