MLE in the Philippines:

History and Possibilities

Yolanda S. Quijano, ED.D.

Director, Bureau of Elementary Education
Department of Education, Pasig City
Promoting (MLE) Multilingual
Education: Including the
Excluded
MLE refers to learning
which begins in the first
language/mother tongue and
transitions to additional
languages.
Language Issues
Date back from Spanish and American
colonization and continue to the present

 Proficiency in English will enhance global

competitiveness, prepare Filipinos for
employment overseas and provide better
access to scientific and technical knowledge

 Filipino is more culturally relevant and

practical and has the value to foster national
unity
Language Issues
Child learns best when
primary education is in
their first language
or mother tongue.

Child is most comfortable learning in

one’s first language and begins to
conceptualize rather than merely
memorize formulae and codes as one
does when the language is not
familiar.
History of MLE in the Philippines
First Iloilo Experiment: 1948-54

Use Hiligaynon as MOI in Grds.1 & 2

Children learning in Hiligaynon outperformed

English-taught students in reading, math and
social studies at end of 1st year

Children were able to transfer what they had

learned to English after six months of exposure
 History …
Second Iloilo Language Experiment (1961-64)
 Test hypothesis that it is best to introduce only
one non-native language at a time
 Result shows that using both English and Filipino
in Grade 1 was preferable to using only one
language in Grds.1 & 2
 Introducing two languages as subjects in Grade 1
follows the educational psychology principle that
“spaced practice and review” is usually more
effective than “concentrated practice”
History ….
Rizal Experiment: 1960-66
 Purpose: identify most effective time to begin
teaching English as a subject and as MOI in elem.
schools in which Tagalog was the MOI in Grd. 1
 Conclusions:
• the longer English is used as the MOI, the more
proficient the pupils were in using the language
• little practical difference if written English will
take place in Grds. 1 or 2
• good IMs are important
History ….
First Language Component-Bridging Program
(FLC-BP): 1986-93
 6-year pilot project in Ifugao province that used
Tuwali as MOI
 Hypothesis: Children who acquire reading and
writing skills in first language, accompanied by
structured program of language arts that
provides “bridge” to Filipino and English – will
be more competent in all areas of study than
those who learn in the two official languages
 History …
First Language Component-Bridging Program (FLC-BP) 3
 Three principles of the program:
• Use the children’s first language for teaching and
learning in Grds. 1 and 2
• Use children’s own cultural model of world to help them
process information, understand concepts and form new
ones
• Introduce new concepts and skills by building on
existing knowledge structures
History ….
 Results
• Children who began school in first
language (Tuwali) with careful bridging
to two second languages, were
significantly more competent in all areas
of study than children who did not
• Use of Tuwali in bridging to Filipino is
more effective than bridging to English
 History ….
Lingua Franca Project: 1999-
2001
 Defines and implements a
national bridging program to
develop initial literacy
 Lingua Franca or spoken
language of region or
community was used as
bridge language
 History ….

Lingua Franca Project:1999-2001

 Experimental groups used three lingua
francae: Ilokano, Tagalog and Cebuano as
MOI in Grds. 1 and 2
 Control groups used English and Filipino
in designated areas (bilingual policy)
History …..
 Lingua Franca Project
 Results in Second Year of Implementation:
• Experimental groups had numerically higher mean
scores in Math, Science, Sibika at Kultura and
Filipino than control groups except in English due
pupils’ exposure in English for two years
• Greater change shown in increased enthusiasm and
self-confidence of pupils to participate in different
classroom activities
• Parents and community support was evident in
preparation of local materials and in following up
pupils assignments
 History …
Other Regional Lingua Franca or First Language Programs:
1970s- 1980s
 First language literacy projects in non-formal sector
sponsord by Summer Institute of Linguistics (SIL)-
Philippines and by Translators Association of the Philippines
(TAP) established in thirty Philippine languages
 NGO-supported Lingua Franca projects for youth and
adults
 Variety of instructional and supplementary reading
materials have been developed in lingua francae and first
languages
 History …..
Lubuagan MLE Program: The First in the Philippines,
1998 to Present
 Goal: higher achievement, stronger English and
Filipino acquisition, and lower drop out rate
 3 experimental class schools implementing Mother
Tongue-Based MLE approach (use of MT to teach
curriculum content and to teach English and Filipino
as second and third languages) compared with three
control class schools implementing the bilingual
policy or using Filipino and English as MOI in
designated areas
History ….
Lubuagan MLE Program
 Results
• significant differences in the achievement
levels for the different learning areas (Reading
Math, English, Filipino, Makabayan) of pupils
in experimental classes compared to the
control groups
• use of the MT strengthens the acquisition of
the second and third languages
History …..
A CASE STUDY from CCIP-TEEP (Culture-
Responsive Curriculum for Indigenous
People-Third Elem. Educ. Proj.):2003-2007

