With Philippine schools adopting the use of mother tongue as the medium of instruction from Kindergarten to Grade 3, this case study looked into how the Mother Tongue Based- Multilingual Education (MTB-MLE) programme was implemented in an area of armed conflict. The study answered the following questions: 1) How is MTB-MLE implemented in an area of armed conflict in terms of the use of mother tongue as subject, medium of instruction, and auxiliary language; 2) How is the mother tongue integrated in peace education in an area of armed conflict particularly in the curriculum, instructional materials, and strategies.A public elementary school located in Maguindanao was the study locale. As a qualitative research, it used the instrumental case study design involving two Grade 1 classes, and one class each in Grades 2 and 3.Classroom observations, Focus Group Discussions, Key Informant Interviews, analysis of instructional and learning materials, and surveys were conducted. Results of the study reveal that Maguindanaon as a Mother Tongue subject was taught in Grade 1 with the teacher using both Maguindanaon and Filipino as media of instruction; however, Maguindanaon as an auxiliary language has not been established. Furthermore, results show that the school indirectly and informally integrates peace education using Maguindanaon through the teaching of values education and in the Arabic Language and Islamic Values Education. However, there is no direct mention of peace, unity and harmony in the lessons observed. Teaching strategies were also very limited.
Ghea Ramona Tenchavez, University of the Philippines Open University, The Philippines
Stream: Education for intercultural communication
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