ABSTRACT
This qualitative research was conducted to determine the stakeholders’ experiences in using Kinaray-a as medium of instruction in mountain schools as bases for an intervention plan. The participants in the study were the twenty (20) teachers, ten (10) parents, and ten (10) learners of a selected elementary school in mountain schools in the District of Miagao East. A researcher-made In-depth Interview Guide validated by a panel of experts was the instrument used in this study. Findings showed that the use of Kinaray-a as experienced by the teachers can be easily understood by learners, the lesson mastery is high, learners can communicate well, and used as scaffolding in reading and numeracy. The observation of parents were: concepts are easily grasped and understood, boosted learners’ confidence, learners were active in class discussion, and learners were comfortable in using Kinaray-a. Lastly, the learners could express ideas easily and clearly, comprehend the lesson well, gain self-confidence, have active participation, and they have smooth classroom interaction. An intervention program was formulated as a result of the study.
Keywords: Stakeholders, Experience, Kinaray-a, Mountain Schools, Intervention Program
INTRODUCTION
Learners begin their education in the language they understand best, and it is in their Mother Tongue language, and it is needed to develop a strong foundation in their mother language before effectively learning additional languages as the Department of Education stated in a memorandum released in 2013 about the K to 12 curriculum which includes the Mother Tongue-based Multilingual Education. It mandates the use of the language that students are familiar with or their first language as medium of instruction to allow them to grasp basic concepts more easily.
Mother Tongue education focuses on the development of speaking, reading, and writing from Grades 1 to 3 in the Mother Tongue language. As medium of instruction, the Mother Tongue is used in all learning areas from Kindergarten to Grade 3, which is known to be the Key Stage 1 of the K to 12 curriculum. English and Filipino languages are taught in the second and third quarters of the academic year to Grade 1 level. The rest of the subjects are taught through Mother Tongue-based Instruction.
According to the study of Burton, the MTB-MLE policy resided solely within the DepEd. However, in January 2013, the Philippine Congress officially supported this effort by passing the Enhanced Basic Education Act. In addition to shifting toward a K-12 educational structure, this legislation requires instruction, teaching materials, and assessments to be in the regional or native language of the learners from Kindergarten through Grade Three with a mother language transition program from Grades Four through Six. Even though then President Benigno Aquino had not yet signed the bill into law, nationwide implementation of MTB-MLE had begun. Gradual implementation started with Grade One pupils in 2012 and followed by Grades Two and Three in 2013 and 2014, respectively (Autor, 2025).
Language plays a vital role in the teaching–learning process, particularly in the early grades where comprehension, communication, and confidence are essential to academic success. In multilingual contexts such as the Philippines, the implementation of Mother Tongue–based Multilingual Education (MTB-MLE) highlights the importance of using the learners’ first language as medium of instruction. Kinaray-a, as the native language in many communities, especially in mountainous and rural areas, serves as a natural bridge between learners’ home environment and formal schooling.
In mountain schools, where learners are often exposed to Kinaray-a as their primary language of communication, the use of this language in the classroom has been observed to influence learners’ understanding of lessons, participation in discussions, and overall engagement in learning. Teachers utilize Kinaray-a to clarify concepts, give instructions, and build meaningful connections with learners. Parents, as key stakeholders, also observe the effects of Mother Tongue instruction on their children’s learning behaviors, attitudes, and academic performance at home and in school.
Despite its recognized benefits, the use of Kinaray-a in classroom instruction also presents challenges, including limited instructional materials, the need for teacher training, and concerns about learners’ transition to Filipino and English in higher grades. Understanding the experiences of key stakeholders — teachers, learners, and parents — is therefore essential in identifying gaps, strengths, and areas for improvement in the implementation of Kinaray-a as a medium of instruction.
This study focused on examining stakeholders’ experiences in using Kinaray-a as a medium of instruction as bases for developing an intervention program. By synthesizing these experiences, the study aimed at proposing contextually responsive strategies that would strengthen instructional practices, enhance learner outcomes, and ensure the effective and sustainable use of Kinaray-a in the educational setting.
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