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

2. The Whats Speakers Note:
Why is there a need for language teaching to be communicative? Here are some of the objectives of Communicative Language Teaching:
Students will learn to use language as a means of expression
Students will use language as a means of expressing values and judgments
Students will learn to express the functions that best meet their own communication needs.

3. What is Multilingual Education
Mother tongue-based multilingual education (MLE) 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.

4. 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

5. Multilingual Education
is based in the child’s own known environment and bridges to the
wider world. “Known to Unknown”

6. Multilingual Education
maintains local language and culture while providing national/ international language acquisition and instruction

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

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

9. 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.

10. Multilingual Education
Reading in the mother tongue enables immediate comprehension

11. Multilingual Education
Once we learn to read we never have to learn again – “We only learn to READ once”

12. 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.

13. 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.
What does this mean? What did you learn? Why? Can you read? Do you understand the script? What prevented you from understanding the text?
The topic is literacy. Can you find anything familiar that might mean literacy?

14. 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 distingue trois 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.
Do you recognize this script? What parts are not familiar? What did you understand in this text? Why? What is the topic? How do you know this? What strategies did you use to figure that out? What words are part of your speaking vocabulary?
When children begin their schooling, how does their ability compare with what you just did? – are they literate? In what language(s)? Are they skilled learners?
When they begin reading English, what is their speaking ability in English? What English vocabulary do they use everyday and how does that compare to the vocabulary of the texts they read. What happens as a result?

15. The Whys Speakers Note:
Why is there a need for language teaching to be communicative? Here are some of the objectives of Communicative Language Teaching:
Students will learn to use language as a means of expression
Students will use language as a means of expressing values and judgments
Students will learn to express the functions that best meet their own communication needs.

16. 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."

17. LEGAL BASES The child has the right to an
education and to learn and use the language of his family (Articles 28, 30)
(a) ECCD Curriculum - which focuses on children's total development according to their individual needs and socio-cultural background. It shall promote the delivery of complementary and integrative services for health care, nutrition, early childhood education, sanitation, and cultural activities. It shall use the child's first language as the medium of instruction.

18. LEGAL BASES DepED Order No. 74, s. 2009
“Institutionalizing Mother Tongue- Based Multilingual Education (MTB-MLE)”
The child has the right to an
education and to learn and use the language of his family (Articles 28, 30)
(a) ECCD Curriculum - which focuses on children's total development according to their individual needs and socio-cultural background. It shall promote the delivery of complementary and integrative services for health care, nutrition, early childhood education, sanitation, and cultural activities. It shall use the child's first language as the medium of instruction.

19. 1987 Constitution (Article XIV Sec 7)
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.
The child has the right to an
education and to learn and use the language of his family (Articles 28, 30)
(a) ECCD Curriculum - which focuses on children's total development according to their individual needs and socio-cultural background. It shall promote the delivery of complementary and integrative services for health care, nutrition, early childhood education, sanitation, and cultural activities. It shall use the child's first language as the medium of instruction.

20. 1987 Constitution (Article XXVIII Sec 30)
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.
The child has the right to an
education and to learn and use the language of his family (Articles 28, 30)
(a) ECCD Curriculum - which focuses on children's total development according to their individual needs and socio-cultural background. It shall promote the delivery of complementary and integrative services for health care, nutrition, early childhood education, sanitation, and cultural activities. It shall use the child's first language as the medium of instruction.

21. LEGAL BASES RA 8980 ECCD Law (Sec 5a)
It shall use the child’s first language as the medium of instruction.
(a) ECCD Curriculum (Early Childhood care and Development)- which focuses on children's total development according to their individual needs and socio-cultural background. It shall promote the delivery of complementary and integrative services for health care, nutrition, early childhood education, sanitation, and cultural activities. It shall use the child's first language as the medium of instruction.

