IMPACT OF AIDED MOTHER TONGUE TO ENGLISH-BASED INSTRUCTION TO GRADE 4 LEARNERS IN CATANAUAN II DISTRICT, DIVISION OF QUEZON

This study explored the implementation of Mother Tongue-Based Multilingual Education (MTB-MLE) in the Catanauan II District, aligning with Sustainable Development Goal 4 (SDG 4) to promote inclusive and equitable education. It focused on the cognitive and instructional benefits of using the learners’ native language (L1) as the medium of instruction in multilingual settings such as the Philippines. Specifically, the research investigated teachers’ instructional strategies, Grade 4 learners’ English proficiency, and the supportive role of the mother tongue in English-based instruction. Data were gathered from 15 elementary schools during the third quarter of the 2024–2025 academic year. Findings revealed that implementation varied—some teachers strictly followed MTB-MLE guidelines, while others integrated English and the mother tongue depending on students’ comprehension levels. Most Grade 4 learners demonstrated “developing” English proficiency, indicating emerging skills but continued reliance on L1 for expressing complex ideas. The use of the mother tongue improved understanding and engagement, allowing learners to grasp concepts more effectively and participate actively in class. However, the study also identified challenges, including over-reliance on L1, which may hinder the development of English fluency if not properly balanced. The study concluded that while the mother tongue is a crucial scaffold in learning English, its integration must be strategically managed to avoid dependency. It recommended targeted interventions such as teacher training, bilingual instructional materials, and enhanced teaching methods to support the gradual transition from L1 to English. These insights provide valuable guidance for improving MTB-MLE implementation and promoting more effective language acquisition in rural, multilingual classrooms.