Mother Tongue Based Multilingual Education in the Philippines: The Lubuagan Experience Seminar on Multilingual Education Kabul, March 2010 Adapted from presentation given by the Department of Education, Kalinga District and Diane Dekker, SIL, at the at the First Philippines Conference on Multilingual Education, February 2010

The situation when the program began Lubuagan students are monolingual in their home language when they begin their education. Lubuagan students are monolingual in their home language when they begin their education. Philippine policy which strictly limited the use of local languages in school created comprehension difficulties and resulted in low achievement. Philippine policy which strictly limited the use of local languages in school created comprehension difficulties and resulted in low achievement.

Lubuagan program’s goals and language education plan Goal: Lubuagan children will read with comprehension; they will have higher achievement scores across the curriculum; and lower drop out rates. Goal: Lubuagan children will read with comprehension; they will have higher achievement scores across the curriculum; and lower drop out rates. Plan: Use the mother tongue to teach curriculum content; teach English and Filipino as subjects in Grades 1-3 Plan: Use the mother tongue to teach curriculum content; teach English and Filipino as subjects in Grades 1-3

Initial support for the program Lubuagan Steering Committee Lubuagan Steering Committee Local principal Local principal Local teachers (a few at first, but the number kept growing!) Local teachers (a few at first, but the number kept growing!) Secretary of Education, National Department of Education Secretary of Education, National Department of Education Education Superintendent, Kalinga District Education Superintendent, Kalinga District

Support from influential people in the Philippines “When the mother tongue is the medium in primary instruction, learners become better thinkers and better learners in both their first and second language. And that is the prime purpose/goal of education, that our children will be active “thinkers” and “learners” (Dr. Ricardo Nolasco, Advisor for MLE)

Training 1995: First Writer’s workshop 1995: First Writer’s workshop 1996 – 1999: 3-month teacher training courses at Nueva Vizcaya State University plus other training in Lubuagan (1998) 1996 – 1999: 3-month teacher training courses at Nueva Vizcaya State University plus other training in Lubuagan (1998) 1999: Classes begin 1999: Classes begin : Frequent in-service training focused on sound theory and strategies for learning in L1 and teaching L2 and L3 as subjects : Frequent in-service training focused on sound theory and strategies for learning in L1 and teaching L2 and L3 as subjects

Curriculum development Lessons and activities are based on government curriculum but use children’s cultural knowledge and experience to introduce concepts. Lessons and activities are based on government curriculum but use children’s cultural knowledge and experience to introduce concepts. Lubuagan (the children’s mother tongue) is used to teach all content area Lubuagan (the children’s mother tongue) is used to teach all content area

Materials development Lubuagan orthography developed and accepted Lubuagan orthography developed and accepted Graded reading materials in L1 (individual readers and Big Books for shared reading) Graded reading materials in L1 (individual readers and Big Books for shared reading) Other teaching and learning materials in Lubuagan Other teaching and learning materials in Lubuagan

Community response At first, parents were afraid that if the L1 was used in the classroom, their children would not have time to learn L2 and L3 At first, parents were afraid that if the L1 was used in the classroom, their children would not have time to learn L2 and L3 When they saw the change in the children, they were excited: When they saw the change in the children, they were excited: “My young grand daughter who learned to read in the mother tongue is a more fluent reader than her older siblings who learned to read only in English and Filipino” (from a former mayor.)

Teachers in schools that were not in the pilot program observed the increase in student participation in the pilot project and have started using more oral L1 in class. Teachers in schools that were not in the pilot program observed the increase in student participation in the pilot project and have started using more oral L1 in class. More teachers want to be trained. More teachers want to be trained. Increasing number of parents want MLE for the whole district. Increasing number of parents want MLE for the whole district.

10-year study of the Lubuagan program begun in 2005 Compares 3 experimental class schools using the Mother Tongue based MLE approach with 3 control class schools using the traditional method of immersion in two new languages. Compares 3 experimental class schools using the Mother Tongue based MLE approach with 3 control class schools using the traditional method of immersion in two new languages. Students in both groups come from the same socio- economic status. Students in both groups come from the same socio- economic status. One school has two sections in which students are randomly placed in experimental or control classes. One school has two sections in which students are randomly placed in experimental or control classes.

Summary results: Grade 1 testing, Control studentsExperimental students NMean Percent NMean Percent Reading Math Filipino Maka bayan English Overall

Summary results: Grade 2 testing, Control studentsExperimental students NMean Percent NMean Percent Reading Math Filipino Makabayan English Overall

Summary results: Grade 3 testing, Control studentsExperimental students NMean Percent NMean Percent Reading Math Filipino Makabayan English Overall

Conclusions from the research Using the Mother Tongue will not hinder the learning of second and third languages but rather strengthens the acquisition of second and third languages. Using the Mother Tongue will not hinder the learning of second and third languages but rather strengthens the acquisition of second and third languages. When children learn in their mother tongue, they have greater ability to handle cognitively demanding tasks in the classroom and to learn other languages. When children learn in their mother tongue, they have greater ability to handle cognitively demanding tasks in the classroom and to learn other languages.