Topic: The Effects of Mother Tongue Based-Multi-Lingual Education To The Learners

CURRENT ISSUES 220
TOPIC : THE EFFECTS OF

MOTHER TONGUE BASED-
MULTI-LINGUAL EDUCATION
TO THE LEARNERS
DIONADITH GAY ISTURIS

JAYCEL S. LOPEZ
MOTHER
TONGUE-BASED
MULTILINGUAL
EDUCATION IN
THE
PHILIPPINES : ITS
SUCCESS AND
STRUGGLE
3
4
Map 1. The Philippine map

showing the widely spoken
languages in the Philippine
households.
5
Figure 2. English words translated to various Regional Languages in the Philippines.

Similarities of the different regional Languages are because of its Austronesian
Language origin and the influence of many other language groups throughout the
Philippine history and as well being influenced by each other.
6
The Government of the Philippines has

placed high priority on improving literacy
and is currently undertaking comprehensive
reform initiatives including curricular
reforms and implementation of a mother-
tongue based multilingual education (
MTB-MLE) program in 19 national
languages.
7
The Philippines is an ethnically diverse country

and there are 181 documented individual
languages. Four of which are already extinct (no
known speakers) and 24 of which are dying or
going extinct, according to the
Summer Institute of Linguistics in the Philippines.
National languages unite a country, promote
nationalism, and are a symbolic representation of
a nation.
In the year 2012, the Department of Education (deped)
implemented the use of mother tongue-based multilingual
education in all public schools, specifically in grades 1, 2,
and 3. At first, there are 12 languages selected to use in
different regions such as; Tagalog, Kapampangan,
Pangasinense, Iloko, Bikol, Cebuano, Hiligaynon, Waray,
Tausug, Maguindanaoan, Maranao And Chabacano.
However, in the year 2013, 7 more languages are added in
the MTB-MLE such as, Ybanag, Ivatan, Sambal, Aklanon,
Kinaray-a, Yakan, and Surigaonon.
9
A teacher from Region II (Nueva Vizcaya) who uses Tagalog as a language of
instruction reiterated that, some learners can easily understand the content in
the learning areas which are being taught in MTB-MLE and that learning in
STRENGTHS
regional languages during the early grades helped improve students’

understanding of lessons thus quickly grasping the lessons being taught.
In Region VII (Central Vizayas), Cebuano is the language of instruction.

According to one of their teachers, MTB-MLE helped in the process of letting
the learners know what to understand and that it is easier for the teachers to
transmit what needs to understand by the learners.
In Region II (Cagayan Valley), particularly in Cagayan Ybanag is the

language of instruction. According to one of the Teachers there, when in their
first language learners learn to read more quickly, made the lessons more
interactive and that this enhances the pride of the learners’ heritage, language
and culture.
10
According to this interview of Teachers from

different regions in the Philippines using their
regional languages, the biggest benefit of MTB-
MLE is that learners increased their understanding
of classroom content (increased comprehension)
that in mother tongue they can learn all the words
and they can understand. The slow learners also
benefited a lot in the MTB-MLE because they can
easily learn it.
11
English and Filipino (Official Languages) are predominantly
used for different functions [churches, religious affairs, print
and broadcast media, business, government, medicine, the sole
WEAKNESS
language of the law courts, and the preferred medium for

textbooks and instruction for secondary and tertiary levels].
Utilizing the MTB-MLE policy, arises a concern that this could

cultivate a lower English skill despite the positive responses
toward the MTB-MLE. The transition period from Grades 1, 2,
and 3 thru Grades 4, 5 and 6 is also a crucial phase for learners
as they are being introduced to a second (Filipino) and third
language (English). Teachers also have to contend with limited
educational resources in local languages
Here is what the Teachers of different regions have to say: 12
“When learners reach into higher levels, they will have
possibilities for another language struggle. I have observed
difficulties in the transition period, that is from grade 3- grade 4
in which the medium of instruction used is already in English in
some learning areas. Pupils will have difficulties since English
is used as medium of instruction already. It could have a long-
term effect that children can no longer speak English fluently
when in fact they need the skills most importantly for global
competitiveness. Another disadvantage I observed is in the
aspect of “how deep (reading level) is the comprehension of the
students. In my opinion, reading with comprehension is more
important.” -Region XI
13
“During the transition of English and Filipino as language of instruction in

Grades 4, 5, and 6, pupils have difficulties. Thus, resulting to low-quality
English-speaking learners. Learners have the difficulty in adjusting to their
intermediate grade lessons most especially the learning areas which used
MTB-MLE as medium of instruction like Math and Science. Teachers
have to make necessary adjustments with regards to their strategies as well
as their instructional materials so as to adhere with MTB-MLE.” – Region
II
“Professional exams, the board exams, the bar exams are mostly written in
English or sometimes Filipino not in any regional languages. That is a fact
where the Mother Tongue becomes imperative to learn or utilize as a
medium of instruction. The concern is about the ability of learners to
possibly complete their education successfully if they did not develop
English skills.” – Region I
14
Teachers’ Recommendations to Policy Makers

•Policy makers and some expert in the DepEd
should make MTB-MLE as a separate subject, not
as the medium of instruction in some learning areas
in kindergarten to grade three. This will help the
students familiarize the native dialect without
having difficulty in learning Filipino and English.
•Policy makers should consider the long-term effect
of using MTB-MLE as a teaching learning method.
•More trainings, activities, and sustaining the
resources needed to effectively utilize the MTB-
MLE.
“If you talk to a man in a
language he understands,
that goes to his head. If you
talk to him in his language,
that goes to his heart.” THANK YOU
Nelson Mandela

Topic: The Effects of Mother Tongue Based-Multi-Lingual Education To The Learners

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CURRENT ISSUES 220

TOPIC : THE EFFECTS OF

DIONADITH GAY ISTURIS

Map 1. The Philippine map

Figure 2. English words translated to various Regional Languages in the Philippines.

The Government of the Philippines has

The Philippines is an ethnically diverse country

regional languages during the early grades helped improve students’

In Region VII (Central Vizayas), Cebuano is the language of instruction.

In Region II (Cagayan Valley), particularly in Cagayan Ybanag is the

According to this interview of Teachers from

language of the law courts, and the preferred medium for

Utilizing the MTB-MLE policy, arises a concern that this could

“During the transition of English and Filipino as language of instruction in

Teachers’ Recommendations to Policy Makers

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