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Update on MTB-MLE and RA 12027

The document discusses the discontinuation of the Mother Tongue-Based Multilingual Education (MTB-MLE) as a medium of instruction for grades K-3 in the Philippines, as mandated by Republic Act No. 12027. It highlights the successes of the program, such as improved student understanding and engagement, while also addressing challenges including lack of resources, insufficient teacher training, and difficulties in multilingual classrooms. The act allows for optional implementation in monolingual classes and emphasizes the need for proper language mapping and resource availability.

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27 views18 pages

Update on MTB-MLE and RA 12027

The document discusses the discontinuation of the Mother Tongue-Based Multilingual Education (MTB-MLE) as a medium of instruction for grades K-3 in the Philippines, as mandated by Republic Act No. 12027. It highlights the successes of the program, such as improved student understanding and engagement, while also addressing challenges including lack of resources, insufficient teacher training, and difficulties in multilingual classrooms. The act allows for optional implementation in monolingual classes and emphasizes the need for proper language mapping and resource availability.

Uploaded by

ajjoy2446
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd

AN UPDATE ON MTB-

MLE, ITS SUCCESSES,


AND CHALLENGES
by Stephanie Nicole V. Lapay

1
AN UPDATE ON MTB-MLE

OCTOBER 2024,USE OF
MOTHER TONGUE AS
MODE OF INSTRUCTION
ENDS

2
REPUBLIC ACT NO.
12027, OCTOBER 10,
2024
AN ACT DISCOUNTING THE USE OF THE MOTHER
TONGUE AS MEDIUM OF INSTRUCTION FROM
KINDERGARTEN TO GRADE 3, PROVIDING FOR
ITS OPTIONAL IMPLEMENTATION IN
MONOLINGUAL CLASSES, AND AMENDING FOR
THE PURPOSE SECTIONS 4 AND 5 OF REPUBLIC
ACT NO. 10533, OTHERWISE KNOWN AS THE
"ENHANCED BASIC EDUCATION ACT OF 2013"
3
SECTION 1:

DISCONTINUING THE USE OF


THE MOTHER TONGUE AS
MEDIUM OF INSTRUCTION

4
BACK TO FILIPINO AND
ENGLISH MEDIUM OF
INSTRUCTION

MOTHER TONGUE AS AN
AUXILIARY MEDIUM OF
INSSTRUCTION

5
SECTION 2:

THE MOTHER TONGUE-BASED


MULTILINGUAL EDUCATION
(MTB-MLE) IN MONOLINGUAL
CLASSES; REQUIREMENTS;
MONOLINGUAL CLASSES AND
LANGUAGE MAPPING.
6
REQUIREMENTS:
OFFICIAL ORTHOGRAPHY DEVELOPED AND PUBLISHED BY
THE KOMISYON NG WIKANG FILIPINO (KWF)
OFFICIALLY DOCUMENTED VOCABULARY PUBLISHED BY
THE KWF
LITERATURE ON LANGUAGES AND CULTURE, SUCH AS BIG
BOOKS, SMALL BOOKS, PICTURE STORIES, OR WORDLESS
PICTURE BOOKS; GRAMMAR BOOK
AVAILABILITY OF TEACHERS IN THE SCHOOL WHO SPEAK
AND ARE TRAINED TO TEACH IN THE MOTHER TONGUE 7
WHY?
As Gatchalian stated:
"Mother tongue as the medium of
instruction is not a one-size-fits-all
solution for every classroom. It is
effective only in monolingual
environments where learners are
uniformly native speakers of the same
mother tongue."

8
MAJOR POINTS

Discontinuation of Mother Tongue


Instruction
Optional Implementation in Monolingual
Classes
Language Mapping and Monolingual
Classes
Reportorial Requirements:
9
Full K-3 implementation

Several aspects of the


program have been
institutionalized
SUCCESSES
Students have easieer
understanding of concepts

There is an enhancement of
student engagement

10
Language used

Multilingual Classroom
CHALLENGES/
ISSUES
Lack of resources

Lack of teacher training

11
LANGUAGE USED

Pupils cannot understand some words of Bikol (Naga) as they are not common
in their local dialect.

Books were printed with words unfamiliar to learners and the language used
is not the exact language their pupils used.

Students seem neglected in understanding the right term in English.

the transition phase from mother tongue to other languages in later grades.
12
MULTILINGUAL CLASSROOMS

Handling diverse learners is difficult.

Some students have Filipino/English as their L1, requiring translation of the


“mother tongue”.

Learners have different mother tongues with different places of origin.

There will be a child who speaks a language different from that which is used
in school who's not getting a fair chance of learning.
13
LACK OF TEACHER TRAINING

Inadequate training on mastery of MTB-MLE learning techniques.

Training sessions are too short, lasting only three to five days.

Lack of sufficient training on the mastery of MTB-MLE learning techniques or


trainings of teachers.

If there are trainings, they are only for three to five days which is not enough
because it is very difficult to teach.
14
LACK OF RESOURCES

- Inadequate supply of textbooks.

- Lack of instructional materials (IMS) and books written in the mother


tongue.

- Insufficient/Inadequate teaching and learning materials.

- Teachers are required to create materials themselves.


15
THAT’S ALL!
THANK YOU
FOR
LISTENING

16
References

17
References

18

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