22. LEGAL BASES RA 9155 or EFA/MDG
Education for all should enable everyone to speak in the vernacular, Filipino and English.
RA 9155 (Governance of Basic Education Act of 2001)
MDG (Millennium Development Goals)

23. 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.
BESRA KRT (Basic Education Sector Reform Agenda Key Result Thrust)

24. The Salient Feature of MTB-MLE Curriculum

25. Four Aspects of Development
Language Development
Cognitive Development
Speakers Note:
Do we also realize the world of opportunities a child is into, if he can communicate his thoughts; his feelings; his interests?
Academic Development
Socio-Cultural Development

26. 1. Language development:
Students will establish a strong educational foundation in the language they know best;
Developmental Theory of Learning by Jean Piaget
Schema TL by Anderson
Social LT by Albert Bandura
Sociocultural LT by Lev Vygotsky (Russian) 26

27. 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. 27

28. 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.

29. 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

30. 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. 30

31. 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.

32. THE END RESULT: CHILDREN WHO ARE …
Multilingual
Multi-literate
Multi-cultural 32

33. Same competencies but different paths
Mainstream children who speak the school language
L1 (school language)
Competencies to be achieved by the end of Grade 3
L1 (home language)
L2 (school language) +
Mainstream children who do NOT speak the school language 33

34. Initiatives in MLE A. Experiments:
a. First Iloilo Experiment ( ) :
Hiligaynon as MOI in Grades 1 & II
b. Second Iloilo Language Experiment (1961-
1964) Hiligaynon is used in first two grades

35. c. Rizal Experiment (1960 – 1966) - Tagalog as MOI in Grade I d
c. Rizal Experiment (1960 – 1966) - Tagalog as MOI in Grade I d. First Language Component-Bridging Program (FLC-BP) on “transitional” education (1986 – 1993) – Children’s L1 in Grades 1 & 2 and transition to Filipino and English

36. 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

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

38. C. Lubuagan Kalinga MLE Program
Implemented by Summer Institute of Linguistics for 10 years
3 experimental classes implementing MTB-MLE approach

39. 3 control classes using traditional method of immersion in English and Filipino
Schools are of same SES (Social Economic Status)

40. 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

41. The hows Speakers Note:
Why is there a need for language teaching to be communicative? Here are some of the objectives of Communicative Language Teaching:
Students will learn to use language as a means of expression
Students will use language as a means of expressing values and judgments
Students will learn to express the functions that best meet their own communication needs.

42. MTB MLE For Relevant And Quality Education For All Children
VISION:
MTB MLE For Relevant And Quality Education For All Children

43. 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.

45. 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

46. Six Focused Areas COMPONENTS OF MTB-MLE STRATEGIC PLAN
Pre-Service Teacher Education
Social Preparation and Advocacy
Six Focused
Areas
In-Service Training (INSET)
of Teachers and School
Managers
Policy Development and Resource Mobilization
Assessment, Monitoring and Evaluation
Materials Development

47. MOI per Grade Level and Subject Area
High School
Mother Tongue Subject
Math
Science
Araling Panlipunan
Filipino
English
Grade VI MT
Grade V
Grade IV
LSRW
Grade III
LSVRW
LS VRW
Grade II
MT, Math, Edukasyong Pagpapakatao,
Araling Panlipunan in Mother Tongue as Language of Instruction (LOI)
LSRWV
Oral - LSRWV
Grade I
MT, Math, Edukasyong Pagpapakatao, Araling Panlipunan in Mother Tongue as Language of Instruction (LOI)
Oral
Kindergarten
Mother Tongue as Language of Instruction - all subjects
Transition Period/Bridging
Start of the Transition Period

48. 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

49. 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

50. Mother Tongue - language, math, values etc.
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
Grade V
Grade IV
L1 Eng
Grade III
Fil LSRW
Oral then RW L3
Grade II
Oral Fil
Oral L3
Grade I
L1 - L, S, R, W, V K
Mother Tongue - language, math, values etc.

51. GRADE I – Learning Areas
Time Allotment
Medium of Instruction
Edukasyon sa
Pagpapakatao 40
Mother tongue
Math MT
Araling Panlipunan 30
MAPEH
Mother Tongue
English
(oral fluency)
Filipino

52. “It Takes a Village to Raise a Child”

53. THANK YOU!
and
GOOD DAY!