CHALLENGES FACED BY GRADE 1 TEACHERS IN TEACHING MOTHER TONGUE BASED SUBJECTS

DEN MARK PEREZ BULANADI

For educators, teaching first-graders in their home tongue has a special set of difficulties. Education that is based on mother tongue (MTB) is crucial for developing cultural identity and excellent communication skills. Nonetheless, a number of challenges face first-grade teachers when it comes to properly teaching MTB subjects. The difficulty of teaching language to young learners is one of the main obstacles faced by educators in Grade 1. In order to teach MTB subjects, teachers must both introduce academic concepts and support language development. Young students may find it difficult to understand abstract concepts taught in their mother tongue, particularly if they don't have much exposure to it outside of the classroom. As a result, educators need to use innovative instructional strategies to scaffold language learning and conceptual comprehension at the same time. Lack of suitable resources and materials for MTB instruction is another major obstacle. Resources geared towards certain mother tongues may be few or non-existent, in contrast to languages that are taught extensively. Teachers in first grade frequently have to adapt resources from other languages or improvise lesson plans because they don't always match the curriculum or the linguistic demands of their children. As a result, the efficiency of MTB education is hampered by this paucity, and teachers are further burdened with creating or locating pertinent materials. Students in grade 1 classes frequently have various degrees of ability in their home tongue. While some students may have minimal exposure to or fluency in the language, others may come from homes where the mother tongue is regularly spoken. Because of this variation, it can be difficult for teachers to adequately meet the needs of every student. Differentiated teaching techniques and tailored support are necessary to balance learning for both proficient and struggling learners. These strategies can be resource- and time-intensive for teachers. Teaching MTB courses also requires diversity and cultural awareness. Because mother tongue and cultural identity are closely related, teachers need to make sure that linguistic diversity is respected and celebrated in the classroom. But prejudices and cultural biases can unintentionally affect instructional strategies or curriculum, which could marginalize some children or maintain language disparities. To establish an inclusive learning environment that celebrates the identities and experiences of all kids, first-grade teachers must complete cultural competency training and engage in ongoing self-reflection. For teachers of first grade, involving parents in their students' MTB education presents another difficulty. Parental engagement is important, but not all parents prioritize language acquisition at home. Some parents may not know the advantages of multilingual teaching (MTB). It takes proactive communication and community outreach on the side of educators to persuade parents of the value of mother tongue education and provide them with tools to support their children's learning. In conclusion, teaching courses based on mother tongue presents a variety of difficulties for teachers of first grade. Effective MTB instruction requires educators to overcome many challenges, such as overcoming resource constraints, encouraging cultural inclusion, and navigating the intricacies of language learning. Through the implementation of creative teaching techniques, resource allocation advocacy, cultural sensitivity, and parent engagement as a collaborative learning environment, first-grade teachers can effectively address these obstacles and develop meaningful learning opportunities that encourage students to value and embrace their native tongues and cultural heritage.