Development And Validation of Science Bilingual Workbook Supporting the Transition from Mother Tongue To English Medium Of Instruction

This study meticulously addresses the challenges inherent in the transition from Mother Tongue-Based Multilingual Education (MTB-MLE) to English-medium instruction within the Philippine educational system. The research is specifically focused on Flora District, Apayao, a region characterized by the prevalence of Ilocano and Isnag languages. The MTB-MLE policy mandates the use of mother tongue instruction in the crucial early grades (Kindergarten to Grade 3). However, a significant linguistic and academic gap is consistently observed when learners are required to shift to English as the medium of instruction in Grade 4. This abrupt transition often leaves students underprepared, hindering their comprehension, engagement, and overall academic performance. To mitigate these challenges, this study aims to develop and validate a contextually relevant bilingual workbook. This workbook will be carefully aligned with the specific linguistic and cultural contexts of learners in Flora District, Apayao. The instructional material seeks to reinforce foundational concepts in both the mother tongue (Ilocano and Isnag) and English. By providing this dual-language support, the workbook aims to facilitate a smoother pedagogical transition and enhance instructional effectiveness for teachers. Ultimately, the development of this workbook is intended to address the identified need for localized, bilingual support materials, thereby boosting learner confidence and improving their achievement in English-medium classrooms.