When common-sense isn’t common, the use of empirical evidence must guide our decisions, especially for policy formulation of matters vital to the nation. Recently, there were questions raised over the use of the mother tongue-based multi-lingual education in our early childhood basic education curriculum.
As the child develops his or her thinking, the experiences of learning the lessons are imposed upon the social environment where playing is most conducive in the company of other diverse learners. The teacher, being a new authority in the experience, becomes the facilitator for the transformation of children wanting to play to children wanting to learn to know, to do, to be, and to live together. Growth, development and learning theories have evolved to guide the teaching and the learning.
A quasi-experimental study was conducted by Santiago and Dagdag in Isabela, Philippines to test the effect of mother tongue-based multi-lingual education on the academic achievement, metacognition, learning processes, and self-efficacy of Ilocano Grade 3 pupils in Science learning. Findings indicated that children who are taught using mother tongue have higher mental flexibility processing power and spontaneity and higher self-esteem and academic achievement.
In Lithuania, a revival of interest to use MT in the English classroom is stipulated by necessity to improve language accuracy, fluency and clarity. A paper by Mykolas examined students’ perceptions of the use of MT and translation in various linguistic situations. The activities that help raise learners’ awareness of the language use are described.
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