SURIGAO STATE COLLEGE OF TECHNOLOGY

SURIGAO CITY

HULING YUGTO PARA SA NGAYONG SEMESTER

KABANATA 5: MOTHER TONGUE BASED- MULTILINGUAL EDUCATION

MOTHER TONGUE BASED- MULTILINGUAL EDUCATION

Ano ang MTB-MLE?

 MT- is a dominant language in the school and in the community, (USEC, Dina
Ocampo, 2013)
 Mother Tongue as a subject is taught from Grades 1-3, where t childs mother
tongue is used in instruction and learning materials.
 Filipino and Englinsh Language proficiency is developed from grade 3 but very
gradually Mother Tongue is used in instruction and learning materials of other
learning areas.
 The learners retain their ethnic identity, culture, heritage, and values.
 Children learn better and are more active in class and learn a second language
they understand.

MGA LEGAL NA BATAYAN

RA 10533
Enhance basic education act, 2013 K-12. One salient feature mandates the use of
mother tongue as medium of instruction from kindergarten to grade 3;

DepEd order 31, s. 2012

MT shall be used as MOI and as a subject for k-3

DepEd order no. 74 s. 2009

Institutionalizing Mother Tongue-Based Multilingual Education

PANINDIGAN
 First language improves learning outcomes and promotes education for all (EFA)
 MTB-MLE is effective for literacy and instruction.
 BESRA (Basic Education Sector Reform Agenda) recommends the relevance of
MLE as the findings of their study in Lubuagan which affirms the benefits like :
 Learners learn to read more quickly when in their first language
 Pupils have learned to read and write in their first language; learn to those
who are taught in a second or third language first.
 Easily learned to other academic areas for children taught first in their first
language.
 From the study of MIMAROPA provides the local validattion of the fundamental
observation that the top performing countries in the TIMSS ( Trend in
International Mathematics and Science Study) are those that teach and test
students in science and math in their own languages.

DepEd Order 16. 2. 2012

 Guidelines of the Implementation of MTB-MLE, Recognizing Philippine Language
  Hinahangad ng kautusang ito ang pangarap ng bawat mag-aaral ay maging
mambabasa at makasusulat sa antas grade 1. ilan sa mga pangunahing wikang
gagamitin ay ang Tagalog, Kapampangan, Panggasinan, Iloco, Bicol, Cebuano,
Hiligaynon, Waray, Chavacano, Maranao, Maguindanao, at Tausug. Nasundan
pa ito ng:

DepEd Order No. 28,s. 2013

Kaugnay ng MTB-MLE na nagsasaad ng karagdagang mga wikang gagamitin sa
pagtuturo sa mga paaralan: ang Ybanag, Yvatan, Sambal, Akianon, Kinaraya, Yakan at
Surigaonon. Layunin ng MTB-MLE na mapaunlad ang wika ng mga mag-aaral at
paglinang ng pang unawa gayundin ang Awareness ng sosyo-kultura.

DepEd Order No. 74 s. 2009

All regional Directors and Superintendents are hereby enjoined to promote and
encourage local participation in the following essential support systems of MLE within
the Framework of SBM (School Based Management) with the support of the Local
Government Units. (LGUs)

 Develoment of a working Orthography of the local Language.

 Instructional materials/ reading materials ( Kagamitang pampagtuturo Kaugnay

sa pagkilala ng MTB-MLE bilang “ fundamental policy and program” ng
kagawaran sa buong panahon ng edukasyong pormal kasama ang pre-skul at
ang ALS, iniatas sa unang tatlong ang implementasyon ng tinatawag na “MLE
Bridging Plan” isang plano para sa pagbuo at produksyon ng mga kagamitang
panturo sa mga itinakdang wika ng paaralan, dibisyon at rehiyon, lalo na sa
panimulang pagbabasa at panitikang pambata wikang panturo (MOI) ng K-3.

