Module 3

Lesson 1

1. Definition of Terms related to

MTB-MLE
2. Models of Multilingual Education.

Learning Outcomes
1. Define terms related to MTB-MLE.
3. Analyze the Models of Multilingual Education.

Introduction

For thousands of years, parents have used their mother tongue to communicate with and
teach their young children at home and in the community. However it was not until the middle of
the twentieth century, with UNESCO’s publication of The Use of Vernacular Languages in
Education1, that the benefits of mother tongue-based education were recognized internationally
(Malone ,2016).

Table below are some definitions of terms related to Mother tongue Based Multilingual
Education.

Terms Definition
Bilingual The ability to understand and speak two languages.
Biliteracy The ability to read and write two languages.
Bilingual An education programme in which two languages are taught as subjects
education and used as languages of instruction. This differs from monolingual
education programmes that use one language for instruction and may
teach one or more additional languages as subjects but do not use them for
instruction.
L1, L2, L3 Abbreviations for the first language (L1), second language (L2) and third
language (L3) spoken by individuals and/or taught in school.
Language An official government statement authorizing the use of one or more
and languages in education.
education
policy
Language Part of language planning (see below). Language development of local
development languages focuses on both corpus and status planning.
Language Educational activities designed to promote understanding and skill in
education using languages for learning. This frequently includes oral language
development in two or more languages, as well as literacy skills in two or
more languages.
Language of A language that is used for teaching and learning in an educational
instruction programme. This is different from “language as a subject” in which
(LOI) students learn about the way a language is structured and used for oral and
written communication
Language An official government statement that acknowledges one or more
policy languages in the nation and mandates that they are to be used for specific
purposes such as for government business, national education, and mass
media. A specific language policy may give status and rights to certain or
to all languages spoken within the borders of that nation.
Language The ability to speak and use a language correctly and fluently for
proficiency communication and learning.
Literacy The ability to use reading and writing for communication and learning.
Usually refers to the use of written materials but can also refer to other
forms of communication (Examples: computer literacy, cultural literacy,
visual literacy).
Monolingual The ability to speak and understand only one language.
Mother First language or home language; the first language a child uses for
tongue communication in the home. MT and L1 are often used interchangeably.
In some societies, children learn their father’s first. Nevertheless, those
languages are also referred to as “mother tongues.”
Mother An education programme for children who do not understand or speak the
tongue official school language when they begin school. MTB MLE students
Based learn to read and write first in their mother tongue. They use their MT for
Multilingual learning as they learn to understand, speak, read and write the official
Education school language (and additional languages according to the curriculum).
(MTB They use both their MT and the official language for learning in later
MLE) grades. The goal of strong MTB MLE programmes is that students will
become fully bilingual, biliterate and bicultural and achieve a quality
education.
MTB MLE- Curriculum developed specifically for children who do not understand or
specific speak the official school language when they begin school. MTB MLE
curriculum curriculum is based on mainstream curriculum but adapted to meet the
specific learning needs of MTB MLE students. Two major features are
that 1) the students’ MT is taught as a subject and used as one of the
languages of instruction to the end of primary school; and 2) students’
knowledge and experience, gained from their home and community, are
 recognized as important tools for further learning.
Multilingual The ability to understand and speak two or more languages.
Multilingual The use of two or more languages in the educational system. Often used
education interchangeably with MTB MLE. However, a programme that uses two or
(MLE) more languages but not the mother tongue of the students is “MLE” but it
is not “MTB MLE”.

K to 12 BASIC EDUCATION CURRICULUM

MTBMLE CURRICULUM FRAMEWORK
Lifted from DepEd 2016K to 12 Curriculum Guide
MOTHER TONGUE
Introduction

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 12Basic Education
Program. Its significance is underscored by the passing of Republic Act 10523, otherwise known
as the “Enhanced Basic Educatiion Act of 2013.”

MTBMLE is education, formal or non - formal, in which 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 th basic wh-
questions to cover all higher order thinking skills in L1 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. With the nd goal of making Filipino children lifelong learners in their Li
(MT), L2 (Filipino, the national language), and L3 (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.

For the effective implementation of the MTB-MLE, it is suggested that the two-track
method be used, that is the primer track to focus on accuracy and the story track to focus on
meaning. Learning via the two-track method to gain proficiency in literacy as well as
comprehend academic content and gain curriculum mastery, creative and critical thinking skills
for decisive decision-making.
MTBMLE provides:

Literacy. We only learn to read once. Learning to read in the L1 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 L2 text is already part of the
learners’ spoken vocabulary.

