Volume 19 Number 2 

Safary Wa-Mbaleka


That God May Know My Integrity
Ella Smith Simmons
Eyes That See and Ears That Hear: A Case
for Qualitative Research

Ella Smith Simmons 

Still a Teen, Already a Mother: Understanding the Teen Motherhood Phenomenon Through Photovoice 
Arceli H. Rosario, Maria Carmela Domocmat,
& Shorena Oniashvili

The Experience of Mother Tongue-Based Multilingual Education Teachers in Southern Leyte, Philippines 
Constantino G. Medilo, Jr.

Cellphone Addiction and Academic Stress Among University Students in Thailand 
Darrin Thomas

Shalom as Wholeness: A Biblical Basis for Meeting Global Health Needs in the 21st Century 
Ikechukwu Michael Oluikpe
& Sylvia T. Callender-Carter

A Wholeness Approach for the Adventist Health Message 
Cesar Augusto Galvez


Documenting and Assessing Learning in Informal
and Media-rich Environments

Evelyn R. Obo-Rayos
Make Learning Personal: The What, Who, WOW, Where and Why
Mak Chung Yin 

Developing Mentoring and Coaching Relationships in Early Care and Education: A Reflective Approach 
Marie Claire Mukamazimpaka

International Forum 
Vol. 19, No. 2
October 2016
Print ISSN : 0119-2000
Online ISSN : 2350-7497

The Experience of Mother Tongue-Based Multilingual Education Teachers in Southern Leyte, Philippines

Abstract. With all the studies conducted related to the use of mother tongue-based multilingual education (MTB-MLE) in instruction, there is very limited data of the documentation of the lived experiences of the teachers in MTB-MLE. This paper documented the experiences of 10 teachers in MTB-MLE in Southern Leyte, Philippines by determining the meaning of teaching in MTB-MLE as far as the teachers are concerned, including the successes and problems in the implementation. This study employed the hermeneutic phenomenology research design. Participants were asked to share their experiences in MTB-MLE teaching through questionnaires, personal interviews, and text messaging. The data gathered generated 5 themes, which included the use of more than one vernacular as a medium of instruction in communication development, commitment to being globally competitive, limited applicability due to the superiority of English and insufficient materials, burden caused by the complexity of the vernacular, and optimism to accept the responsibility. This study concluded that the MTB-MLE curriculum is a welcomed addition to the ever-challenging tasks of the teachers. Additionally, teachers understood their role and saw the challenge given by the addition of MTB-MLE in the curriculum but accepted the challenge by realizing their importance to the success of the MTB-MLE.


Keywords: Mother Tongue-Based Multilingual Education, education, Philippines, hermeneutic phenomenology, basic education teachers


Constantino G. Medilo, Jr., MAEd
Unit Head, Research and Development
Southern Leyte State University –
College of Teacher Education
San Isidro, Tomas Oppus, Southern Leyte, Philippines
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