The Whats, Whys and Hows of Mother Tongue-Based Multilingual Education

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The Whats, Whys and Hows of Mother
Tongue-Based Multilingual Education
(MTB-MLE)
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The Whats
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What is Multilingual Education

• Mother tongue-based multilingual education (MLE)
  is education, formal or non - formal, in which
  the learners mother tongue and additional
  languages are used in the classroom. Learners
  begin their education in the language they
  understand best - their mother tongue - and
  develop a strong foundation in their mother
  language before adding additional languages.

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Multilingual Education

• is a structured program of language learning and
  cognitive development providing
• a strong educational foundation in the first
  language
• successful bridging to one or more additional
  languages
• enabling the use of both/all languages
• for life-long learning

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Multilingual Education

• is based in the childs own known environment and
  bridges to the
• wider world. Known to Unknown

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Multilingual Education

• maintains local language and culture while
  providing national/ international language
  acquisition and instruction

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Multilingual Education

• promotes learners integration into the national
  society without forcing them to sacrifice their
  linguistic and cultural heritage.

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Multilingual Education

• Meaning based education enables students to learn
  well because they understand what the teacher is
  saying.

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Multilingual Education

• Using the culture the child knows enables
  immediate comprehension from which new concepts
  can be built going from the known to the
  unknown.

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Multilingual Education

• Reading in the mother tongue enables immediate
  comprehension

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Multilingual Education

• Once we learn to read we never have to learn
  again We only learn to READ once

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Multilingual Education

• The purpose of a multilingual education program
  is to develop appropriate cognitive and reasoning
  skills enabling children to operate equally in
  different languages - starting in the mother
  tongue.

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Together read this paragraph
Melek aksara adalah kemampuan untuk
mengidentifikasi, mengerti, menerjemahkan,
membuat, mengkomunikasikan dan mengolah isi dari
rangkaian teks yang terdapat pada bahan-bahan
cetak dan tulisan yang berkaitan dengan berbagai
situasi.
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Read and discuss this paragraph.
La République des Philippines est un pays
constituée d'un archipel de 7 107 îles dont onze
d'entre elles totalisent plus de 90  des terres
et un peu plus de 2 000 seulement sont habitées,
alors qu'environ 2 400 îles n'ont même pas reçu
de nom. On distinguetrois zones géographiques 
Luçon, les Visayas et Mindanao. Luçon est l'île
la plus vaste et la plus septentrionale, et qui
abrite sa capitale, Manille, et la plus grande
ville du pays, Quezon City.
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The Whys
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STATEMENT FROM PRES. NOYNOY AQUINO

• My view on this is larger than
• just the classroom. We should
• become tri-lingual as a country
• Learn English well and connect to the world.
• Learn Filipino well and connect to our country.
• Retain your mother tongue and connect to your
  heritage."

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LEGAL BASES
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LEGAL BASES

• DepED Order No. 74, s. 2009
• Institutionalizing Mother Tongue-Based
  Multilingual Education (MTB-MLE)

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LEGAL BASES

• 1987 Constitution (Article XIV Sec 7)
• For purposes of communication and
  instruction, the official languages of the
  Philippines are Filipino and, until otherwise
  provided by law, English. The regional languages
  are the auxiliary official languages in the
  regions and shall serve as auxiliary media of
  instruction therein.

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LEGAL BASES

• 1987 Constitution (Article XXVIII Sec 30)
• The child has the right to an education
  and to learn and use the language of his family.

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LEGAL BASES

• RA 8980 ECCD Law (Sec 5a)
• It shall use the childs first language
  as the medium of instruction.

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LEGAL BASES

• RA 9155 or EFA/MDG
• Education for all should enable
  everyone to speak in the vernacular, Filipino and
  English.

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LEGAL BASES

• BESRA KRT 3
• All persons beyond school-age
  regardless of their level of schooling should
  acquire the essential competence to be considered
  functionally literate in their mother tongue, in
  Filipino or in English.

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The Salient Feature of MTB-MLE Curriculum
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Four Aspects of Development
Language Development
Cognitive Development
Academic Development
Socio-Cultural Development
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1. Language development

• Students will establish a strong educational
  foundation in the language they know best

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• they will build a good bridge to the school
  language(s), and
• they will be prepared to use both / all of their
  languages for success in school and for life-long
  learning.

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• 2. Cognitive Development

• Cognitive development begins at home at
  birth.
• School activities will engage learners to move
  well beyond the basic questions of who, what,
  when and where to cover all higher order thinking
  skills in the learners L1, their language of
  thought.

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• These higher order thinking skills will
• - transfer to the other languages once enough
  Filipino or English has been acquired to use
  these skills in thinking and articulating
  thought, and
• - be used in the process of acquiring English and
  Filipino more effectively

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3. Academic development

• Students will achieve academic competencies in
  each subject area and, at the end of the program
• they will be prepared to enter and achieve well
  in the mainstream education system.

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4. Social-cultural
development

• Students will be proud of their heritage
  language and culture, and respect the languages
  and cultures of others
• they will be prepared to contribute
  productively to their own community and to the
  larger society.

