MOTHER TONGUE-BASED

MULTILINGUAL
EDUCATION (MT-MLE)
MANCOM
September 12, 2009
Pasig City
Researches: International
Cummins (2000)
The level of development
of children's mother
tongue is a strong
predictor of their second
language development.
Children.with a solid
foundation in their
mother tongue develop
stronger literacy abilities
in the school language .
Cummins (2000)
The level of development
of children's mother
tongue is a strong
predictor of their second
language development.
Children.with a solid
foundation in their
mother tongue develop
stronger literacy abilities
in the school language .
Researches: International
Krashen
Comprehensible
input is crucial in
successful L2
acquisition. This can
only be
accomplished
through the use of
L1 as MOI.
Krashen
Comprehensible
input is crucial in
successful L2
acquisition. This can
only be
accomplished
through the use of
L1 as MOI.
Researches: International
Thomas and Collier Study (1997 &
2004)
The most powerful factor in predicting
educational success for minority learners
is the amount of formal schooling they
received in their L1.
Only those language minority students
who had 5-6 years of strong cognitive and
academic development through their L1
as well as through L2 did well in Grade 11
assessments.
Thomas and Collier Study (1997 &
2004)
The most powerful factor in predicting
educational success for minority learners
is the amount of formal schooling they
received in their L1.
Only those language minority students
who had 5-6 years of strong cognitive and
academic development through their L1
as well as through L2 did well in Grade 11
assessments.
Researches: Local
More than 12 studies between 1948
and the present recommend the
learners first language be used as
medium of instruction and for literacy
in the Philippines.
First Iloilo Experiment -Hiligaynon as MOI in Grades 1 &
2 (1948-54); Second Iloilo Exp. (1961-64); Rizal Expt.
Tagalog as MOI (1960-66);First Language Component-
Bridging Program-Tuwali as MOI, Ifugao (1993); Lingua
Franca Project, BEE (1999- 2000); Lubuangan MLE, SIL
& Kalinga Div. (1998-present); Using MT as Bridge
Language of Instruction in Agusan del Sur, Minanubo as
MOI, (2003-04); 12 studies between 1970 - 80
More than 12 studies between 1948
and the present recommend the
learners first language be used as
medium of instruction and for literacy
in the Philippines.
First Iloilo Experiment -Hiligaynon as MOI in Grades 1 &
2 (1948-54); Second Iloilo Exp. (1961-64); Rizal Expt.
Tagalog as MOI (1960-66);First Language Component-
Bridging Program-Tuwali as MOI, Ifugao (1993); Lingua
Franca Project, BEE (1999- 2000); Lubuangan MLE, SIL
& Kalinga Div. (1998-present); Using MT as Bridge
Language of Instruction in Agusan del Sur, Minanubo as
MOI, (2003-04); 12 studies between 1970 - 80
The PCER Report
Success in a bilingual
education system is best
achieved through
ensuring that the child
first becomes literate in
his/her mother tongue
before attempting to
acquire literacy in
another language.
Success in a bilingual
education system is best
achieved through
ensuring that the child
first becomes literate in
his/her mother tongue
before attempting to
acquire literacy in
another language.
The PCER Report
Children who learn
to read and write in
the mother tongue
before learning
another language
not only are more
successful second
language learners
but also excel more
quickly than their
peers who did not
become literate in
their first language.
Children who learn
to read and write in
the mother tongue
before learning
another language
not only are more
successful second
language learners
but also excel more
quickly than their
peers who did not
become literate in
their first language.
Basic Concepts in MT-MLE
Mother tongue is the first
language a human being
learns from birth (L1), home
language or the native
language.
Second language is the
language learned by a person
after his or her mother
tongue.
Mother tongue is the first
language a human being
learns from birth (L1), home
language or the native
language.
Second language is the
language learned by a person
after his or her mother
tongue.
Basic Concepts
Lingua franca - language
spoken in a community.
Mother Tongue-Based
Multilingual Education or
referred to as MLE is the effective
use of more than two languages for
literacy and instruction.
Lingua franca - language
spoken in a community.
Mother Tongue-Based
Multilingual Education or
referred to as MLE is the effective
use of more than two languages for
literacy and instruction.
Ilocano
Pangasinense
Kapampangan
Tagalog
Bikol
Hiligaynon
Cebuano
Waray-Samar
MLE Goals
1. Develop lifelong learners who are
proficient in the use of their first
language (L1), the national language
(L2) and other languages (L3 and L4)
as listeners, speakers, readers, writers
and viewers.
2. Develop active inquirers,
experimenters, problem solvers, and
decision makers who use the language
as a means of giving insights,
reflections, and feelings on issues.
1. Develop lifelong learners who are
proficient in the use of their first
language (L1), the national language
(L2) and other languages (L3 and L4)
as listeners, speakers, readers, writers
and viewers.
2. Develop active inquirers,
experimenters, problem solvers, and
decision makers who use the language
as a means of giving insights,
reflections, and feelings on issues.
MLE Goals
3. Develop and maintain love and
respect for their heritage and
culture and be prepared to
contribute to the development of
their own community and the
nation.
3. Develop and maintain love and
respect for their heritage and
culture and be prepared to
contribute to the development of
their own community and the
nation.
