THE IMPLICATION OF MOTHER TONGUE IN FOREIGN LANGUAGE

TEACHING: BASES FOR TEACHING PEDAGOGIES IN MULTILINGUAL

CLASSROOM

An Undergraduate Thesis

Presented to the Faculty of the College of Education, Baao Community College in

Partial Fulfillment of the Requirements in English Language Teaching

Language Education Research

KLARHISSA ANN G. ARBES

NOREEN JANE B. BACARES

ROSEMARIE B. BALBUENA

JANEL I. BOAQUINA

ANNA RAFAELA F. IBARRETA

RHIZ ANGELIE A. KINGKING

CLARISSE ANN L. MALAPO

DANNEA RED P. REVISTUAL

 CHAPTER I

THE PROBLEM

Introduction

In the field of education, it is crucial for teachers to convey their discussions in

an understandable method for an effective teaching and learning process. Language

plays a fundamental role in education, both as a medium for communication and a

tool for learning. The use of mother tongue in foreign language teaching has been a

common topic of interest and subject for debates in education. Integrating the

learner’s mother tongue (L1) can play an important role in acquiring a foreign

language as it is the first language that they have learned and mastered. Teachers can

strategically use mother tongue in teaching to help enhance students’ foreign language

acquisition.

The term “mother tongue” harks back to the notion that linguistic skills of a

child are honed by the mother and, therefore, the language spoken by the mother

would be the primary language that the child would learn (Yadav, 2014). Thus, the

mother tongue is the language learned by the child at home, often acquired from the

parents. Yadav added that fluency and literacy in the mother tongue lay a cognitive

and linguistic foundation for learning additional languages such as the English

language. Moreover, according to UNESCO (2022), “Research shows that education

in the mother tongue is a key factor for inclusion and quality learning, and it also

improves learning outcomes and academic performance”. This suggests that when

students receive information through the language that they are familiar with, there

would be a greater probability for the students to fully grasp the concept being taught.

Moreover, they may also feel more included because their linguistic backgrounds are
being acknowledged which in turn, can make them motivated, leading to a better

academic performance in school. As what Lartec (2014) et al. noted, “it has also been

reported that if children are taught in languages which are different from their home

language or mother tongue, they drop out from school, have low academic

performance, and repeat classes due to a high failure rate”. This just shows that the

integration of the students’ primary language is crucial in their academic success. The

situation in the use of mother tongue in teaching a foreign language is quite common

in multilingual countries. In fact, as stated by Paker and Karaağaç (2015) “The use of

mother tongue (L1) has been an inevitable part of second or foreign language teaching

in various contexts where both the teachers and the learners have the same mother

tongue”. This supports the notion that mother tongue really holds a significant role in

the foreign language teaching and learning process, especially in a setting where both

the teacher and students speak the same first language.

In the Philippine context, there had already been an implemented program

which focused on the use of mother tongue as a tool for teaching. According to

Malone (2007), as cited by Soriano (2017), one of the developments in the Philippine

educational system is the Mother Tongue-Based Multilingual Education (MTB-MLE).

This program was implemented under the K-12 Curriculum which aimed to use the

primary language of the students as a medium of instruction, specifically from

Kindergarten through Grade 3. According to the Department of Education (2016),

learners begin their education in the language they understand best—their mother

tongue—and develop a strong foundation in their mother language before adding

additional languages (p. 2). However, there was a recent change in the country’s

educational framework. Republic Act No. 12027 was enacted on October 10, 2024,

discontinuing the MTB-MLE program. Mother tongue will now only act as a
supporting language in teaching because as stated in the Section 2 of Republic Act

No. 12027, “the regional languages shall serve as auxiliary media of instruction”.

The focus on using the mother tongue as a medium of instruction in the

Philippines was initially limited to a program that spanned solely from kindergarten

through the first few years of elementary school. However, the significance of the

mother tongue goes beyond a child’s early years of education. It continues to hold a

vital part throughout the students’ academic journey, particularly in the context of

foreign language teaching within multilingual classrooms. In a linguistically diverse

learning environment, the use of mother tongue provides a strong foundation for

learning another language. Students can use their knowledge about the grammar,

syntax, and vocabulary in their first language to support their acquisition of the target

language. As the role of the mother tongue continues to remain an essential tool for

fostering language acquisition, cultural awareness, and academic success in

multilingual classrooms, it is also crucial for teachers to have deeper insights on the

strategies and methodologies in incorporating the use of L1 in teaching a foreign

language. Thus, it is imperative to explore further investigation on the effective

strategies on how foreign language teachers can effectively integrate the mother

tongue based on the students’ perceptions of its use. There is a vast range of teaching

pedagogies that can be interconnected to ensure an effective learning environment to

the learners, and by choosing the type of pedagogy to use and incorporate the mother

tongue (L1) with, the teachers can provide essential knowledge and understanding to

assist the students in their language acquisition journey.