MGA TANONG BILANG GABAY SA PAGBUO NG KAGAMITANG PANTURO o IM

Sino at paano gawin ang Kagamitang Pampagtuturo?
Ayon kay Liddicoat (2005) kuha ni KWF Delima (2014), may 3 lapit sa pagbuo ng IM
 Mga Eksperto (experts) bilang manlilikha o tagagawa
 Mga gumagamit (users) bilang tagagawa
 Mga nagsasalita (speakers) evaluators o tagagawa

Mula naman sa DepEd:

 Experts - content writers
 Users - for validation
 Speakers - can be an evaluators and writers
 Experts (Language evaluators)

Ano ang Kakailanganin bago mabuo ang IM?

 Ortograpiya - ito ay kailangan bago pa masimulan ang proseso sa panahon ng

pagsusuri ng Literacy Materials. (Atas ni Sec. Lapus)
Ano ang mga posibleng katangian taglay ng IM/ LMs? (KWF Delima,2014)
 Kailangan nag-uugat sa sariling kultura ng mga mag-aaral para mabilis ang
proseso ng pagkatuto, mapairal ang pamana ng wika at kultura.
 Kontekstualisasyon- pag-usapan dito ang pagpapalagay sa nilalaman ng leksyon
sa tunay na karanasan ng kultura ng wikang bernakular.
 Ang mga salitang gamit ay karaniwan o alam ng mga bata o sinasalita sa
komunidad ang mga ito
 Simple at madaling maintindihan gawing masaya ang mga bata habang
nagbabasa.
  Pagkatapos, gagamit ng Pilot classes ng mga material na katutubo.

Ano-ano ang posibleng content o nilalaman sa Mother Tongue IM para sa

pagtuturo nito as a subject?
 Ortograpiya
 Kasaysayan ng Surigao
 Kulturang Sirigaonon
 Mga local na bayani ng Surigao
 Lugal ng Surigao
 Kasaysayan ng Surigao
 Mga Sinaunang tao ng Surigao
 Mga sikat na lugal panturismo ng Surigao
 Ang bag-ong Surigao at iba pa

Ano ang posibleng maasahan sa mga Mag-aaral o sa klase kung sila ay

gumagamit ng MT/IM?
 Develop basic literacy
 Increased Self-esteem of individuals
 Classroom participation
 Parents Collaboration
 Pride of Communities

ZAMBOANGA EXPERIENCE: MOTHER TONGUE - BASED EDUCATION

Dr. Roberto B. Torres, 2014

City Executive Order No. CL401-2011

 Directing the Preparation and finalization of the workbook “ El Primer Alfabeto
Chavacano” to be used in all government - run Day Care centers and for Basic
Education in public and private schools are also encouraged to use the same.
 Help children learn better through Mother Tongue instruction
 Teach and encourage the youth to learn the basic and correct words in
Chavacano
 Perpetuate, preserve and promote the Chavacano language.

Mga Obserbasyon tungkol sa IM

 IM gamit ang Sinugbuang Binisaya ng mga Surigaonon sa halip na Sinurigao ang
litaw na inang dila ng mga mag-aaral.
 Maraming di-karaniwang salita para sa komunidad na gumagamit.
 Kailangan ng Diksyunaryo katambal ng IM sa apat na wika: Sinugbuang Binisaya,
Surigaonon, Tagalog at Ingles upang matagumpay pagkatuto ng mga mag-aaral
hg wala pang nalikhang IM na Mother Tongue Sinurigao.

Itinatag ni G. Almario ang paniniwala niya at pagtangkilik sa MLE: “Walang duda:

KAILANGAN ang MLE” [diin sa orihinal]. Dagdag niya na “higit na mabilis na matututo
ang batang Filipino kung wika ang gagamitin sa pag-aaral.” Tinanggap niya na “alam na
ng lahat na;
 mas mabilis matutong bumasa ang bata pag unang wika ang ginamit;
 ang batang natutong bumasa at sumulat sa unang wika ay mas mabilis matutong
bumasa sumulat, at magsalita sa ikalawa at kahit ikatlong wika.
 ang batang natutong bumasa at sumulat sa unang wika ay mabilis matuto ng
ibang kompetensi.”
 Mother Tongue-Based Multilingual Education (MTB-MLE) bilang subject

Catap-Lacson: Mother tongue-based multilingual education

MICHELLE CATAP LACSON

Providentia

August 15, 2019

MOTHER Tongue-Based Multilingual Education (MTB-MLE) is the government’s banner

program for education as a salient part of the implementation of the K to 12 Basic Education
Program. Its significance is underscored by the passing of Republic Act 10523, otherwise
known as the “Enhanced Basic Education Act of 2013.”

