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    Lesson 2 - MTB

    Uploaded by

    Frezilla Nobles
    The document discusses Mother Tongue Based Multilingual Education (MTB-MLE) in the Philippines. It explains that MTB-MLE involves using local mother tongues as the language of instruction from kindergarten to grade 3, before introducing Filipino and English in grade 4. Previously only Filipino and English were used. MTB-MLE has been implemented nationwide since the 2012-2013 school year. The document outlines the benefits of MTB-MLE such as reduced dropout rates and increased parental and community involvement. It also discusses typical MLE programs and their goals of producing multilingual, multicultural, and multi-literate students.

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd

    Lesson 2 - MTB

    Uploaded by

    Frezilla Nobles
    111 views4 pages
    The document discusses Mother Tongue Based Multilingual Education (MTB-MLE) in the Philippines. It explains that MTB-MLE involves using local mother tongues as the language of instruction from kindergarten to grade 3, before introducing Filipino and English in grade 4. Previously only Filipino and English were used. MTB-MLE has been implemented nationwide since the 2012-2013 school year. The document outlines the benefits of MTB-MLE such as reduced dropout rates and increased parental and community involvement. It also discusses typical MLE programs and their goals of producing multilingual, multicultural, and multi-literate students.

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    The document discusses Mother Tongue Based Multilingual Education (MTB-MLE) in the Philippines. It explains that MTB-MLE involves using local mother tongues as the language of instruction from kindergarten to grade 3, before introducing Filipino and English in grade 4. Previously only Filipino and English were used. MTB-MLE has been implemented nationwide since the 2012-2013 school year. The document outlines the benefits of MTB-MLE such as reduced dropout rates and increased parental and community involvement. It also discusses typical MLE programs and their goals of producing multilingual, multicultural, and multi-literate students.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    111 views4 pages

    Lesson 2 - MTB

    Uploaded by

    Frezilla Nobles
    The document discusses Mother Tongue Based Multilingual Education (MTB-MLE) in the Philippines. It explains that MTB-MLE involves using local mother tongues as the language of instruction from kindergarten to grade 3, before introducing Filipino and English in grade 4. Previously only Filipino and English were used. MTB-MLE has been implemented nationwide since the 2012-2013 school year. The document outlines the benefits of MTB-MLE such as reduced dropout rates and increased parental and community involvement. It also discusses typical MLE programs and their goals of producing multilingual, multicultural, and multi-literate students.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 4

    Content & Pedagogy in the Mother Tongue Based Multilingual Education–Lesson2- Sept 5,2022 | 1

    Title: Mother Tongue Multilingual Education (MTB-MLE)

    Mother Tongue Based-Multilingual Education (MTB-MLE) policy in The Philippines


    involves implementation of local mother tongues as the language of instruction in Kindergarten
    to year three (K -3), with the official languages (Filipino and English) being introduced as the
    language of instruction after grade three. Previously, the early years of schooling used Filipino
    and English as the language of instruction, with local languages being used to assist teachers and
    students in the classroom. MTB-MLE is being implemented across the country from the 2012-
    2013 school year. While a very small number of schools previously implemented MTB-MLE,
    many schools and teachers are now learning how to use a local mother tongue as the language of
    instruction, and in the coming years this will be taken up by more schools, teaching a wider
    variety of languages.

    At the end of this module, the learner should be able to:


    1. Explain the important insights and reasons of multilingual education in making
    education more responsive to cultural diversity.
    2. Appreciate the value of using his/her own mother tongue in dealing with any
    classroom situations, and 
    3. Simulate different classroom situation using their own mother tongue.

    Mother Tongue Multilingual Education (MTB-MLE)

    Basic Terminologies
     Mother tongue – means one’s native language, the language learned by children and
    passed from one generation to the next.
     Language – is the expression of ideas by means of speech-sounds combined into
    words. o L1 – 1st Language o L2 – 2nd Language
     Bilingual – the use of two languages.
     Multilingual – the use of two or more languages.
     Diversity – the inclusion of different types of people in a group.
     Literacy – the ability to read and write.

    What is Language?
    - A system of conventional spoken, manual, or written symbols by means of which
    human beings, as members of a social group and participants in its culture, express
    themselves.
    - Language is the foundation of every culture. It is an abstract system of word
    meaning and symbols for all aspects of culture.
    - Language includes:
    * Speech
    *Symbols
    *Written characters
    *Gestures
    *Numerals
    *Expressions of non- verbal communication
    M.B.S. – First Sem 2022-2023
    Content & Pedagogy in the Mother Tongue Based Multilingual Education–Lesson2- Sept 5,2022 | 2

    According to Sapir- Whorf Hypothesis language does more than simply describe reality,
    it also serves to shape the reality of a culture. What is Language?