The study seeks to examine, identify, and investigate the implications of the

teachers’ use of mother tongue within multilingual classrooms. The researchers highly
believe that this study will help unveil the most effective strategies for integrating

mother tongue as a tool for foreign language teaching. The findings will offer teachers

with practical insights on the various effective strategies and methodologies for an

effective language acquisition on the learners. In order to accomplish this objective,

the study focused on several key questions, such as the students demographic profile,

and the impacts of the use of mother tongue in foreign language teaching in terms of

student knowledge, motivation, and participation.

For this study, the researchers selected all the English subject teachers and

Grade 10 students of Baao National High School Annex. This group of respondents

was chosen because they reflect the multilingual reality in the Philippines, as they are

all speakers of Rinconada, Filipino, and English. The Grade 10 students were selected

because they are at a pivotal stage in their language learning journey, where they

begin to transition from basic language acquisition to more complex language skills,

making them an ideal group to examine the use of the mother tongue in foreign

language teaching. Moreover, by including all English subject teachers, the

researchers will be able to capture a variety of methodologies, strategies, and

approaches in the integration of the mother tongue in foreign language teaching.

Statement of the Problem

The study explored the different implications of the use of mother tongue in

foreign language teaching. Specifically, it sought to answer the following questions.

1. What is the demographic profile of the teachers and students in terms of:

1.1 Age

1.2 Gender
1.3 Number of languages spoken

2. What are the perceptions of students and teachers in the use of mother tongue in

foreign language teaching?

3. What is the impact of integrating the mother tongue in foreign language teaching

pedagogies in terms of:

2.1 Knowledge

2.2. Motivation, and

2.3 Participation?

4. What teaching strategies can be developed to effectively integrate the mother

tongue in foreign language teaching?

5. What recommendations can be made based on the findings of the study?

Assumptions of the Study

1. The profile of the respondents in terms of age, gender, and number of language

spoken used varies.

2. The students and teachers perceive that the use of mother tongue is a valuable tool

in foreign language teaching.

3. Integrating the mother tongue in foreign language teaching enhances the students’

knowledge, motivation, and participation.

4. The teaching strategies that incorporate the use of mother tongue in foreign

language teaching can effectively address the challenges in multilingual classroom

and improve the learning outcomes.

5. The findings of the study recommends practices and policies that support the

effective use of mother tongue in foreign language teaching.

Significance of the Study

The purpose of this study is to determine the implications of utilizing mother

tongue in foreign language teaching as bases for teaching pedagogy within a

multilingual classroom. Specifically, the findings of this study will be beneficial to the

following:

Foreign Language Teachers. The findings of the study may benefit the

teachers within multilingual classrooms. By understanding the implications of the

mother tongue, teachers can be equipped with strategies that incorporates the use of

mother tongue in foreign language teaching to bridge gaps and make lessons more

accessible to language learners.

Students. Students in multilingual classrooms may benefit from this study

through the implementation of mother tongue in foreign language teaching. By

acknowledging their linguistic backgrounds, it may enhance their learning experience

and boost their motivation and confidence, resulting to a good academic performance.

Stakeholders. The study will give Policymakers valuable insights on what

language teaching approaches to implement in multilingual institutions. The study can

provide data for establishing policies and programs, and designing curricula that

acknowledges the linguistic backgrounds of learners.

Researchers. The study may benefit the researchers in a way that it can equip

them with insights about the implications of utilizing mother tongue in foreign

language teaching. The study can provide them knowledge and innovative
pedagogical skills on effectively integrating mother tongue within a multilingual

classroom.

Future Researchers. The findings of the study can bring light and can serve

as a guide to future researchers who will explore related topics. It can act as a

foundational reference as it provides insights about the use of mother tongue in a

multilingual classroom that future researchers can expand upon, inspiring further

investigation on the use of mother tongue in language education.

