Republic of the Philippines

UNIVERSITY OF EASTERN PHILIPPINES

LAOANG CAMPUS
Laoang, Northern Samar

NAME: ACUDESIN, JAHN DAVE P. COOURSE & YEAR: BSED 2B- SOCIAL STUDIES

Narrative
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.”

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.

Research shows that education in the mother tongue is a key factor for inclusion and

quality learning, and it also improves learning outcomes and academic performance. This is

crucial, especially in primary school to avoid knowledge gaps and increase the speed of

learning and comprehension. “In MTB-MLE, students were found to be more motivated to

participate in the classroom discussions for the obvious reason that they can understand the

teacher who talks to them in a language they know. Because of this, it was observed that there

was a decline in student absences and dropouts.

Many different skills learned in your child's mother tongue can be transferred to other

languages. These include literacy skills, social skills, critical thinking skills, and communication

skills. Mother tongue makes it easier for children to pick up and learn other languages. Mother
tongue develops a child's personal, social and cultural identity. Using mother tongue helps a

child develop their critical thinking and literacy skills. Mother tongue- based multilingual

education (MTB MLE) An education program for children who do not understand or speak the

official school language when they begin school. MTB MLE students learn to read and write first

in their mother tongue. 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.

In MTB MLE programs, the students' home language is the first language (L1) used in

school. Teachers and students communicate in the language the students know best and the

knowledge and experience that students bring from their home and community are the

foundation for learning new concepts. Mother Tongue Based-Multi Lingual Education (MTB-

MLE) has its learning theories that help learners understand their own personal learning history

and assist teachers in developing appropriate community-based learning activities.

In further elucidation, I have research some of the factors why the Department of

Education wants to abolish the subject.

“Its suspension will further hold back progress and gains we have achieved so far, most

especially in placing inclusive education at the center of the Education Agenda,” Civil Society

Network for Education Reforms (E-Net Philippines) said. The suspension of MTB-MLE stems

from the current inability of the Department of Education (DepEd) to effectively implement the

use of the mother tongue in all regions as provided by RA 10533 that ranges from producing

complete books and other instructional and learning materials to having trained teachers to

properly teach the mother tongue.

E-Net Philippines issued this statement with the ongoing deliberations on House Bills

2188 filed by Rep. Roman Romulo and 3925 filed by Rep. Mark Go in the Committee on Basic
Education and Culture which is also chaired by Romulo himself. During the Committee’s Fifth

Regular Meeting on Sept. 13 where the House Bills were deliberated, the DepEd, represented

by Undersecretary Epimaco Densing III expressed that the DepEd and its Secretary, Vice

President Sara Duterte support the bills on suspension of MTB-MLE implementation and

likewise shared that DepEd is in favor of returning the medium of instruction to English and

Filipino from learner’s mother tongue.

“It advocates making education systems more responsive to cultural and linguistic

diversity and respects the rights of children and learners,” the group said, noting that the core

value of institutionalizing MTB-MLE in RA 10533 is a recognition that “language plays a

strategic role in shaping the formative years of learners.”

E-Net National Coordinator Alvelyn Joy Berdan, during the hearing, noted that “all

children have the right to quality education in a language they speak and understand.”

During the Senate basic education committee hearing on the K to 12 law implementation

status, DepEd Undersecretary Epimaco Densing III revealed the plan after reviewing the K to 10

program.

“We intend to abandon the mother tongue as a subject, which is a separate learning

area in the curriculum. And we will simply use the mother tongue, which is already the

vernacular of the community, neighbors, and family, as part of the medium of instruction. No

longer as a subject to be offered from Grade 1 to Grade 3,” he said.

Dropping the subject, according to Densing, would free up 50 minutes of teaching the

mother tongue to learners. The time will instead be “reallocated” to the national reading and

math programs.

In a nutshell, I agree with the abolition of the MTB-MLE as a subject from Grade 1 to

Grade 3 in order to give more time for those subjects that needs more the attention and must be
taught to children because of its complexity, yet the mother tongue of a particular school will

remain as its medium of instruction. With this, the learners will be gradually introduced with the

standard that is set in the real arena of life where they will ready enough to face the standard of

the globally competitive world. As we aim for higher accomplishment we must direct to our

target and being direct to target needs us to be well equipped specially in our educational

background.

Considering the fact that our own mother tongue will perfectly shape our understanding

and comprehension to the learning process yet it makes us also dependent and only inclusive to

the dialects we know, we mean to progress and progression always co-exist with destruction

nor sacrifices yet this sacrifices always become fruitful. We shouldn’t put our learners in a

pigeon’s hole, we must let them experience the familiarity of the most useful skill as a

transversal competency so that in the outside world they are covered with literacy.

References:

https://www.pids.gov.ph/details/news/in-the-news/deped-to-abandon-mother-tongue-as-subject-

but-not-as-medium-of-instruction

https://www.google.com/m?q=why+deped+wants+to+abolish+the+MTBMLE&client=ms-opera-

mobile&channel=new&espv=1

https://www.thehealthyjournal.com/faq/what-is-the-advantages-of-mtb-mle-language-policy-in-

education
 Republic of the Philippines
UNIVERSITY OF EASTERN PHILIPPINES
LAOANG CAMPUS
Laoang, Northern Samar

NAME: ACUDESIN, JAHN DAVE P. COOURSE & YEAR: BSED 2B- SOCIAL STUDIES
SUBJECT: LEARNING IN ASSESSMENT 2

1. What are the impacts of the academic dishonesty to learning institution?

Based on the webinar the impacts of the academic dishonesty to the
learning institution are first, it disrupts data, second, it encourages dishonest
adult, lastly, it undermines the whole learning process.
2. What are the different paradigms in addressing academic dishonesty?

There are three paradigm approach that is presented on the webinar and
these are the Technical, Design, and Cultural paradigm.

3. What are the challenges to assessment?

The challenges to assessment are; exponential growth of knowledge, online
assessment vs onsite assessment, rapidly changing society, and prevalence of
AI tools.