THE POTENTIAL OF TRANSLANGUAGING APPROACH IN MOTHER TONGUE

INSTRUCTION (MTB-MLE) IN IMPROVING PUPILS’ READING LITERACY IN

BAYLIMANGO ELEMENTARY SCHOOL

ANELITA BULAY-OG
MT-1
JANESSA L. YABO
Teacher III
Baylimango Central School
Dapitan City Division

ABSTRACT

Mother Tongue Based-Multilingual Education (MTB-MLE) has carved out its niche as a
practical and productive solution to the educational climate. It offers a realistic model for
preparing to become better adaptive and even rich contributors to the globalized and
intercultural world. However the MTB-MLE struggle now has adverse consequences on learners
of reading comprehension, reading, and vocabulary development. This research reflects on the
potential impact of translanguaging method on the Reading literacy of Grade 2&3 pupils during
MTB-MLE instruction. Descriptive-evaluative method was used in this study, five (5) sample
subjects were selected purposively. The reading probe was used as a data collection method in
which the retelling rubric and sentence construction & cohesion rubric over the four-week
intervention duration.

The findings revealed that level of reading literary as to retelling and sentence construction and
cohesion at the pre-intervention with 71 percent -73 percent (Beginner). After four-week
intervention using translanguaging, it is observed with a competitive progress on the level of
reading literary as to retelling and sentence construction and cohesion as 77-84 percent
(Proficient); and there is a significant difference in the reading literacy of the participants over
the four-week cycle. It also implies that changes in the standard of competence are noticed and
positive trends are observed. Therefore, the instructional planners and literacy experts may still
strive to improve reading strategies and initiatives, in particular on translaguaging reading
materials and additional services.

INTRODUCTION

COVID-19 has an enormous influence on education and educational programs. Owing to

the accelerated spread, several nations across the world have had to disrupt educational systems
or develop several solutions in a brief amount of time. In order to include instruction for
language learners who are temporarily home-bound owing to the coronavirus pandemic,
instructors rely on providing access to learning in panic, rather than thinking over how well the
curriculum is planned and applied (UNESCO, 2020).

Mother Tongue Based-Multilingual Education (MTB-MLE) has carved out its niche as a
practical and productive solution to the educational climate. It offers a realistic model for
preparing to become better adaptive and even rich contributors to the globalized and
intercultural world. The gateway to the new millennium has added tremendous enthusiasm to
this option of schooling and at the same time, tension.

Recently, the Philippines also adopted the use of the first language of learners as a means
of instruction. The results of several researches on the benefits of utilizing mother tongue
instruction also convinced policymakers to incorporate it into the country's education system.
The benefits outlined in these studies include enhanced scholastic abilities (Cummins, 2000;
Thomas & Collier, 1997; Walter & Dekker, 2011); successful classroom engagement (Benson,
2000; Dutcher, 1995); usability teaching (Huisman & Kruijif, 2008); and improved innovative
and logical thinking skills (Brock-Utne, 2006). Studies have also affirmed the importance of
multilingual education for the preservation and conservation of cultural heritage (Cummins,
2000; Wright & Taylor, 1995); increased parental involvement and strengthened academic
performance of female learners (Benson, 2005; Hovens, 2002).

Setati et al. (2008) has demonstrated that most learners with language problems at an
early stage often have difficulty understanding concepts. MTB-MLE is being implemented in K
to 3 during the academic years 2012-2013. In physics, mathematics and other topics, young
learners who have trouble understanding language can now come to terms with the fundamentals
of learning. In order to show progress, vocabulary words are closely related to all topics that
enable the student to grasp these concepts. However the MTB-MLE struggle now has adverse
consequences on learners of English comprehension, reading, and vocabulary development
((Tupas & Martin, 2017; Aliñab, Aguja, & Prudente, 2018; Cruz & Mahboob, 2018;
Mendezabal & Tindowen, 2018).) and their lifelong learning and skills. MTB-MLE limits the
sensitivity of people to the English language and negatively influences their Reading literacy (Li
& Majhanovich, 2015).

The medium of teaching, books, learning references, and almost anywhere, words are
written in English in the Philippines as an ESL area, which is a source of confusion and low
literacy among young learners (Medilo, 2016). MTB-MLE limits the involvement of young
learners in lifelong learning, culminating in a brief engagement in schooling. Learners prefer to
play rather than teach, particularly if they are not familiar with the language, Goldstein et al.
(2015). The usage of "trans-language" or the incorporation of linguistic knowledge into learning
materials, such as workbooks and sensory experiences, can help to resolve this concern. Some
struggling pupils have issues with phonological processing (Duarte, 2016) and there is proof that
seasoned readers enter the term or visual trends when reading.
 The word translanguaging seems to have caught people's imagination. It has been
extended to pedagogy, day-to-day social engagement, cross-modal and multimodal connectivity,
linguistic environment, visual art, music, and transgender debate. The growing body has the idea
that some marginally non-conventional practice can be clarified in terms of translanguaging
(Wei, 2017).

