Instructor: Mr.
Ronnel Victor Kilat
Course: Language Programs and Policies in Multilingualism Societies
GROUP 2 WRITTEN NOTES
I. Objectives:
The preservice teacher (PST) should be able to:
a. share their ideas on the Mother Tonguebased Multilingual
Education;
b. demonstrate their understanding of how MTB-MLE is
implemented in the classroom; and
c. convey their understanding of the MTB-MLE by describing a
teacher in a multilingual classroom.
II. Topics:
Gaps, Issues and Challenges in the Implementation of Mother Tongue
Based-Multilingual Education
In July 14, 2009, the Department of Education issued DepEd Order No. 74 s.
2009 mandating the institutionalization of the mother tongue-based
multilingual education in Philippine basic education. The MTB-MLE shall be
implemented in two (2) modes: as a learning/subject area and as a medium
of instruction. The Mother Tongue (MT) as a subject will focus on the
development of beginning reading and fluency from Grades 1 to 3.
Mother Tongue – Based Multilingual Education (MTB-MLE) is the
government’s banner program for education as a salient part of the
implementation of the K to 12 Basic Education Program. Its significance is
underscored by the passing of Republic Act 10523, otherwise known as the
“Enhanced Basic Education Act of 2013.”
MTBMLE is education, formal or non - formal, in which the learner’s 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.
MTB-MLE provides:
Literacy
Prior Knowledge
Cognitive development and higher order thinking skills (HOTS)
Strong Bridge
Scaffolding
Teaching for meaning and accuracy
UNESCO's Three (3) Principles of Education in Multilingual World
Principle 1: UNESCO supports mother tongue instruction as a means of
improving educational quality by building upon the knowledge and experience
of the learners and teachers.
Principle 2: UNESCO supports bilingual and/or multilingual education at all
levels of education as a means of promoting both social and gender equality
and as a key element on linguistically diverse societies.
Principle 3: UNESCO supports language as an essential component of
intercultural education in order to encourage understanding between different
population groups and ensure respect to fundamental rights.
MOTHER TONGUE BASED – MULTILINGUAL EDUCATION
MLE refers to “first-language-first” education, that is schooling which begins
in the mother tongue and transitions to additional It is the use of more than
two languages for literacy and instruction. It starts from where the learners
are, and from what they already know.
THE LANGUAGES CONSIDERED BY DEPED IN ITS
MTB-MLE IMPLEMENTATION
BICOLANO
CEBUANO
CHAVACANO
HILIGAYNON
ILOCANO
KAPAMPANGAN
MAGUINDANAOAN
MARANAO
PANGASINENSE
TAGALOG
TAUSUG
WARAY
WHY TEACHING MOTHER TONGUE AS A SUBJECT IN SCHOOL
IMPORTANT?
It will preserve our country's cultural treasure.
Provides learners with a strong educational foundation in the first
language in terms of instruction.
It is a stepping stone in achieving the aims of education as well as the
goal of functional literacy.
TYPICAL MLE PROGRAMS
"STRONG FOUNDATION" - children whose early education is in the language
of their home tend to do better in the later years of their education.
"STRONG BRIDGE" - an essential difference between MLE programs and rural
“mother tongue education” programs is the inclusion of a guided transition
from learning through the mother tongue to learning through another tongue.
THE MOST IMPORTANT FEATURES OF THIS PROCESS ARE THAT:
Education begins with what the learners already know, building on the
language and culture, language and experience that they bring with them
when they start school.
Learners gradually gain confidence in using the new (official) language,
before it becomes the only language for teaching academic subjects.
Learners achieve grade level competence in each subject because
teachers use their own language, along with the official school language
to help them understand the academic concepts.
MLE AIMS TO PRODUCE LEARNERS WHO ARE:
Multi-literate - They can read and write competently in the local language,
the national language, and one or more languages of wider
communication such as English.
Multilingual - They can use these languages in various situations and
interactions for learning in school.
Multi-cultural - They can live and work harmoniously with people of
cultural backgrounds that are different from their own.
CHILDREN ALREADY KNOW THEIR LANGUAGE.
WHY STILL LEARN IT IN SCHOOL?
What we and our children know is the conversational language in their
everyday variety used for daily interaction. Success in school depends on the
academic and intellectualized language needed to discuss more abstract
concepts. According to studies, it takes one to three years to learn the
institutional language, but four to seven years to master the academic
language under well resourced conditions.
GAPS
There appears to be some serious gaps in the policy implementation of MTB-
MLE. The most common and complained about across areas covered by the
study is the lack of (a) instructional materials in users’ languages, (b) graded
learning materials, and (c) funding for contextualization of the learning
materials.
ISSUES
In 2003, UNESCO gave the following statement that is often used as an
argument for MTB-MLE:
“The choice of the language is a recurrent challenge in the
development of quality education. Speakers of mother tongues, which
are not the same as the national language, are often at a considerable
disadvantage in the educational system.”
The following are the issues regarding the implementation of Mother Tongue
Based Language - Multilingual Education:
For Listening - Unavailability of audio materials that can strengthen the
listening skills of the students.
For Speaking - The students find it hard to speak fluently in a specific
language.
For Reading - Limited reading materials available for teaching. The issue
of understanding profound terms in a specific mother tongue language.
For Writing - Lack resources which could enhance their writing skills.
CHALLENGES
Challenges Experienced in the Implementation of MTB - MLE:
Lack of references written in mother tongue - This is the condition of
having insufficient references such as textbooks, books, dictionaries and
the like in the mother tongue which are needed to accommodate the
needs of the learners having different mother tongues.
Unfamiliarity of terms in books - This difficulty is experienced by both
teachers and pupils. However, the teachers were mostly affected by the
said problem for they are the ones who carry on the lessons and pupils
rely on their discussions.
Discrepancy of learning materials’ content - Another difficulty that the
teachers encounter in the implementation of mother tongue is the
discrepancy of teacher’s guide and the learner’s material. Discrepancy is
the lack of compatibility or similarity between two or more facts such as
the learner’s material and teacher’s guide used by teachers in teaching
mother tongue.
Lack of vocabulary - This is considered to be the dearth of words to use
when delivering a message or information. There is no wide range of the
words or phrases used in discussing the lesson using mother tongue;
therefore, it is considered as one of the challenges and difficulties
encountered by the teachers in teaching mother tongue.
Lack of teachers’ trainings and seminars - Training and seminars are
important for teachers who are teaching multilingual learners because
they need to be oriented and guided on how to handle learners with
different languages.
Pupils’ lack of interest in the mother tongue - Another challenge observed
is the lack of interest of the pupils towards the mother tongue. Some
pupils were used in speaking their Mother tongue. Hence, they find no
interest in using it as their instructional language and it gives the teachers
a hard time in catching their attention.
REFERENCES:
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policy-gaps-and-challenges-in-the-mother-tongue-based-multilingual-
education-mtbmle-implementation-in-philippines-basic-education/
[Link]
educationmtbmle#:~:text=8.%20UNESCO%E2%80%99s%20Three
%20%283%29%20Principles%20Of%20Ed
[Link]
[Link]
DATES OF THE ACTIVITIES:
STIMULATING ACTIVITY - May 24, 2021
ACTUAL ACTIVITY - May 25, 2021 (SYNCHRONOUS SESSION)
FOLLOW-UP ACTIVITY - May 26, 2021
EVALUATING ACTIVITY - May 26, 2021
GROUP 2:
ARIBAL, AIMIE ROSE
CABO, DAZEL MAE
GUINITA, REYVAN
SALCEDO, ALLEYAH MAE
SUGAROL, RENELYN R.
YPIL, ARNIE.
