Assessment of Mother Tongue-Based Multilingual Education (MTB-MLE) Instruction, Teachers' Capability, and Learners' Language Skills: A Proposed Intervention Program
Abstract:
This descriptive-correlational study explored the language skills of elementary learners within the context of the mother tongue-based multilingual education (MTB-MLE) program, focusing on the relationship between these skills and the effectiveness of instructional practices, including teachers’ instructional capabilities. Data were collected through teacher evaluations and learners’ self-assessments, focusing on three core indicators: language proficiency, vocabulary development, and communication skills. Results showed that learners demonstrated moderate proficiency in language use and vocabulary, while teachers rated their communication skills lower compared to the learners’ own perceptions. Statistical analysis revealed a significant positive correlation between learners’ language skills and the quality of instructional assessment, and between the enhancement of 21st-century skills and teachers’ instructional competence. These findings highlight the critical role of instructional quality and teacher effectiveness in fostering language development and essential 21st-century competencies in MTB-MLE environments. The study recommends targeted interventions for learners, professional development for teachers, and policy support to strengthen MTB-MLE implementation and promote holistic language learning.
Keywords: instructional quality, language development, MTB-MLE, teacher competence
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