    UNESCO’s Principles on Language and Education

    Developing a writing system for a hitherto unwritten language often has an educational
    purpose – whether to record and transmit local history and knowledge to the next
    generation, to use the language in formal schooling, or to facilitate adult literacy
    acquisition.

    The educational use of a language depends, except in the most informal settings, on a
    written form which can be employed in learning. United Nations Educational, Scientific
    and Cultural Organization (UNESCO)

    UNESCO’s Three (3) Principles Of Education In Multilingual World

    Principle 1: UNESCO supports mother tongue instruction as a means of improving


    educational quality by building upon the knowledge and experience of the learners and
    teachers.

    Principle 2: UNESCO supports bilingual and/or multilingual education at all levels of


    education as a means of promoting both social and gender equality and as a key element
    on linguistically diverse societies.

    Principle 3: UNESCO supports language as an essential component of intercultural


    education in order to encourage understanding between different population groups and
    ensure respect to fundamental rights. UNESCO’s Three (3) Principles Of Education In
    Multilingual World

    MOTHER TONGUE BASED- MULTILINGUAL EDUCATION

     MLE refers to “first-language-first” education, that is schooling which begins in the


    mother tongue and transitions to additional languages.
     MLE is the use of more than two languages for literacy and instruction. It starts from
    where the learners are, and from what they already know. This means learning to read
    and write in their first language or L1, and also teaching subjects like mathematics,
    science, health, and social studies in the L1.

    PURPOSE OF MTB-MLE
    - To develop appropriate cognitive and reasoning skills enabling children to operate
    equally in different languages – starting in the mother tongue with transition to Filipino
    and then English and to preserve the Philippine cultural treasure as well.

    The languages considered by DepEd in its MTB-MLE implementation


    1. Iloko
    M.B.S. – First Sem 2022-2023
    Content & Pedagogy in the Mother Tongue Based Multilingual Education–Lesson2- Sept 5,2022 | 3

    2. Pangasinan
    3. Kapampangan
    4. Tagalog
    5. Bikol
    6. Waray
    7. Hiligaynon
    8. Cebuano
    9. Meranao
    10. Chavacano
    11. Maguindanaon
    12. Tausug

    Why teaching mother tongue as a subject in school important?


     It will preserve our country’s cultural treasure.
    Provides learners with a strong educational foundation in the first language in terms of
    instruction.
     It is a stepping stone in achieving the aims of education as well as the goal of functional
    literacy.

    Benefits of MTBMLE
     Reduced drop-out
     Reduced repetition
     Children are attending school.
     Children are learning.
     Parents and community are involved

    If MTB-MLE is not used:


     Loss of confidence of students in themselves as learners.  Inability to learn the
    official school language well.
     High repetition and drop-out rates.
     Alienation from heritage language and culture, from parents and community.
     Loss of languages, cultures and of knowledge systems.

    TYPICAL MLE PROGRAMS

    “Strong Foundation”
    Research shows that children whose early education is in the language of their home tend
    to do better in the later years of their education (Thomas and Collier, 1997).

    “Strong Bridge”
    An essential difference between MLE programs and rural “mother tongue education”
    programs is the inclusion of a guided transition from learning through the mother tongue
    to learning through another tongue.

    MLE aims to produce learners who are:

    M.B.S. – First Sem 2022-2023


    Content & Pedagogy in the Mother Tongue Based Multilingual Education–Lesson2- Sept 5,2022 | 4

    a)Multi-literate They can read and write competently in the local language, the national
    language, and one or more languages of wider communication such as English.
    b) Multilingual They can use these languages in various situations and interactions for
    learning in school.
    c) Multi-cultural They can live and work harmoniously with people of cultural
    backgrounds that are different from their own, they are comfortable living and working
    with people from outside their community while maintaining their love and respect for
    their home culture and community.

    Learning Task
    1. What do Philippine Stakeholders say about MLE?
     Department of Education (DepEd)
     National Economic and Development Authority (NEDA)
     Philippine Business for Education (PBED)
     Department of Foreign Affairs (DFA) and UNESCO Philippines
     Linguistic Society of Philippines (LSP)
     Former DepEd Secretary de Jesus
     Former UP President Abueva
     Former Chairman of CHED Licuanan
     Chair of UP Diliman Department of Anthropology Dr. Tan
     Convener of NAKEM International Dr. Agcaoili  UP Centennial Lecture
    2. Educational Implications
    References
    https://actrc.org/projects/understanding-best-practices-in-mtb-mle-in-the-philippines/
    #:~:text=Mother%20Tongue%20Based%2DMultilingual%20Education%20(MTB%2DMLE)
    %20policy,of%20instruction%20after%20grade%20three.
    https://www.slideshare.net/menchiellagas/mother-tongue-multilingual-education-mtbmle

    M.B.S. – First Sem 2022-2023

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