Under the MTB-MLE program, 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.

Research stresses the fact that children with a solid foundation in their mother tongue develop
stronger literacy abilities in the school language. Their knowledge and skills transfer across
languages. This bridge enables the learners to use both or all their languages for success in
school and for lifelong learning.

In terms of cognitive development, the school activities will engage learners to move well
beyond the basic wh-questions to cover all higher order thinking skills in Literacy 1 which they
can transfer to the other languages once enough Filipino or English has been acquired to use
these skills in thinking and articulating thoughts.

Currently, the DepEd uses 19 languages in MTB-MLE: Tagalog, Capampangan, Pangisinan,

Iloko, Bikol, Ybanag, Sinugbuanong Binisaya, Hiligaynon, Waray, Bahasa Sug,
Maguindanaoan, Maranao, Chavacano, Ivatan, Sambal, Akianon, Kinaray-a, Yakan and
Sinurigaonon. The MTB-MLE is implemented in two modules: as learning or subject area and as
medium of instruction.

As a subject, mother-tongue education focuses on the development of speaking, reading and

writing from Grades 1 to 3 in the mother tongue. As a medium of instruction, the mother tongue
is used in all learning areas from Kindergarten to Grade 3, except in the teaching of Filipino and
English subjects.

With the end goal of making Filipino children lifelong learners in their Literacy 1 (MT), Literacy 2
(Filipino, the national language), and Literacy 3 (English, the global language) the learners are
more thatn prepared to develop the competencies in the different learning areas. This will serve
as their passport to enter and achieve well in the mainstream educational system and in the
end, contribute productively to their community and to the larger society as well as Multilingual,
Multiliterate, and Multi-Cultural Citizens of the country.

MTBMLE provides literacy because we only learn to read once. Learning to read in the Literacy
1 develops skills that transfer to reading any other languages. Comprehension in reading other
languages only occurs after oral proficiency has developed such that vocabulary of the written
Literacy 2 text is already part of the learners’ spoken vocabulary.
It also provides prior knowledge as it engages learners in a discussion of what is already
familiar to them using the home language and culture enables better learning of the curriculum
through integration and application of that knowledge into current knowledge schemes.

MTB-MLE also promotes cognitive development and higher order thinking skills (HOTS). Using
the learners’ mother tongue provides a strong foundation by developing cognitive skills and
comprehension of the academic content from day one. The knowledge, skills, attitudes, and
values gained through the mother tongue better support learning of other languages and
learning through other languages later.

As learners articulate their thoughts and expand ideas, both language and critical thinking are
strengthened. MTBMLE cultivates critical thinking through talking about ideas in the familiar
language.

MTBMLE also provides a strong bridge to listening, speaking, reading, and writing the L2s (L2,
L3) of the classroom using sound educational principles for building fluency and confidence in
using the other languages for lifelong learning.

Lastly, MTB-MLE aids confidence building and proficiency development for two or more
languages along the following macro-skills (listening, speaking, reading, writing, and viewing) for
both meaning and accuracy.
 Mother Tongue-Based Multilingual Education (MTB-MLE) as a medium of
instruction

DepEd implements mother tongue-based learning to make lessons more interactive,

easier for pupils.