Prior knowledge. Engaging 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.

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. When teaching only in the L2, critical thinking is postponed until L2 is
sufficiently developed to support such analysis.

Strong Bridge. MTBMLE provides a good 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. Reading in the L2 is only
introduced after basic L1 reading fluency and L2 oral proficiency are developed. Comprehension
in reading the L2 occurs after the development of that spoken L2. Once sufficient oral and
written proficiency in the L2 are developed, a gradual transition to using the L2 as medium of
instruction can progress without the L1 support.

Scaffolding. In L2 teaching, the L1 is used to support learning when the L2 is not sufficiently
developed to be used alone. The L1 is used for expression and the teacher facilitates the
development of the L2 to enable learners to adequately express ideas in the L2. In this way, the
L1 strengthens the learning of the L2 by supporting the L2 development for communication.

Teaching for meaning and accuracy. Decoding text requires accuracy, while comprehending
texts requires decoding skills within a meaningful context. Both meaning and accuracy are
important, but in classrooms that teach only L2 , there is often primary focus on accuracy until
the L2 is sufficiently learned. This delays actual meaningful learning until the L2 can support
that learning.
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 .
 ASSESSMENT TASK

Name: _____________________________________________________

Course/Year:________________________________________________

Part 1. Reflection about the topic

______________________________________________________________________________
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______________________________________________________________________________
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Grading Rubric for Reflection

Performance 5 3
Element
Cohesiveness of The essay is linear in
Essay presentation. All artifacts
are listed and described
separately and at length.
Personal insight into how
these artifacts benefited
the student is not
provided. The ‘big picture’
1 Total
The essay attempts to tie The reflection provides
artifacts together. The the ‘big picture’ of the
student provides some student’s experiences. The
personal insight into how student interweaves
artifacts were beneficial. information regarding
The student has created a specific artifacts and how
general picture of their these artifacts were
experiences. The beneficial. The reviewer is
 of the student’s reviewer understands that left with several details
experiences is not evident. the student gained which make the student’s
The reviewer understands clinical and academic experience unique
what each artifact is but knowledge and skills.
not how they tie together.
Experiences & Insight into the reflection The reflection leaves a The reflection leaves an
Accomplishments process is not evident as weak impression on the impression on the reader
the writer did not reader about what the about what the student
articulate what was writer learned. Insight learned. Insight into the
learned and what needs to into the reflection reflection process is
be developed in the future. process is not evident as somewhat evident as the
the writer did not clearly writer articulated what
articulate what needs to needs to be developed in
be developed in the the future.
future.
Reflection & Does not reflect on own Reflects on own work Demonstrates an ability to
Examples work at all and no and improvement on reflect on own work and
examples are provided occasion but does not adequate number of
provide many examples examples are provided.
at al
Effort and No effort was made to Little effort was made to Reflection demonstrates
Personal write essay. No evidence write essay. Little that some effort was made
Reponses of a personal perspective evidence of a personal to write essay. Evidence
within reflection perspective within of a personal perspective
reflection. within reflection.
Goals and Levels Reflection does not reveal Reflection reveals some Reflection reveals insight
of Learning insight into personal goals insight into personal into personal goals and
and levels of learning. goals and levels of levels of learning.
learning.
Writing Many spelling and Some spelling, No spelling and
Mechanics grammatical errors. grammatical errors grammatical errors.
Serious organizational and/or organizational Organized paper.
problems. problems

Reflection is the key to student learning

References:

Malone Susan ( 2016). MTB MLE RESOURCE KIT Including the Excluded: Promoting
Multilingual Education https:// en. unesco. org/ inclusivepolicylab/ sites/default/ files/
learning/ document/2017/1/246278E.pdf

DepEd (2016).K to 12 Curriculum Guide MOTHER TONGUE:

Prepared by:

BABY S. ABAGON, Ed.D.

Asso.Prof. 3
 Module 3
Lesson 2

Weak and strong forms of MLE

Mother-Based Instruction

Learning Outcomes
1. Identify the Weak and strong forms of MLE Mother-Based Instruction

2.
Introduction

The links between education and language are fundamental and obvious in many different
ways. Language facilitates education, and language can be taught through education. Moreover,
according to Hudson (2010), language is the main medium of education; literacy as the mode of
education is one of the foundations of education; verbal intelligence is one of the most-used
predictors of educational success; foreign or second languages are traditionally an important part
of the school curriculum; language has a profound effect on education.

