Prospective teachers‟ language attitude and cognition towards Chavacano across ethnic groupings: Implications for the mother tongue-based multilingual education (MTB-MLE)

• Main Author: Alieto, Ericson Olario
• Format: text
• Language: English
• Published: Animo Repository 2019
• Subjects: Chavacano language; Mother tongue; Ethnic groups > Philippines; Teachers > Philippines > Attitudes; Bilingual, Multilingual, and Multicultural Education
• Online Access: https://animorepository.dlsu.edu.ph/etd_doctoral/1510
• Institution: De La Salle University

The study purposed to explore two quintessential constructs impacting language policies and their successful implementation: language attitude (Youssef, 2002) and cognition or beliefs (Griva & Chostelidou, 2012). Specifically, the current investigation is contextualized in one of the two models used by the Department of Education, the Lingua Franca Model (LFM). Additionally, ethnicity is accounted as variable significantly influencing the difference in the language attitude of the respondents. The suggested probe is directed toward prospective mother tongue teachers whose educational training does not include the teaching of Mother tongue (MT) and the discussion of its benefits and importance in early education. These identified respondents are unique as far this account is considered. Moreover, instruments were developed through intensive review of literature. The findings of the study revealed that the attitude of the respondents towards Chavacano is „slightly positive‟; towards Filipino is „positive‟; and towards English is „positive.‟ Moreover, the data revealed that the respondents are of „negative cognition‟ towards the MT. Further, there was a significant difference on the attitude towards Chavacano across the ethnic groupings favoring the Chavacanos. Finally, The mediated effect of the predictor (ethnicity) to the outcome variable (cognition in MT) was found to be negative.