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ESC 5 Lesson 1 4
ESC 5 Lesson 1 4
Lesson 1
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”.
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
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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
Prepared by:
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.
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.
References :
Refrences:
https://sites.google.com/site/languageandmothertongue/home/research-on-mtb-mle-implementation
Prepared by:
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).
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).
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
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.
ASSESSMENT TASK
Name:_________________________
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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
Learning Outcomes
1. Understand the Maintenance Multilingual Education
2. Define and identify the Immersion of foreign Language instruction.
5.
Introduction
A widespread understanding of MLE programs (UNESCO, 2003, 2005) suggests that instruction
take place in the following stages:
Components of Multilingual Education
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 .
ASSESSMENT TASK
Name:_________________________
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References:
https://www.teach-nology.com/teachers/bilingual_ed/langimmersion.html
https://www.k12academics.com/education-issues/multilingual-education