1. Success Stories of Mother-tongue based Multilingual Education in some selected areas in the Philippines Seminar on MTBMLE, Leyte Normal University Sept. 24, 2011 Mr. Jerwin T. Capuyan ME Student

2. Objectives Higher achievement scores in all content areas (Reading, Math, Filipino, Makabayan and English) Stronger English and Filipino acquisition High level in reading comprehension; and Low drop out rates Lubuagan MTBMLE Program

3. Students were able to participate in the learning process and classroom activities became active It appears that the key contributors of the strong achievement are the following: (1) use of L1 as medium of instruction in all classes and L1 literacy in prior to literacy in other language Lubuagan cont…

4. (2) beginning with students prior knowledge (3) building on cognitive development through the use of open questions (4) teaching the second language through TPR first (5) using the L1 as medium of instruction in L2 lessons focusing on the meaning rather than accurately memorizing information Lubuagan cont…

5. -The use of mother tongue enables thinking and interacting on school subjects that allow learners to understand what they are meant to learn in school. Lubuagan cont…

6. CONTROL GROUPEXPERIMENTAL GROUP NMeanPercentNMeanPercent Reading738.9752.766912.8375.47 Math738.3248.947013.7682.12 Filipino736.8557.08708.2168.42 Makabayan 736.9557.92709.7781.42 English738.9752.767012.3172.41 Overall7340.1053.476956.9075.87 Lubuagan cont… Grade I results in Lubuagan, SY 2007-2008

7. This study examined the progress of Lubuagan students in their first three years of schooling and shows unequivocally the advantage for young Filipino learners in beginning schooling through their first language while building strong communicative skills in the second language. Lubuagan cont…

8. What is the medium of instruction commonly used by teachers in teaching Mathematics, English and Science subjects? Iluko as an Intervention Language

9. Two phases of instruction in related subjects to pupils of an elementary school was implemented. Iluko as an Intervention Language

10. Here are the results of their formative test: Iluko as an Intervention Language English OnlyIluko-English English51.85%90.30% Math52.17%87.10% Science74.07%90.32% Give the excerpt..

11. The pupils can easily understand the lesson if the teacher uses Iluko as an intervention language. The class interaction is more active and interesting because the pupils were confident to answer. Iluko as an Intervention Language

12. The class discussion was more participated in by the pupils and they are more confident to ask questions. The intervention of the dialect in teaching enhances learning. Iluko as an Intervention Language

13. How reading was taught? The development of reading skills in the mother tongue started with the pupils’ exposure to sounds, words, songs, poems, and short stories with pictures. Minanubu words with pictures were written down in charts and pupils practice reading them. The Mother Tongue as a Bridge Language of Instruction in La Paz

14. Formal reading was taught through the Minanubu books following the reading skills in Filipino as outlined in the Philippine Elementary Learning Competencies. The Mother Tongue as a Bridge Language of Instruction in La Paz

15. Teachers’ Observations Pupils easily understood the stories Comfortable in answering and asking questions, describing and retelling important events, and writing words and sentences The Mother Tongue as a Bridge Language of Instruction in La Paz

16. The Challenge Existing Minanubu reading materials were lacking in the development of reading skills required for Grade 1 and they had to make their own stories The Mother Tongue as a Bridge Language of Instruction in La Paz

17. Strategies Used Minanubu first, next Filipino..... Phonics approach Sight word approach Experience chart and basal reader approach Other specific strategies were taken from the teacher’s manual The Mother Tongue as a Bridge Language of Instruction in La Paz

18. .....then English The pupils skills in phonics and in phonemic awareness facilitated in learning English sounds and sight words. Modelling in the pronunciation of the different sounds and words was given emphasis. The Mother Tongue as a Bridge Language of Instruction in La Paz

19. The big books and picture stories were narrated by the pupils in their mother tongue. The teacher will read to them the stories and pupils checked whether their interpretations were correct. The Mother Tongue as a Bridge Language of Instruction in La Paz

20. For the pupils to practice reading the basic sight words for the three languages, teachers displayed in a chart the basic words in Minanubu with pictures and their translations in Filipino and English. The Mother Tongue as a Bridge Language of Instruction in La Paz

21. The reading skills acquired by the pupils in the mother tongue motivated them to look at available books written in Filipino and English. To sustain their interest, teachers allotted a specific time where children could choose the books they like to read and share

22. The Mother Tongue as a Bridge Language of Instruction in La Paz Textbooks in other learning areas were given to them as references in learning concepts and developing skills.

23. The Mother Tongue as a Bridge Language of Instruction in La Paz Teacher said.... “ It is my Christian duty to teach these children. I also believe in indigenizing the curriculum primarily to preserve the local culture and in the use of the first language to learn better.”

24. The Mother Tongue as a Bridge Language of Instruction in La Paz Pupils said... “We want to be good at reading, writing, and mathematics in both English and Filipino.”

25. The Mother Tongue as a Bridge Language of Instruction in La Paz They were able to achieve these when teachers made them understand the two languages through the use of their mother tongue.

26. The Mother Tongue as a Bridge Language of Instruction in La Paz Important Factors Mobilization and Community Awareness Staffing Curriculum development Development of Instructional and Reading Materials

27. “We should become a trilingual nation: Learn English well and connect to the world. Learn Filipino well and connect to our country. Retain your dialect and connect with your heritage.” Pres. Benigno “Noynoy” Aquino III