Scope and Delimitation

The primary focus of this study is to investigate the implications of mother

tongue in foreign language teaching focusing on its impact on the students’

knowledge, motivation, engagement and proficiency. It also explores the teaching

pedagogies that effectively integrate the mother tongue in multilingual classrooms.

This study is conducted in Baao National Highschool Annex during the 2024-2025

academic year. The sole respondents of the study are Junior High English subject

teachers and Grade 10 students of the aforementioned school. Purposive sampling was

used to select this group of respondents.

This study aims to provide insights into the role of mother tongue in

enhancing the learning of foreign language and develop effective pedagogical

strategies in multilingual classrooms. To do this, the researchers employed a mixed-

method approach which combined qualitative and quantitative research methods, and

administered survey questionnaires and semi-structured interviews to acquire

comprehensive data for the study.

Definition of Terms

For the readers and researchers to have a common understanding of the

meanings of the important terms used in the study, the following conceptual and

operational definitions are hereby given:

Foreign Language. It refers to the language that is not officially spoken by

the people born and raised in a particular country (Study.com). Therein, it is the

language individuals acquire, often through education or exposure, outside of their

own linguistic background.

Foreign Language Teaching. It refers to the teaching or learning of a

nonnative language outside of the environment where it is commonly spoken (Moeller

& Catano, 2015).

Knowledge. It is the fact or condition of knowing something with familiarity

gained through experience or association (Merriam-Webster). Therefore, it is the

information and understanding individuals gain through observations, learning, and

experiences. It encompasses the totality of what we have learned and understood.

Mother Tongue (L1). It refers to a person's native language — that is, a

language learned from birth. Also called a first language, dominant language, home

language, and native tongue (Nordquist, 2023). Thus, it is the first language we

mastered.

Multilingual Classroom. It is a learning community where three or more

languages are not only welcomed, but also used (ouryellowbench.com). In the study,

it is the learning environment where multiple languages coexist because of teacher

and students’ diverse linguistic backgrounds.

 Participation. It is the action or state of taking part in something (Merriam-

Webster). Thus, it refers to the act of being involved in an activity. In the study, it is

the active contribution and engagement of the learners on the learning process,

whether through reciting, completing tasks, or cooperation in group activities.

Pedagogy. It is the art, science, or profession of teaching (Merriam-Webster).

It also refers to the method of how teachers teach, in theory and in practice

(tophat.com). Thus, it involves the methods and approaches teachers use to convey

and transmit knowledge to learners.

Student Motivation. It is the drive or reason to do something. Intrinsic

motivation comes from your internal desires and the actions you take are for your own

satisfaction, while extrinsic motivation comes from external desires such as for

rewards or to avoid punishment (buffalo.edu). Thus, it is the students’ driving force

behind their interest and willingness to be involved in learning activities.

 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter shows a retrospective presentation of previously written material:

research literature and studies, both local and international, that has relevance and

significance to the research under considered. This chapter also provides the synthesis

of the state-of-the-art, the research gap, and the theoretical and conceptual

frameworks and paradigms.

Age, Gender, and Number of Languages Differences

The Use of Mother Tongue in Multilingual Classrooms

Students and Teachers’ Perceptions in the Use of Mother Tongue

In a classroom setting, it is important to consider the perceptions of both the

students and the teachers in employing teaching pedagogies. Within multilingual

classrooms, it is crucial that the students and teachers are both comfortable in the

language that is used for the teaching-learning process.

Impact of Integrating the Mother Tongue in Foreign Language Teaching

Teaching Pedagogies in Integrating Mother Tongue in Multilingual Classrooms

There is a vast range of teaching pedagogies that can be interconnected to

ensure an effective learning environment to the learners, and by choosing the type of

pedagogy to use and incorporate the mother tongue (L1) with, the teachers can
provide essential knowledge and understanding to assist the student’s in their

language acquisition journey.

Constructivist. In this approach, the students are allowed to be present in the

process of understanding and gaining knowledge rather than just passively receiving

information. This encourages critical thinking among the students and gives a learning

environment in which they can connect with what they are hearing.

Collaborative. Here, the students form groups of learners that learn together

and work to solve a problem, build strategies, ideas, create products or complete a

task. This is a joint intellectual effort by the students among themselves or with the

help of the teachers.

