00000namaa22000004a 4500 UP-99849408841408808 Buklod 20230714081756.0 a gr ||| u ta 230714s2020 ph a rm 00| 0|engdd DEDUC rda eng DMLUC LG 996 2020 E35 B66 Bonior, Gina Fontejon author MTB-MLE literacy instruction in multigrade schools in remote islands of Bohol a model of mediations and appropriations Gina Fontejon Bonior ; dissertation advisers, Romylyn A. Metila, Eufracio C. Abaya ; dissertation reader, Felicitas E. Pado ; Lourdes R. Baetiong, Leonor E. Diaz, members. Mother tongue based-multilingual education literacy instruction in multigrade schools in remote islands of Bohol Quezon City College of Education, University of the Philippines Diliman 2020 xvii, 337 leaves illustrations (some color) 28 cm. text rdacontent unmediated rdamedia volume rdacarrier Thesis (Doctor of Philosophy in Education - Reading Education) University of the Philippines Diliman July 2020 This study examines how a literacy instruction program anchored on the MTB-MLE policy of the Department of Education is appropriated by six literacy teachers in three multigrade schools located in two remote islands. Primarily using qualitative approaches, the study sought to answer the following research questions: 1) What meditations impact the appropriation of the MTB-Literacy Instruction Program (M-LIP) in multigrade schools located in remote island communities; 2) How do multigrade teachers appropriate the literacy instruction program as they negotiate with these mediations; and 3) What are the consequences of these appropriations in relation to the literacy instruction program goals? The answers to the RQs are as follow: In relation to RQ1, I observed that the appropriation of the MTB-MLE LIP is influenced by a host of interacting mediations. i.e. , 1) personal, 2) programmatic, 3) learner-related, 4) institutional, 5) social, 6) spatial-geographical. At the heart of these mediations is the teacher who exercises her agency in appropriating the program based on a constant appraisal of her/his 1) personal and professional histories, advocacies, emotions, and capabilities: 2) the material, cultural and social resources at her disposal; and 3) immediate and future goals and aspirations. As for RQ 2, I noted six forms of appropriations in the implementation of M-LIP: 1) hybridizing, 2) finessing, 3) bricolaging, 4) jama-jama (making do); 5) re-structuring the class program, and 6) temporarily suspending program implementation. As regards RQ 3, the intended consequences, i.e., outcomes that are consistent with the explicitly stated goals and objectives of the program, include the following: 1) improved literacy instruction processes: 2) improved access to quality reading materials; 3) strengthened professional networks and collaboration among teachers through such mechanism as Learning Action Cells (LACs); 4) teachers' improved confidence inn their ability to contextualize the lessons resulting in the strategic use of the MTB-MLE LIP instructional materials; and 50 improved reading performance of students in Filipino as suggested in their ORVT scores. The unintended consequences, i.e., outcomes that are not part of the explicitly stated goals and objectives of MTB-MLE LIP, are classified into two: 1) those that facilitated the achievement of programs goals, e.g., the emergence of a key scaffold or the "go-to teacher " in the enactment of the program; and 2) those that may have constrained the achievement of program goals, e.g., the ill-informed modification of the MTB-MLE LIP instructional protocol, and added work load for materials preparation to the already heavy schedule of multigrade teachers. Based on the findings of the study, I concluded that the forms of appropriation that are achieved amidst various mediations in program implementation are a concrete manifestation of teacher agency. However, it must be emphasized that agency and mediation are mutually constitutive in that while teacher agency spur various forms of appropriation, such agency is also impacted by a web of mediations and access to various forms of capital, i.e., economic, social, cultural, and symbolic. Informed by these findings and conclusions, I conceptualized a model for understanding the appropriate of a Mother Tongue-Based Literacy Instruction Program in multigrade schools in remote islands. Moreover, I outlined recommendations for DepEd, CHED, TEIs, proposal writers for grants to support literacy instruction programs, instructional materials writers, foreign and local government funding agencies, and researchers interested in education policy in practice and MTB-MLE literacy program implementation. Reading (Elementary) Philippines Bohol. Native language and education Philippines Bohol. Multilingual education Philippines Bohol. Combination of grades. Metila, Romylyn A. dissertation adviser. Abaya, Eufracio C. dissertation adviser. Pado, Felicitas E. dissertation reader. Baetiong, Lourdes R. member. Diaz, Leonor E. member. FI UP UPD DEDUC LG 996 2020 E35 B66 Thesis