 Objectives:
• use mother tongue as bridge language
for instruction to improve pupil
performance
• inculcate spiritual and civic values and
take pride in one’s culture, traditions
and values
 History
A CASE STUDY from CCIP-TEEP
 2 multigrade schools used Minanubu as MOI
in Grds. 1 and 2 with subjects in Filipino and
English while English and Filipino were the
MOI in Grds. 3 – 6.
 Results:
• Pupils learning achievement show consistent
and significant increases in Mean Percentage
Scores in Division and National Achievement
Tests.
• Drop-out and repetition rates also decreased.
What did we learn from these studies?
 Children learn to read more quickly and learn
better in Math and Science when the MOI is
their mother tongue.
 Their cognitive skills continue to build,
enabling greater ability to handle cognitively
demanding tasks.
 Children in classes that used mother tongue as
MOI were observed to be actively participating
in different classroom activities.
 What did we learn from these studies?
 Children who have learned to read and write in
their first language, learn to speak, read and write
in the second and third languages more quickly.
 Learning first language or mother tongue
strengthens acquisition of second and third
languages.
 Children who begun school in their first language
with careful bridging to the two second languages
were more competent in all areas of study than the
children who did not.
Possibilities of MLE in the Philippines
Expanded Lingua Franca Project to Mother
Tongue-Based Multilingual Education, a
work in progress
 Goal:

Develop lifelong learners who are

proficient in the use of their first language
(L1), the national language (L2) and other
languages (L3 and L4) and who take pride
of their heritage and culture.
 Possibilities …..
MT-Based MLE
 Objectives:

i) improve schools’ performance indicators: dropout, repetition,

retention and completion rates among elementary pupils,
ii) increase pupils’ academic performance through acquisition of
oral fluency, reading and writing skills in their first language
that provide them a bridge to learning Filipino and English
enabling them to become more competent in all areas of study,
and
 Possibilities ….
iii) demonstrate self-confidence and pride in one’s
culture, tradition and values.
 104 schools reported implementing MLE for SY
2009-2010
 53 teachers from Luzon & Visayas handling
classes trained in Summer 2009 at UP
 8 major languages/mother tongues are being used:
Ilocano, Pangasinense, Kapampangan, Tagalog,
Bikol, Cebuano, Hiligaynon, Waray-Samar
Possibilities …..
 DepED Policy Issuances
• DepED Order No. 60, s. 2008 “
No. 3: The use of the mother tongue as the language of
instruction beginning grade 1 is now recognized as the most
effective way to improve student learning and shall also serve
as a strong bridge language to learn a second language better
and faster.
No 4: All Bureau Directors are hereby directed to provide
the field offices through the regional offices successful
models of language of learning that have been developed and
have resulted in the students’/learners’ higher cognitive
development and faster acquisition of basic literacy.
Possibilities of MLE in the Philippines
• DepED Order No. 60, s. 2008
No. 5: The utilization of MOOE, School Board Funds and
other funds is hereby authorized for the following
expenditures that may be required during the planning and
implementation phases of using the mother tongue as a
language of instruction:
a) developing, printing and distributing teachers’/facilitators’,
students’/learners’ workbooks, and other IMs;
b) training of teachers and hiring of specialists; and
c) other auxiliary services including advocacy work and
community mobilization and evaluation and monitoring of
learning outcomes.
 Possibilities
• DepED Order No. 74, s. 2009 “Institutionalizing
Mother Tongue-Based Multilingual Education”
No. 2. Mother Tongue-Based Multilingual Education,
herein referred to as MLE, is the effective use of
more than two languages for literacy and
instruction.
Enclosure No. 1: Fundamental Requirements for a
Strong MLE
Enclosure No. 2: MLE Bridging Plans A & B
 Possibilities …..
 Technical Support from experts: 13 Educ.
Supvs. from RO and DO and EPS from
BEE trained on MLE at Payapa University,
Thailand
 Prepared STRATEGIC PLAN IN MLE by
DepED and its partners, the 171 +
Talaytayan Multilingual Inc., SIL, TTIs
and other organizations who will also assist
DepED for its implementation
 Gunigundo Bill on MLE in Congress
One principle of MT-based MLE is that:
Students learn best when they use what they
already know (knowledge and experience of their own
language) to learn what is new (new facts, new concepts,
new languages).
So MLE programmes focus on helping
students build a good educational foundation in
their first language and a good bridge to the new
language.
UNESCO, Bangkok, 2007