Weak and strong forms of MLE Mother-Based Instruction

Multilingual Education Mother-Based Instruction

Strong Form Weak Form
1 Promote mass basic education Scarcity of Teachers’ References
2 Students learn to read and write most efficiently and Lacks mother tongue vocabularies in
effectively when instruction takes place through the translating highly technical terms especially
medium of their mother tongue (Dutcher, 1995). in mathematics and science.
3 Persons belonging to minorities have adequate Emphasized that by using the native
opportunities to learn their mother tongue. language as the medium of instruction in the
foreign/second language classroom, teachers
are not encouraging students to use and think
in the target language .Al- Seghayer (2010)
4 It opens opportunities for dialogue necessary for Need to cope with the national test since
understanding and cooperation. (Manila Bulletin, these are given in English and in Filipino
 Editorial Column, February 21, 2012). (MTAP, NAT and the like)
5 Can immediately use the mother tongue to construct Teachers do not know how to speak the
and explain their world, articulate their thoughts and dialect of the pupils.
add new concepts to what they already know.
(Nolasco, 2010)
6 Helps improve the pupils’ language and cognitive Lack of training and workshops
development in addition to strengthening their socio-
cultural awareness.

Module 3 Lesson 2 Activity

ASSESSMENT TASK

Name:_________________________

Section/Course:_________________

Part 1. Identify some of the strong and weak form of Multilingual Education Mother-Based
Instruction

Note: Include the references where you adapt your answer, write the references below the box.

Multilingual Education Mother-Based Instruction

Strong Form Weak Form
1
2
3
4
5

References :

Refrences:
https://sites.google.com/site/languageandmothertongue/home/research-on-mtb-mle-implementation

Prepared by:

BABY S. ABAGON, Ed.D.

Asso.Prof. 3
 Module 3
Lesson 3

Mother Tongue-Based Bilingual Education

Multilingual Education
Transitional Multilingual Education

Learning Outcomes
3. Define Bilingual Education and Multilingual Education
4. Identify and understand the transitional multilingual education.

Introduction

The main difference between bilingual and multilingual education is how the
“minority”language (the language that is not dominant within the community) is used. When you
are multilingual you are able to communicate and interact within two separate cultural societies
(Baker,2011).

Aims, Goals and examples of bilingual education

According to Ferguson et. al.(1977) some aims and goals of bilingual education include;
assimilate, unify, communicate, employ, create identity, reconcile, maintain privileged position,
status, and understanding; all which focus on a dominant language. Bilingual education has
varying and conflicting philosophies rooted in different thought process and politics. Some
examples of programs that focus on bilingual education include Mainstreaming/submersion
(Structured immersion), mainstreaming/submersion (with withdrawal classes, sheltered English,
content based ESL), and segregationist (forced submersion).

These programs all view the student as a minority in the learning structure. Baker refers
to these models of bilingual education as “weak” forms of education (Baker, 2011).

Aims, Goals and examples of multilingual education

 “Strong” forms of bilingual education have bilingualism, multi literacies and
multiculturalism (Baker, 2011). In other words incorporating the student’s native language as
well as cultural background in his/her new learning environment.

Three examples of such programs include: Dual Language education (The integration of
native speakers of two different languages, provides authentic, meaningful communication
between children from the two different language groups, both of whom are native speakers).
Heritage Language Education (language minority children use their native, ethnic, home or
heritage language in the school as a medium of instruction with the goal of full bilingualism).
Immersion Bilingual education (originated in Canada, with aims of becoming bilingual and bi-
cultural without loss of achievement).

Multilingual Education

Multilingual education refers to the use of more than two languages as the medium of
instruction in schools. Much of the literature includes multilingual education under the same
heading as bilingual education. For this reason the literature review for this study may include
references to both. Multilingual education often includes the L1, the national language, and a
language of wider communication (LOWC). In the context of this study, the languages included
Bikol, Filipino, and English. It should be noted that various versions of Bikol exist depending on
the geographic location. Based on the 2012 DepEd order, the regional language of Bikol is
utilized as the mother tongue but can be adapted to fit the local context where possible.

Bilingual Education

Bilingual education in the Philippines is defined operationally as the separate use of

Filipino and English as the media of instruction in specific subject areas. As embodied in the
DECS Order No. 25, Pilipino (changed to Filipino in 1987) shall be used as medium of
instruction in social studies/social sciences, music, arts, physical education, home economics,
practical arts and character education. English, on the other hand is allocated to science,
mathematics and technology subjects. The same subject allocation is provided in the 1987
Policy on Bilingual Education which is disseminated through Department Order No. 52, s. 1987.