Translanguaging is a mechanism in which multilingual speakers use their language as an

interactive contact device (Canagarajah, 2011). It is a dynamic mechanism through which
multilingual language consumers mediate diverse social and cognitive practices through the
strategic work of different outlets of semiotics for action, to be understood and known (Garcia &
Wei, 2014). Translanguage includes problems relating to language processing, efficient
communication, language function and the reasoning processes underlying language usage
(Lewis et al., 2012).

The possible solutions to improve the language policy theory states that subsequent
decisions of top language policy makers take place as external elements are decided without
consulting those in the grassroots field (Spolsky, 2011), on the contrary, a deeper analysis and
comprehension of the occurrence of language management can also be seen from a grassroots
point of view. While of numbers of researchers have seen the value of engaging the grassroots
sector in language policy crafts (Shohamy, 2006; McCarty, 2011; Mohanty, Panda & Pal, 2010),
there is still a shortage of research that looks at grassroots perspectives of overall mother-tongue
multilingual schooling.

This research reflects on the potential impact of translanguaging method on the Reading
literacy of Grade 2&3 pupils during MTB-MLE instruction.

Significance of the Study

The study is significant for the following reasons:

1. It measures the efficacy of translanguaging when applied during reading instruction on MLE-
MTB.
2. The result of this research will be used as a reading instruction aid to attain reading literary
(retell and sentence construction and cohesion) among grade 3 pupils in MLE-MTB.
Research Questions
The researcher aims to answer the following questions.
1. What are the result of the pre-intervention and post intervention of the participants in the
Reading literacy in terms of:
a. retelling?
b. sentence construction and cohesion?
2. Is there significant difference in the mean performance of the participants before and after the
intervention using mother-tongue and translanguaging?
The null hypotheses considered in this study are tested at a 0.05 level of significance. The
claims are stated as follows:
Ho: There is no significant difference in the mean performance of the participants before and
after the intervention using mother-tongue and translanguaging.

Scope and Delimitation

This action research focuses on the potential of translanguaging in improving

participants’ reading literacy in grade 2 and 3 pupils within four (4) weeks. Specifically, this
paper aims to demonstrate how translanguaging improves the learners reading literary in terms
of retelling and sentence construction & cohesion. There are only two variables measured in this
study, which are retelling and sentence construction & cohesion.

RESEARCH METHODOLOGY
Participants and Data Source
Five (5) sample subjects were selected purposively from grade 2 and 3: Grade 2 (2) and
Grade 3 (3). Participants that were identified struggling readers in the previous year based on
their WA weighted average in MLE-MTB and English subject. In choosing the participants who
will be part of the reading intervention program implemented in this text, the purposeful
sampling method was used to help the student participants regain their reading deficits.
Throughout the four-week duration, the participants were given intervention using the
standardized reading materials with Visayan and English Version. The reading probe was used
as a data collection method in which the retelling rubric and sentence construction & cohesion
rubric over the four-week intervention duration.
Data Gathering Procedure and Instruments
Mixed method of data gathering is used in the conduct of this study. The data were collected
with the used of the following tools:

1. The reading probe was used as a data collection method in which the retelling rubric and
sentence construction & cohesion rubric over the four-week intervention duration.
Data Analysis
The basis for interpreting the standard of proficiency is provided in below DepEd Order
31 s.2020, the Interim Guidelines of Assessment, to analyze the participants' performance.

Percentage Proficiency Descriptive Interpretation

 Equivalent
86% to 100 % Advance Scores 8-10/10
75% to 94% Proficient Scores 6/10
70 %to below Beginner Scores 3/10

The information accumulated were analyzed and translated with the utilization of the
appropriate descriptive and inferential statistical tool, namely:
1). Weighted mean. Descriptive statistics used to determine the word recognition and spelling
proficiency of the pupils involved in the study.
2) One-way or single-factor ANOVA. An inferential statistics used to test the significant
difference of word recognition proficiency across the four-week intervention period.

RESULTS AND DISCUSSIONS

The discussion of findings is based on the research questions outlined for the study, the
data gathered in the graph, and the data gathered from statistical analysis.

1. What are the result of the pre-intervention and post intervention of the participants in the
Reading literacy in terms of retelling and sentence construction and cohesion?

90

85
PERFORMACE INDEX

80

75 Pre-intervention (retelling)
Post intervention
70 (Retelling)
Pre-intervention ( sentence
65 construction & cohesion )
Post (sentence construction
60 & cohesion )
1 2 3 4 5
ant ant ant ant ant
ip ip ip ip ip
rtic rtic rtic rtic rtic
Pa Pa Pa Pa Pa
FOUR-WEEK INTERVENTION

Range and Descriptive Rating

86-100%- Advance 75% - 85%- Proficient 70% and below-Beginner (NI)

Figure 1 represents the mean percentage competence of word recognition and

spelling participants during the pre-intervention phase. It is observed that the level of reading
literary as to retelling and sentence construction and cohesion at the pre-intervention with 71
percent -73 percent (Beginner). After four-week intervention using translanguaging, it is
observed with a competitive progress on the level of reading literary as to retelling and sentence
construction and cohesion as 77-84 percent (Proficient). Therefore, translanguaging approach in
teaching language is effective.

