The Whats, Whys and Hows of Mother TongueBased Multilingual Education (MTB-MLE)

Transitioning to Second Language

THE WHATS

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.

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

MULTILINGUAL EDUCATION
is

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

MULTILINGUAL EDUCATION
maintains

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

MULTILINGUAL EDUCATION

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

MULTILINGUAL EDUCATION
Meaning

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

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.

MULTILINGUAL EDUCATION
Reading

in the mother tongue enables immediate comprehension

MULTILINGUAL EDUCATION
Once

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

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.

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.

Read and discuss this paragraph.

La Rpublique des Philippines est un pays constitue d'un archipel de 7 107 les dont onze d'entre elles totalisent plus de 90 % des terres et un peu plus de 2 000 seulement sont habites, alors qu'environ 2 400 les n'ont mme pas reu de nom. On distingue trois zones gographiques : Luon, les Visayas et Mindanao. Luon est l'le la plus vaste et la plus septentrionale, et qui abrite sa capitale, Manille, et la plus grande ville du pays, Quezon City.

THE WHYS

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."

LEGAL BASES

LEGAL BASES

DepED

Order No. 74, s. 2009

Institutionalizing Mother TongueBased Multilingual Education (MTBMLE)

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.

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.

LEGAL BASES

RA

8980 ECCD Law (Sec 5a)

It shall use the childs first language as the medium of instruction.

LEGAL BASES
RA

9155 or EFA/MDG

Education for all should enable everyone to speak in the vernacular, Filipino and English.

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.

The Salient Feature of MTBMLE Curriculum

Four Aspects of Development

Language Development Cognitive Development

Socio-Cultural Development

1. Language development:
Students

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

 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.

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.

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

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.

4. SOCIAL-CULTURAL DEVELOPMENT:

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

they will be prepared to contribute

THE END RESULT: CHILDREN WHO ARE

Multilingual
Multi-literate

Multi-cultural

Same competencies but different paths

Mainstream children who speak the school language
L1 (school language)

Mainstream children who do NOT speak the school language

Competencies to be achieved by the end of Grade 3

INITIATIVES IN MLE
A. Experiments:
a. First Iloilo Experiment (1948-1954) : Hiligaynon as MOI in Grades 1 & II Second Iloilo Language Experiment (19611964) Hiligaynon is used in first two grades

b.

c.

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

d.

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

 Use

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

Attempt

C. LUBUAGAN KALINGA MLE PROGRAM

Implemented by

Summer Institute of Linguistics for 10 years experimental classes implementing MTBMLE approach

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 o Drop-out and repetition rates decreased

THE
HOWS

VISION:
MTB MLE FOR RELEVANT AND QUALITY EDUCATION FOR ALL CHILDREN

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.

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

COMPONENTS OF MTB-MLE STRATEGIC PLAN

Social Preparation and Advocacy Pre-Service Teacher Education

In-Service Training (INSET) of Teachers and School Managers

Six Focused Areas

Policy Development and Resource Mobilization

Materials Development

Assessment, Monitoring and Evaluation

MOI PER GRADE LEVEL AND SUBJECT AREA

High School Mother Tongue Subject MT Math Science Araling Panlipunan Araling Panlipunan Araling Panlipunan Araling Panlipunan Araling Panlipunan Filipino English

Grade VI

Math

Science

Filipino

English

Grade V

MT

Math

Science

Filipino

English

Grade IV

MT

Math

Science

Filipino

Transition Period/Bridging
Grade III MT Math Science

English LSRW English LS VRW English Oral LSRWV English Oral

Filipino LSVRW Filipino LSRWV Filipino Oral

Start of the Transition Period

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)

Grade I

Mother Tongue as Language of Instruction - all subjects Kindergarten

HOW MOTHER TONGUE WILL BRIDGE

LEARNING

Primary medium of instruction for all preschool subjects;

Use L1 in MT subject, Math, Eduk. Pagpapakatao, Araling Panlipunan for grades I, II and III

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

MTBMLE BRIDGING PLAN IN A 12 YEAR PROGRAM L1 AS ENGLISH, L2 AS FILIPINO, ANOTHER L3

HS

L1 Math English

Sci Sci Sci Sci Sci

Araling Panlipunan Araling Panlipunan Araling Panlipunan Araling Panlipunan Araling Panlipunan

Fil Fil Fil Fil Fil LSRW Oral Fil Oral Fil

L3 L3 L3 L3
Oral then RW L3

Grade VI L1 Eng Math Grade V L1 Eng Math

Grade IV L1 Eng Math Grade III L1 Eng Math

Grade II
Grade I K

L1 Eng Math
L1 - L, S, Math R, W, V

Sci
Sci

Araling Panlipunan
Araling Panlipunan

Oral L3
Oral L3

Mother Tongue - language, math, values etc.

GRADE I Learning Areas

Learning Area Time Allotment Medium of Instruction

Edukasyon sa Pagpapakatao Math Araling Panlipunan MAPEH Mother Tongue English Filipino

40 40 30 30 40 30 30

Mother tongue MT MT MT

(oral fluency) (oral fluency)

It Takes a Village to Raise a Child

THANK YOU! and GOOD DAY!