Transitional Multilingual Education

The Philippines is the only country in Southeast Asia today which has a national policy
institutionalizing and enacting as law the “Mother Tongue-Based Multilingual Education”(MTB-
MLE) in mainstream formal education. In 2009, MTB-MLE was institutionalized through the
Department of Education (DepEd) Order No. 74.More recently, a new law broadened the
coverage of MTB-MLE through a legally binding “Enhanced Basic Education Act of
2013,”signed by President Benigno Aquino III. The law stipulates, among many other things, the
use of the mother tongue (MT) as the primary medium of instruction (MOI) in kindergarten and
the first 3 years of elementary education. English and Filipino are to be introduced through a
transition program from the 4th to the 6th grade until such time that these two languages may be
used as primary MOI in secondary education. The legitimization of the mother tongues as
languages of instruction has not come easy. It came in the heels of the continued dominance of
bilingual education in the country –the mode of educational provision since the early 1970s
during which apolitical compromise was reached to use both English and Tagalog-based Filipino
as the two MOI in the schools. English was to be the MOI in the teaching of mathematics and
science and the national language in the teaching of all other subjects in the curriculum.

Module 3 Lesson 3 Activity

ASSESSMENT TASK

Name:_________________________

Section/Course:_________________

Part 1. Reflection about the topic

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Grading Rubric for Reflection

Performance 5 3 1 Total
Element
Cohesiveness of The essay is linear in The essay attempts to tie The reflection provides
Essay presentation. All artifacts artifacts together. The the ‘big picture’ of the
are listed and described student provides some student’s experiences. The
separately and at length. personal insight into how student interweaves
Personal insight into how artifacts were beneficial. information regarding
these artifacts benefited The student has created a specific artifacts and how
the student is not general picture of their these artifacts were
provided. The ‘big picture’ experiences. The beneficial. The reviewer is
of the student’s reviewer understands that left with several details
experiences is not evident. the student gained which make the student’s
The reviewer understands clinical and academic experience unique
what each artifact is but knowledge and skills.
not how they tie together.
Experiences & Insight into the reflection The reflection leaves a The reflection leaves an
Accomplishments process is not evident as weak impression on the impression on the reader
the writer did not reader about what the about what the student
articulate what was writer learned. Insight learned. Insight into the
learned and what needs to into the reflection reflection process is
be developed in the future. process is not evident as somewhat evident as the
the writer did not clearly writer articulated what
articulate what needs to needs to be developed in
be developed in the the future.
future.
Reflection & Does not reflect on own Reflects on own work Demonstrates an ability to
Examples work at all and no and improvement on reflect on own work and
examples are provided occasion but does not adequate number of
provide many examples examples are provided.
at al
Effort and No effort was made to Little effort was made to Reflection demonstrates
Personal write essay. No evidence write essay. Little that some effort was made
Reponses of a personal perspective evidence of a personal to write essay. Evidence
within reflection perspective within of a personal perspective
reflection. within reflection.
Goals and Levels Reflection does not reveal Reflection reveals some Reflection reveals insight
of Learning insight into personal goals insight into personal into personal goals and
and levels of learning. goals and levels of levels of learning.
learning.
Writing Many spelling and Some spelling, No spelling and
Mechanics grammatical errors. grammatical errors grammatical errors.
Serious organizational and/or organizational Organized paper.
problems. problems

Reflection is the key to student learning

References:
https://conservancy.umn.edu/bitstream/handle/11299/152603/Burton_umn_0130E_13632.pdf

https://ncca.gov.ph/about-ncca-3/subcommissions/subcommission-on-cultural-
disseminationscd/language-and-translation/language-policies-in-the-philippines.

Module 3
Lesson 4

Maintenance Multilingual Education

Immersion of foreign Language
instruction

Learning Outcomes
1. Understand the Maintenance Multilingual Education
2. Define and identify the Immersion of foreign Language instruction.

5.
Introduction

Maintenance Multilingual Education- aims to develop multilingual societies by focusing

on Academic development in the MT thru the school years while developing two or more
additional languages.

A widespread understanding of MLE programs (UNESCO, 2003, 2005) suggests that instruction
take place in the following stages:
 Components of Multilingual Education

Strong Bridge Strong Foundation

An essential difference between MLE programs Research shows that children whose early
and rural “mother tongue education” programs is education in the language of their home tend to
the inclusion of a guided transition from learning be better in the later years of their education.
through another tongue .

4 Stages of Multilingual Education

Stage I - learning takes place entirely in the child's home language

Stage II - building fluency in the mother tongue. Introduction of oral L2.

Stage III - building oral fluency in L2. Introduction of literacy in L2.