CITY OF SAN FERNANDO—The Department of Education (DepEd) is now pushing for

inclusion of the Mother Tongue-Based Multilingual Education (MTB-MLE) as a feature of the
Enhanced Basic Education Program.
In a statement, the DepEd said the MTB-MLE mandates the use of the language that
schoolchildren are familiar with or their first languages as a medium of instruction to allow them
to grasp basic concepts more easily.
The DepEd said learners begin their education in the language they understand best—their
mother tongue—and need to develop a strong foundation in their mother language before
effectively learning additional languages.
Currently, the DepEd uses 19 languages in MTB-MLE: Tagalog, Capampangan, Pangisinan,
Iloko, Bikol, Ybanag, Sinugbuanong Binisaya, Hiligaynon, Waray, Bahasa Sug,
Maguindanaoan, Maranao, Chavacano, Ivatan, Sambal, Akianon, Kinaray-a, Yakan and
Sinurigaonon. The MTB-MLE is implemented in two modules: as learning or subject area and as
medium of instruction.
As a subject, mother-tongue education focuses on the development of speaking, reading and
writing from Grades 1 to 3 in the mother tongue. As a medium of instruction, the mother tongue
is used in all learning areas from Kindergarten to Grade 3, except in the teaching of Filipino and
English subjects.
Filipino is introduced in the second quarter of Grade 1 for oral fluency (speaking). For reading
and writing purposes, it will be taught beginning in the third quarter of Grade 1. The four other
macro skill—listening, speaking, reading and writing in Filipino—will continuously be developed
from Grade 2 to Grade 6, the DepEd said.

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, which is the first language of the child.

“Researchers have proven even during our education with the Thomasites that the child’s first
language really facilitates learning, as emphasized by Dr. Monroe, that we should be educated
in our mother tongue,” said Rosalina Villaneza, chief of teaching and learning division of the
DepEd.

