Evaluating The Implementation of Language 1 In Public Elementary Schools: Insights from Ambaguio District, Ambaguio, Nueva Vizcaya
DOI:
https://doi.org/10.65339/ijsair.V2.I2.459Keywords:
Language 1 Instruction, Mother Tongue-Based Multilingual Education, Oral Language Instruction, Public Elementary Schools, Teaching StrategiesAbstract
Language education in early childhood is widely acknowledged to be crucial for children's cognitive, social, and academic development. This study evaluated the implementation of Language 1 instruction in public elementary schools in Ambaguio District, Ambaguio, Nueva Vizcaya. Specifically, the study examined the respondents’ profiles, perceived challenges in oral instruction concerning lingua franca, implementation of Language 1 instruction, issues encountered in oral language classes, and significant differences in perceptions when grouped according to gender and years of teaching. This study employed a descriptive-quantitative research design, utilizing a researcher-made survey questionnaire as the primary data-gathering instrument. The study’s respondents were twenty (20) Grade 1 public elementary school teachers selected through purposive sampling. Frequency, percentage, weighted mean, standard deviation, t-test, ANOVA, and Pearson correlation were used to analyze the data. The findings indicate that the implementation of Language 1 instruction was generally practiced often in terms of teaching methods, teaching strategies, assessment tools, and supervisory support. However, instructional materials were only sometimes available and used. The respondents also concurred that several challenges, such as limited funding, insufficient instructional materials, and lack of facilities, affected their oral language instruction. The t-test results showed no significant difference in perceptions according to gender, while ANOVA revealed a significant difference according to years of teaching. Correlation analysis further suggested that improved instructional practices and support reduced the problems encountered in Language 1 instruction. The study recommends strengthening instructional resources, teacher training, and administrative support to enhance Language 1 instruction in public elementary schools.
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