Stage IV - using both L1 and L2 for life long learning.

What is Language Immersion?

Language immersion is basically a method developed to teach people a second language,

in which the language being taught is used specifically for instruction purposes.
Immersion programs that exist today actually originated in Canada in the 1960's, when
middle-class English speaking parents campaigned for their children to be taught French through
the experimental technique of language immersion. This enabled tutors to try and teach their
students about specific French culture and traditions and to help them appreciate and understand
them.
 Unlike more traditional language teaching programs, where the language is taught simply
as a subject to be learned, language immersion focuses more on the second language being a tool
which is used to immerse the student completely within the subject.
Types of language immersion can also be characterized by the total time students
spend in the program. Altogether, there are typically five different types of language
immersion that are based on the extent of the immersion.
Firstly, there is Total Immersion, which is where students spend 100% of their class time
in the foreign language. The goal of Total Immersion is to encourage students to get used to
using their second language casually and within spontaneous conversation, rather than planned
sentences that are learned off by heart.
The second type if Partial Immersion, which is where 50% of class time is spent
learning the language. The main focus of Partial Immersion is to teach students about the culture
of the country whose language they are studying.
Thirdly, there is two-way immersion, also known as dual immersion, where half of the
student population consists of people who know two or more languages. In two-way immersion,
class time is split in half, each half focusing on one of the two languages. This method
encourages the two sets of children to interact and teach each other so that they all eventually
become bilingual. In FLES (Foreign Language in Elementary Schools) programs, 5-15% of class
time is spent in the foreign language, and the rest of the time is devoted to learning the language
itself. The main goals of FLES programs are to achieve accuracy and proficiency in listening and
speaking, and to acquire a thorough knowledge of the cultures of that country.
Finally, there are FLEX (Foreign Language Experience) Programs which consist of short
but regular sessions over a certain period of time. Although only 1-5% of class time is spent
using the foreign language, the main goal of FLEX programs is to spark an interest within
children about foreign languages so that they may continue on in further education to learn that
language.(Teachnology, 2020).

Module 3 Lesson 4 Activity

ASSESSMENT TASK

Name:_________________________

Section/Course:_________________

Part 1. Reflection about the topic

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Grading Rubric for Reflection

Performance 5 3
Element
Cohesiveness of The essay is linear in
Essay presentation. All artifacts
are listed and described
separately and at length.
Personal insight into how
these artifacts benefited
the student is not
provided. The ‘big picture’
of the student’s
experiences is not evident.
The reviewer understands
what each artifact is but
not how they tie together.
Experiences & Insight into the reflection
Accomplishments process is not evident as
the writer did not
articulate what was
learned and what needs to
be developed in the future.
Reflection & Does not reflect on own
Examples work at all and no
examples are provided
Effort and No effort was made to
Personal write essay. No evidence
Reponses of a personal perspective
within reflection
The essay attempts to tie
artifacts together. The
student provides some
personal insight into how
artifacts were beneficial.
The student has created a
general picture of their
experiences. The
reviewer understands that
the student gained
clinical and academic
knowledge and skills.
The reflection leaves a
weak impression on the
reader about what the
writer learned. Insight
into the reflection
process is not evident as
the writer did not clearly
articulate what needs to
be developed in the
future.
Reflects on own work
and improvement on
occasion but does not
provide many examples
at al
Little effort was made to
write essay. Little
evidence of a personal
perspective within
reflection.
1 Total
The reflection provides
the ‘big picture’ of the
student’s experiences. The
student interweaves
information regarding
specific artifacts and how
these artifacts were
beneficial. The reviewer is
left with several details
which make the student’s
experience unique
The reflection leaves an
impression on the reader
about what the student
learned. Insight into the
reflection process is
somewhat evident as the
writer articulated what
needs to be developed in
the future.
Demonstrates an ability to
reflect on own work and
adequate number of
examples are provided.
Reflection demonstrates
that some effort was made
to write essay. Evidence
of a personal perspective
within reflection.
 Goals and Levels Reflection does not reveal Reflection reveals some Reflection reveals insight
of Learning insight into personal goals insight into personal into personal goals and
and levels of learning. goals and levels of levels of learning.
learning.
Writing Many spelling and Some spelling, No spelling and
Mechanics grammatical errors. grammatical errors grammatical errors.
Serious organizational and/or organizational Organized paper.
problems. problems

Reflection is the key to student learning

References:

https://www.teach-nology.com/teachers/bilingual_ed/langimmersion.html
https://www.k12academics.com/education-issues/multilingual-education