Teaching in mother tongues

In 2009, the Department of Education (DepEd) recognized the benefits of teaching children
using their mother tongue or first language. Local and international research has found that
children learn to speak, read, and write more quickly in their first language, and can pick up a
second and third language more easily if taught in their first language. In the same way, they
acquire other academic competencies more quickly, particularly in science and math.
Through Department Order 94, DepEd instituted Mother Tongue-Based Multilingual Education
(MTB-MLE), with the following major languages as languages of instruction in 2012-2013:
Tagalog, Kapampangan, Pangasinense, Iloko, Bikol, Cebuano, Hiligaynon, Waray, Tausug,
Maguindanaoan, Maranao, Chabacano, Ivatan, Sambal, Akianon, Kinaray-a, Yakan, and
Sinurigaonon. Aside from their mother tongues or first languages, the children are taught
English and Filipino as subjects focusing on oral fluency, starting in the first grade. From the
fourth grade onward, Filipino and English are introduced as languages of instruction.
A dizzying variety
However, given the dizzying variety of languages in the country—over 170 languages spoken
by various ethno-linguistic groups, with almost 50 of these spoken by various groups in northern
Philippines alone—it’s not unusual for a teacher to find herself handling a first-grade class in a
public school consisting of children from different linguistic backgrounds. This poses a challenge
for the teachers: how do they make sure the students learn when they are not all equally
competent in the language of instruction?
In her 2016 paper, “A Multilingual, Multicultural and Multidisciplinary Approach to MTBMLE: A
Model for Northern Philippines”, Dr. Elizabeth Calinawagan, a professor of Filipino and Dean of
the College of Arts and Communication, UP Baguio, gives three possible classroom scenarios a
teacher may face.
In the first scenario, a school may have a strong community language as its mother tongue and
the majority of its students communicating in this language. According to Calinawagan, this
scenario is more common in rural areas. In her paper, she recommends that the teacher use a
monolingual teaching-learning process, “Basic education [here] should be in the mother tongue.
Then you’ll just be transferring knowledge through a lingua franca, and then English.”
In the second scenario, there are more students whose mother tongue is the regional lingua
franca—for instance, Ilokano in northern Luzon—and the other students use their own
community/indigenous languages as their mother tongue. This scenario is more common in
densely populated cities such as Baguio City.
“In one classroom in a public elementary school, the students could have different mother
tongues—Maranao, Kankanay, Pangasinan, Ilokano. This could be problematic. The DepEd
chose Iloko [as the language of instruction], but teachers encounter difficulties because not all
the students speak Iloko. Some are more fluent in Filipino, especially in urban centers.”
A bridge to learning
Calinawagan recommends that, in this case, the teacher use the regional lingua franca as the
medium of instruction, but allot a special time to the speakers of other languages, using the
regional lingua franca as a bridge to learning in other languages. The teacher would have to
consult with the students and their parents to find out what language the child speaks at home,
and to seek the cooperation of the parents in translating lessons into and creating learning
materials in the child’s mother tongue.
In the third scenario, there could be a strong regional lingua franca, but the students’ linguistic
profiles show that they are more competent in languages of wider communication such as
English and Filipino. This is more common in private schools, where students are sometimes
pressured by the school administration, teachers, and parents to use these languages.
Calinawagan recalled a study conducted in San Carlos, Pangasinan, in which parents were
asked why they spoke to their children in Tagalog at home instead of their mother tongue.
“They said it was so the children would find it easier to integrate at school, so they are taught
bilingually, English and Tagalog, at home.”
In this last scenario, Calinawagan suggests in her paper that lessons “may be learned in Filipino
or English, but the version in the community language/s should still be used as a springboard for
linguistic and cultural lessons embodied in that language.” She adds that there should be strong
community advocacy to make sure that residents of a community are knowledgeable in their
language.
“There is still an initiative from the private schools to teach the language of the community.
There should be a subject taught in the mother tongue from which we can draw cultural
knowledge. Because for instance in the Ilocos, our culture isn’t Tagalog or English. Where else
would we draw our cultural experience?”
The tireless soldiers
In all these scenarios, the teachers, especially first-grade teachers, are the tireless soldiers at
the frontlines, displaying heroic levels of creativity, resourcefulness and determination not just in
teaching, but in making reading and learning materials, doing advocacy work and community
mobilization, and even developing a working orthography of local languages. In a certain
locality, the teachers made “big books” by handwriting stories on sheets of manila paper, stories
in the students’ mother tongues, together with drawings to provide visual aids, of which they
then made photocopies.
As mentioned, many teachers in Northern Luzon are already multilingual. In many localities,
they have already collected and generated learning materials in the different mother tongues.
According to Calinawagan, the next level of training these teachers need is in using linguistic
comparative methods toward multilingual acquisition. They must now translate the available
materials in the mother tongue into the lingua franca for multilingual pedagogy, and so generate
multilingual vocabularies, dictionaries, and grammars for use in their classrooms.
Moreover, the teachers must be trained in the techniques of linguistic and cultural analysis.
Through the continuing in-service training provided by the DepEd in partnership with MLE
specialists, these teachers can be effectively trained in these methods.
“The success of the MTB-MLE in the Philippines truly depends on the ingenuity and
innovativeness of teachers in their pedagogy as well as their commitment to the program,”
Calinawagan says. And from her observations of these teachers in the field, commitment will not
be in short supply, especially once the students who are products of the MTB-MLE program
grow older and begin to show the results of their mother-tongue learning. The country can then
look forward to a generation of Filipinos who are multilingual but remain deeply rooted in their
unique cultures.
 SURIGAO STATE COLLEGE OF TECHNOLOGY
SURIGAO CITY
UNANG GAWAIN PARA SA FM 8

PANGALAN: PETSA:
TAON AT SECTION: ISKOR:

I. Panuto: Sagutin ang mga sumusunod na tanong.

1. Ano ang MTB-MLE, sa tingin niyo ay mabisa ba ito sa pagtuturo? Bakit?

2. Ano-ano ang mga batayang legal ng MTB? Sang-ayon ka ba sa mga nakasaad?

3. Bilang isang mag-aaral, paano mo mapapaunlad at mapapagtibay ang paggamit ng

MTB bilang midyum sa pagtuturo at asignatura sa pagkatuto?

4. Ano ang pagkakaiba ng wika sa dayalekto? Maglahad ng mga halimbawa.