Reflective. As per the reflective approach, the students are expected to

evaluate themselves. It means observing the activities of the teachers and other

students in the classroom and analysing why they do it and how it works.

Inquiry-Based Learning. In the inquiry-based learning method, the educators

are expected to not just answer the queries of the students, but also build a culture

where their ideas are explored, challenged, improved, and refined.

Conceptual Framework

The conceptual framework of this study shows a visual representation of the

processes done for the success of the study. The conceptual paradigm is shown in

Figure 2 which includes the input, process, and output.

The input of this study includes the profile of the students and Junior High

English subject teachers of Baao National High School Annex, along with their age,

gender, and number of languages spoken. Moreover, it also includes the perceptions

of the students and teachers in the integration of mother tongue in foreign language

teaching. It also compromised the

 CHAPTER III

RESEARCH METHODOLOGY

This part of the research paper provides a detailed presentation of the

processes done to conduct the study. It includes the research method, sampling

technique, respondents of the study, data gathering tools and procedure, and the

statistical treatment of the data.

Research Design

The researchers used the mixed-method research design, integrating both

qualitative and quantitative methods for data collection and analysis. This approach

was employed in the study to gather a more complete and comprehensive data. Mixed

methods research, with its focus on the meaningful integration of both quantitative

and qualitative data, can provide a depth and breadth that a single approach may lack

by itself (Ivankova & Creswell, 2009).

In this study, quantitative data were collected through a survey on the students

and teachers’ perception on the use of mother tongue in foreign language teaching, as

well as through a survey on its impacts in terms of the student’s knowledge,

motivation, and participation. The qualitative part was employed through written

interviews for the teachers on the different teaching strategies and approaches in

integrating mother tongue in foreign language teaching. Both the quantitative and

qualitative data collected provided a well-rounded perspective about the problem

being studied and offered the researchers comprehensive insights on how mother

tongue use affect the foreign language teaching and learning process.

Sampling Technique

For this study, the researchers employed purposive sampling in selecting the

respondents as the participants were intentionally chosen to align with the focus and
goals of the study. Oliver (2006) defined purposive sampling as a form of non-

probability sampling in which decisions concerning the individuals to be included in

the sample are taken by the researcher, based upon a variety of criteria which may

include specialist knowledge of the research issue, or capacity and willingness to

participate in the research. Specifically, the researchers chose the Grade 10 students of

Baao National High School Annex and the English teachers of the said school. The

researchers believe that this set of respondents is suitable because it involves only the

participants relevant to the study, ensuring that data collected are aligned with the

research problem.

Respondents of the Study

The study focused on the implications of mother tongue in foreign language

teaching to become bases for teaching pedagogies. To gather data, the researchers

selected the Grade 10 students studying at Baao National High School Annex on the

academic year 2024-2025. This specific group of student respondents were chosen

because they are at a critical stage for language learning, as well as because they are

multilingual learners speaking Rinconada, Filipino, and English, making them an

ideal group to explore the impact of mother tongue integration in foreign language

teaching.

Furthermore, the Junior High English teachers of the aforementioned school

were also chosen as respondents to gather their views and perspectives in the use of

mother tongue in foreign language teaching. With their expertise and experience, the

researchers will be able to collect insights on possible teaching pedagogies to

implement within multilingual classrooms.

Data Gathering Procedure

 To gather data, the researchers utilized various tools and administered them to

the respondents through a set of process.

For tool no. 1, the researchers crafted a survey questionnaire. The

demographic profile of the respondents in terms of age, gender, and number of

languages spoken were taken. The questionnaire made use of a five-point Likert scale

to measure the students' responses, ranging from Strongly Agree to Strongly Disagree.

The first part of the questionnaire was administered to both the students and teachers

to determine their perceptions with regards the use of mother tongue in foreign

language teaching. The second part was solely administered to the students to gather

quantitative data on how they view the role of mother tongue in enhancing their

understanding about foreign language concepts, improving their motivation, and

increasing their participation during class.

For tool no. 2, the researchers utilized a semi-structured interview to the

English teacher respondents to gather their insights and personal experiences in

teaching within multilingual classrooms. This enables the researcher to collect various

teaching pedagogies in the integration of mother tongue in foreign language teaching.

Before the survey and interview were done, the researchers asked and secured

permission from the school heads of Baao National High School Annex. Upon

approval, the researchers distributed personally the survey questionnaires to the

respondents and orient them on the purpose of the study and made them know that

their responses on the questionnaire will be treated with utmost confidentiality and

will only be used in the purpose of the study.