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THE END RESULT CHILDREN WHO ARE

• Multilingual
• Multi-literate
• Multi-cultural

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Same competencies but different paths
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Initiatives in MLE

• A. Experiments
• a. First Iloilo Experiment (1948-1954)
• Hiligaynon as MOI in Grades 1 II
• b. Second Iloilo Language Experiment (1961-
  
• 1964) Hiligaynon is used in first two
  grades

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• c. Rizal Experiment (1960 1966) - Tagalog
• as MOI in Grade I
• d. First Language Component-Bridging Program
• (FLC-BP) on transitional education
• (1986 1993) Childrens L1 in Grades
  1 2
• and transition to Filipino and English

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B. The Lingua Franca Education (LFE) Pilot
Study 1999-2002

• Define and implement national bridging program
  from mother tongue to Filipino and English to
  develop initial literacy

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• Use 4 of largest lingua francas as MOI in grades
  1 and 2Tagalog, Hiligaynon, Cebuano and Ilocano
• Attempt to bridge learned concept from MT to
  Filipino and English

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C. Lubuagan Kalinga MLE Program

• Implemented by Summer Institute of Linguistics
  for 10 years
• 3 experimental classes implementing MTB-MLE
  approach

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• 3 control classes using traditional method of
  immersion in English and Filipino
• Schools are of same SES (Social Economic Status)

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Results of different initiatives

• Children who began school in first language with
  bridging to two second languages
• were significantly more competent in all areas of
  study than their counterparts
• outperformed English-taught students in reading,
  math and social studies
• learn to read more quickly and learn better in
  Math and Science
• were observed to be actively participating in
  different classroom activities
• Drop-out and repetition rates decreased

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The hows
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MTB MLE For Relevant And
Quality Education For All Children
VISION
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• Desired Impact
• Learners are enjoying relevant and quality
  education which supports their home languages and
  cultures learning outcomes are improved
  countrywide and the Philippine is succeeding in
  its goal for
• Education for All.

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Taking The right steps.

• National Strategic Planning for the Country-wide
  Implementation of Mother Tongue Based
  Multilingual Education (MTB-MLE)
• a. Draft of Strategic Plan November
• 2009 participated by 60
  educators,
• advocates, NGO education
• practitioners and DepEd personnel
• b. Final Strategic Plan February 2010

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COMPONENTS OF MTB-MLE
STRATEGIC
PLAN
Pre-Service Teacher Education
Social Preparation and Advocacy
Six Focused Areas
Policy Development and Resource Mobilization
In-Service Training (INSET) of Teachers and
School Managers
Assessment, Monitoring and Evaluation
Materials Development
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MOI per Grade Level and Subject Area
High School Mother Tongue Subject Math Science Araling Panlipunan Filipino English
Grade VI MT Math Science Araling Panlipunan Filipino English
Grade V MT Math Science Araling Panlipunan Filipino English
Grade IV MT Math Science Araling Panlipunan Filipino English LSRW
Grade III MT Math Science Araling Panlipunan Filipino LSVRW English LS VRW
Grade II MT, Math, Edukasyong Pagpapakatao, Araling Panlipunan in Mother Tongue as Language of Instruction (LOI) MT, Math, Edukasyong Pagpapakatao, Araling Panlipunan in Mother Tongue as Language of Instruction (LOI) MT, Math, Edukasyong Pagpapakatao, Araling Panlipunan in Mother Tongue as Language of Instruction (LOI) MT, Math, Edukasyong Pagpapakatao, Araling Panlipunan in Mother Tongue as Language of Instruction (LOI) Filipino LSRWV English Oral - LSRWV
Grade I MT, Math, Edukasyong Pagpapakatao, Araling Panlipunan in Mother Tongue as Language of Instruction (LOI) MT, Math, Edukasyong Pagpapakatao, Araling Panlipunan in Mother Tongue as Language of Instruction (LOI) MT, Math, Edukasyong Pagpapakatao, Araling Panlipunan in Mother Tongue as Language of Instruction (LOI) MT, Math, Edukasyong Pagpapakatao, Araling Panlipunan in Mother Tongue as Language of Instruction (LOI) Filipino Oral English Oral
Kindergarten Mother Tongue as Language of Instruction - all subjects Mother Tongue as Language of Instruction - all subjects Mother Tongue as Language of Instruction - all subjects Mother Tongue as Language of Instruction - all subjects Mother Tongue as Language of Instruction - all subjects Mother Tongue as Language of Instruction - all subjects
Transition Period/Bridging
Start of the Transition Period
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How mother tongue will bridge learning

• Primary medium of instruction for all pre-school
  subjects
• Use L1 in MT subject, Math, Eduk. Pagpapakatao,
  Araling Panlipunan for grades I, II and III

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• Strongly scaffold English/Filipino as MOI in
  grade I
• Language Arts/Culture subjects from grade IV to
  high school will
• strengthen literacy in L1
• develop awareness on local socio-cultural
  concerns
• address learning difficulties in classes with
  L2/L3 MOI

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MTBMLE BRIDGING PLAN IN A 12 YEAR PROGRAM L1 AS
ENGLISH, L2 AS FILIPINO, ANOTHER L3
HS L1 English Math Sci Araling Panlipunan Fil L3
Grade VI L1 Eng Math Sci Araling Panlipunan Fil L3
Grade V L1 Eng Math Sci Araling Panlipunan Fil L3
Grade IV L1 Eng Math Sci Araling Panlipunan Fil L3
Grade III L1 Eng Math Sci Araling Panlipunan Fil LSRW Oral then RW L3
Grade II L1 Eng Math Sci Araling Panlipunan Oral Fil Oral L3
Grade I L1 - L, S, R, W, V Math Sci Araling Panlipunan Oral Fil Oral L3
K Mother Tongue - language, math, values etc. Mother Tongue - language, math, values etc. Mother Tongue - language, math, values etc. Mother Tongue - language, math, values etc. Mother Tongue - language, math, values etc. Mother Tongue - language, math, values etc.
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GRADE I Learning Areas
Learning Area Time Allotment Medium of Instruction
Edukasyon sa Pagpapakatao 40 Mother tongue
Math 40 MT
Araling Panlipunan 30 MT
MAPEH 30 MT
Mother Tongue 40
English 30 (oral fluency)
Filipino 30 (oral fluency)
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It Takes a Village to Raise a Child
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THANK YOU!
and
GOOD DAY!