Tahir et al (2016) posited that translanguaging help to facilitate this transfer, activating
the interdependency among a student's different linguistic resources and enabling pupils to
flexibly negotiate meaning and develop deeper metalinguistic knowledge.

2. Is there significant difference in the mean performance of the participants before and after the
intervention using mother-tongue and translanguaging?
Table 3
Hypothesis Test Using Single Factor ANOVA

Summary Count Sum Average Variance

Week1 5 299.6 74.4 4.3
Week2 5 312 77.8 4.01
Week3 5 320 80 3.9
Week4 5 336 83.8 3.5

Source SS df MS f-value p-value f-crit

Between Groups 1267.66 5 266.1033 52.5121 0.0001* 3.2389

Within Groups 128.7

Total 1396.36

Table 3 presents the statistical outcome of the single factor ANOVA. It has been found
that the p-value (1.2 x 10-11) is lower than the set alpha standard of 0.05, indicating that the null
hypothesis is denied, which indicates that the visual language of the subjects differs considerably
throughout the four-week intervention. As a consequence, reading literacy is often
recommended to differ per week and to progress over the four-week cycle. It also implies that
changes in the standard of competence are noticed and positive trends are observed.

CONCLUSIONS AND RECOMMENDATIONS

Summary of Findings
The results of the analysis are summed up as follows:
It is observed that the level of reading literary as to retelling and sentence construction
and cohesion at the pre-intervention with 71 percent -73 percent (Beginner). After four-week
intervention using translanguaging, it is observed with a competitive progress on the level of
reading literary as to retelling and sentence construction and cohesion as 77-84 percent
(Proficient). Therefore, translanguaging approach in teaching language is effective.
The outcome of the single factor ANOVA indicates that the visual language of the
subjects differs considerably throughout the four-week intervention. As a consequence, reading
literacy is often recommended to differ per week and to progress over the four-week cycle. It
also implies that changes in the standard of competence are noticed and positive trends are
observed.
Tahir et al (2016) posited that translanguaging help to facilitate this transfer, activating
the interdependency among a student's different linguistic resources and enabling pupils to
flexibly negotiate meaning and develop deeper metalinguistic knowledge.

Implications and Recommendations

Based on the findings of the study:
The translanguaging approach to teaching reading and the evolution of student reading
success, but then the translanguage approach to teaching reading comprehension improves
pupils' abilities effectively. Translanguage could improve pupils' perception of reading better
than before. It can also be concluded statistically based on p-value that the translanguaging
method is more successful in improving pupils' awareness of specific, inferential and critical
reading skills; in other words, it could improve pupils' learning of reading comprehension.
Alongside evaluation of the results and interpretation of the evidence, the following suggestions
are presented:
1) Teachers can perform research on best practices that are important and interesting to the
involvement of pupils in reading tasks.
2) Instructional planners and literacy experts may still strive to improve reading strategies and
initiatives, in particular on translaguaging reading materials and additional services.
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APPENDIX A

RUBRICS
 APPENDIX B
TRANSLANGUAGING MATERIAL

Looking at Nature
Pagtan-aw sa Kinaiyahan
I like to look at forests,
Gusto nako nga tan-awon ang mga
The trunks of many trees, lasang,

Their branches spreading out Mga punoan sa daghang mga kahoy,

Reaching towards the sky with leaves. Mikaylap ang ilang mga sanga

I like to look at meadows, Pag-abut sa langit nga adunay mga

dahon.
Their flowers moist with dew,
Ganahan ko motan-aw sa mga
Windy grasses bending kapatagan,
Ang ilang mga bulak basa sa yamog,
Across the open views.
Mahangin nga balili nagyukbo
I like to look at the ocean,
Sa tibuuk nga bukas nga panan-aw.
Its untamed waves of green
Gusto nako tan-awon ang kadagatan,
That splash upon the shore
Ang untamed balud niini nga berde
To make a lovely scene.
Kana nagsabwag sa baybayon
I like to look at mountains Aron makahimo usa ka matahum nga
talan-awon.
Rising to the sky.
Ganahan ko motan-aw sa mga bukid
Up to their tops I’d go
Pagsaka sa langit.
If only I could fly!
Hangtod sa ilang tumoy nga moadto
Nature has so many things ako

Wonderful to see; Kung makalupad ra ko!

Just use your many senses, Ang kinaiyahan adunay daghang mga
butang
I’m sure you will agree!
Makalilipay makita;
Gamita ra ang imong daghang mga
igbalati,
Sigurado ko nga mosugot ka!