Statistical Treatment

To create a visual representation of the responses, the researchers treated the

data collected through various statistical tools.

1. Frequency Count - This method was utilized by the researchers to summarize

how many students chose a specific option on the Likert scale. This helps

determine how frequently an option was chosen.

2. Percentage Technique - This method was used to quantify the tabulated

responses, expressed through a percentage.

The formula is:

P = f × 100
N

Whereas:

P = percentage

f = frequency

N = total number of respondents

3. Likert Scale - The researchers made use of five-point Likert scale to interpret

the results from the respondents. They are given weight as follows.

Table 1. 5-Point Likert Scale

Weight Value Weight Interpretation

4.20 - 5.00 5 Strongly Agree
3.40 - 4.19 4 Agree
2.60 - 3.39 3 Neutral
1.80 - 2.59 2 Disagree
1.00 - 1.79 1 Strongly Disagree
References (for intro):

Yadav, Manoj. (2014). Role of Mother Tongue in Second Language Learning.

International Journal of Research. 1. 572-582.

Why mother language-based education is essential. (2022, February 18). unesco.org.

Retrieved November 24, 2024, from https://www.unesco.org/en/articles/why-mother-

language-based-education-essential

Lartec, J. K., Belisario, A. M., Bendanillo, J. P., Binas-o, H. K., Bucang, N. O., &

Cammagay, J. L. W. (2014). Strategies and problems encountered by teachers in

implementing mother tongue-based instruction in a multilingual classroom. IAFOR

Journal of language learning, 1(1), n1.

Paker, T., & Karaağaç, Ö. (2015). The use and functions of mother tongue in EFL

classes. Procedia-Social and Behavioral Sciences, 199, 111-119.

Soriano, R. M. (2017). TEACHING MOTHER TONGUE IN A MULTILINGUAL

CLASSROOM. QSU Research Journal, 6(1).

Dick, A. (2024, February 21). Why children should learn in their mother tongue -

SOSF Shark Education Centre. SOSF Shark Education Centre.

https://saveourseas.com/sosf-shark-education-centre/why-children-should-learn-in-

their-mother-tongue/

Republic Act No. 12027. (2024). An Act discontinuing the use of mother tongue as the

primary medium of instruction in the Philippines, and other purposes. Section 4.

https://www.officialgazette.gov.ph/2024/10/10/republic-act-no-12027
References (for definition of terms):

Foreign languages: courses, video lessons, lesson plans, projects. (n.d.). study.com.

https://study.com/learn/foreign-languages.html

Moeller, Aleidine Kramer and Catalano, Theresa, "Foreign Language Teaching and

Learning" (2015). Faculty Publications: Department of Teaching, Learning and

Teacher Education. 196. http://digitalcommons.unl.edu/teachlearnfacpub/196

knowledge. (2024). In Merriam-Webster Dictionary. https://www.merriam-

webster.com/dictionary/knowledge

Nordquist, Richard. (2023, April 5). Get the Definition of Mother Tongue Plus a Look

at Top Languages. Retrieved from https://www.thoughtco.com/mother-tongue-

language-1691408

Ertola, S. (2023, March 4). Teaching in a Multilingual Classroom. OurYellowBench.

https://www.ouryellowbench.com/post/teaching-in-a-multilingual-classroom

participation. (2024). In Merriam-Webster Dictionary. https://www.merriam-

webster.com/dictionary/participation

pedagogy. (2024). In Merriam-Webster Dictionary. https://www.merriam-

webster.com/dictionary/pedagogy

Top Hat. (2022, November 24). Pedagogy Definition and Meaning | Top Hat.

https://tophat.com/glossary/p/pedagogy/

Student Motivation. (2024, March 5). Office of Curriculum, Assessment and Teaching

Transformation - University at Buffalo.

https://www.buffalo.edu/catt/teach/develop/theory/student-motivation.html
References (for Chapter 3):

Ivankova, N. V., & Creswell, J. W. (2009). Mixed methods. Qualitative research in

applied linguistics: A practical introduction, 23, 135-161.

Oliver, P. (2006). Purposive sampling. http://srmo.sagepub.com/view/the-sage-

dictionary-of-socialresearch-methods/n162.xml.