Ten Fundamental Requirements
1. working orthography (spelling)
for chosen local language
2. development, production and
distribution of inexpensive
materials in the designated
language
3. use of the learner's first language
(L1) as the primary medium of
instruction (MOI) from preschool
until grade 3 for understanding
and mastery of all subject areas
1. working orthography (spelling)
for chosen local language
2. development, production and
distribution of inexpensive
materials in the designated
language
3. use of the learner's first language
(L1) as the primary medium of
instruction (MOI) from preschool
until grade 3 for understanding
and mastery of all subject areas
Ten Fundamental Requirements
4. mother tongue as subject and
language of teaching and learning
will be introduced in grade 1
5. inclusion of oral Filipino (first
semester -Gr. 1) and oral English
(second sem. -Gr.1) and shall be
introduced as separate subjects
4. mother tongue as subject and
language of teaching and learning
will be introduced in grade 1
5. inclusion of oral Filipino (first
semester -Gr. 1) and oral English
(second sem. -Gr.1) and shall be
introduced as separate subjects
Ten Fundamental Requirements
6. in secondary level, Filipino and English
shall be primary medium of instruction
(MOI). L1 shall be utilized as auxiliary
medium of instruction
7. other than English, Filipino, or Arabic
for Madaris schools, choice of
additional languages shall be at behest
of parents and endorsed by local
stakeholders
6. in secondary level, Filipino and English
shall be primary medium of instruction
(MOI). L1 shall be utilized as auxiliary
medium of instruction
7. other than English, Filipino, or Arabic
for Madaris schools, choice of
additional languages shall be at behest
of parents and endorsed by local
stakeholders
Ten Fundamental Requirements
8. language of instruction shall be
primary language for testing in all
regular school-based and system-
wide examination and in
international benchmarking
9. continuing in-service training in
partnership with MLE specialists
10. critical awareness, maximum
participation and support from
LGU, parents and community for
implementation of language and
literacy program strategy
8. language of instruction shall be
primary language for testing in all
regular school-based and system-
wide examination and in
international benchmarking
9. continuing in-service training in
partnership with MLE specialists
10. critical awareness, maximum
participation and support from
LGU, parents and community for
implementation of language and
literacy program strategy
TARGETS
School Year No. of Schools
Prep Gr.-1 Gr.-2 Gr.-3
2009-2010 100
2010-2011 100 200 100
2011-2012 100 300 200 100*
2012-2012 100 400 300 200*
2012-2013 100 500 400 300*
2013-2014** 100 600 500 400*
*NAT test to be administered in Grade 3 will be in
mother tongue
**NAT test to be administered in Grade 6 in the 100
schools will be in Filipino and English
School Year No. of Schools
Prep Gr.-1 Gr.-2 Gr.-3
2009-2010 100
2010-2011 100 200 100
2011-2012 100 300 200 100*
2012-2012 100 400 300 200*
2012-2013 100 500 400 300*
2013-2014** 100 600 500 400*
*NAT test to be administered in Grade 3 will be in
mother tongue
**NAT test to be administered in Grade 6 in the 100
schools will be in Filipino and English
PROPOSED ACTIONS
Information, Advocacy &
Networking
Orientation of DepED officials
(CO/RO/DO) about MTB-MLE
Orientation of administrators and 2
teachers in model schools who take
charge of advocating MTB-MLE
Advocacy and networking with
Congress, Senate, LGUs and other
support groups
Information, Advocacy &
Networking
Orientation of DepED officials
(CO/RO/DO) about MTB-MLE
Orientation of administrators and 2
teachers in model schools who take
charge of advocating MTB-MLE
Advocacy and networking with
Congress, Senate, LGUs and other
support groups
PROPOSED ACTIONS
Capability Building of Teachers,
Administrators and Supervisors
Training of MLE specialists & trainers
in Payap University, Thailand
Institution-based training of
teachers, administrators and
supervisors
Division-/School-based training on
MLE
Capability Building of Teachers,
Administrators and Supervisors
Training of MLE specialists & trainers
in Payap University, Thailand
Institution-based training of
teachers, administrators and
supervisors
Division-/School-based training on
MLE
PROPOSED ACTIONS
Materials Development &
Production
School-based materials
development with stakeholders
Development of prototype materials
by BEE
Holding of Learning Resource Fair to
identify local supplementary
materials available and needed by
schools
Evaluation of these materials
Production of materials that passed
the evaluation
Materials Development &
Production
School-based materials
development with stakeholders
Development of prototype materials
by BEE
Holding of Learning Resource Fair to
identify local supplementary
materials available and needed by
schools
Evaluation of these materials
Production of materials that passed
the evaluation
Assessment of Pupils'
Performance
Division-/School-based training
and development of assessment
tools
Production of assessment tools
Development and conduct of NAT
(Grade 3) in different mother
tongues and Grade 6 in English &
Filipino
Division-/School-based training
and development of assessment
tools
Production of assessment tools
Development and conduct of NAT
(Grade 3) in different mother
tongues and Grade 6 in English &
Filipino
Monitoring, Technical
Assistance and Evaluation
Conduct of integrated monitoring
(input, process, result)
Organization of monitoring teams
at the division/region/BEE
Utilization of project monitoring
tools prepared by BEE
Preparing an evaluation design
Conduct of evaluation
Conduct of integrated monitoring
(input, process, result)
Organization of monitoring teams
at the division/region/BEE
Utilization of project monitoring
tools prepared by BEE
Preparing an evaluation design
Conduct of evaluation
Funding Source
OSEC-HRTD (Human
Resource Training
Development)
BEE, RO, DO
School MOOE
SBM Grant
OSEC-HRTD (Human
Resource Training
Development)
BEE, RO, DO
School MOOE
SBM Grant
Policy Support
DepED Orders (DepED Order
No. 74, s. 2009)/Memos
relevant to MTB-MLE
implementation
Legislation
DepED Orders (DepED Order
No. 74, s. 2009)/Memos
relevant to MTB-MLE
implementation
Legislation