Evaluation in Multilingual

Education

by Aloha J. Dela Pena

Evaluation of Multilingual Education:
Evaluation of the Mother Tongue-Based
Multilingual Education Program in the
Philippines

Authors: Abba Joy L. Dagalea1, Sharon B.

Peralta2 , Ferdinand T. Abocejo3*
 Introduction
The MTB-MLE was established through DepEd
Order No. 74 in 2009 which puts emphasis of using
the native language as the medium of instruction
(Metila et al., 2017) from the kindergarten up to grade
3 level.
The implementation of program bear significant role
in the learning process of K3 level pupils in the
Philippines’ primary education system.
 Introduction
The inclusion of the program intends students to get
familiar on their native language.
Essentially, the MTB-MLE is also envisions to
transgress suitable cognitive and rational abilities,
helping children to adapt and respond in different
vernaculars - formally beginning with the native
language of the child (Tajolosa, 2022).
 Introduction
 The authors argue that evaluating the program
implementation can shed light whether the learners
succeeded in honing their understanding and
comprehension in the classroom learning process.
The primary objective of this present study is to
analyze vital issues of MTB-MLE along encountered
difficulties of program implementation.
 Strengths of the MTB- MLE Program
 Pupils acquired concept recognition, mastery, intellectual skills
and familiarize intent material as they were exposed to the
integration of an accustomed language (Espinosa, 2021).
Through the incorporation of their native language, their
cultural awareness increases.

 Children’s mother tongue helps students to gain early reading

skills and comprehension as it builds the foundation for
learning (Tunmer and Hoover, 2019).
 Strengths of the MTB- MLE Program
 The use of “mother tongue as a main language of instruction”
in the K3 level provides local communities and school age
children to reconnect with their local or regional identities
(Apolonio, 2022; Namanya; 2017).

 Gempeso and Mendez (2021) affirmed that the MTB-MLE

improves the pupils’ language literacy and specifically their
sociocultural awareness.
 Strengths of the MTB- MLE Program
 The mother tongue-based curriculum opened windows of
opportunities for learners to get acquainted with their native
tongue that is integral, logical and effective for them to use as
they partake in the society (Chin, 2021; Chiatoh and Chiatoh,
2021).

 Accordingly, the MTB-MLE develops the speaking and critical

thinking skills (Draper, 2019) of the learners to improve their
knowledge and competence (Rodriguez and Abocejo, 2018).
 Weaknesses of MTB-MLE Program
The public schools in the Philippines are not yet equipped and
primed for the integration of MTB-MLE system (Monje et al., 2021).

The insufficiency of pertinent resources for teaching like dictionaries

and printed materials; deficiency of competence in the schools’
language modalities, among others. Basically, the implementation of
MTB-MLE did not undergo intensive planning and preparations as
lots of fallback emerged along its implementation paths.
 Weaknesses of MTB-MLE Program
There is a problem when it comes to the availability of materials to
teach the local languages which may somehow result to limited
knowledge and strategies of teachers (Facullo et al., 2022) whose
pedagogical expertise and skills are not reinforce by on-the-job
trainings.

Meanwhile, one of the weaknesses which hinders the implementation

of MTB-MLE is the compulsory compliance for its implementation
as mandated by the National Board of Education of the DepEd.
 FINDINGS

• Findings revealed that the Program implementation within the

educational context in the Philippines has brought far reaching
beneficial effects like adherence to cultural and linguistic origin
while learning and deeper native language comprehension.

Meanwhile, the enactment also resulted to some drawbacks as

confirmed by the DepEd where the public schools were not yet
ready towards the implementation of the MBT-MLE as it requires
additional funds concerning to address the inadequacy on
instructional and developmental resources.
Curriculum
Development

by Aloha J. Dela Pena

 Aims & Objectives
• The Multilingualism Curriculum seeks to realize an inclusive
approach to language education.
• Its aim is to help students navigate their way through a world of
linguistic diversity, to enable
• them to become autonomous and goal-focused learners who can
acquire new language qualifications and develop the skills
necessary to cope with multilingual situations and settings.
• It supports the development of individual language profiles by
encouraging learners to draw on existing linguistic resources, to
identify links and connections between their various languages and
embed this knowledge into more general linguistic insights.
 Aims & Objectives
• To achieve this objective, the curriculum supports the development
of the following competencies in educational setting:
• language awareness- the ability to reflect their own linguistic
situation and also analyze other situations,
• knowledge about languages and their significance for people and
groups,
• linguistic knowledge necessary for a comparative description of
languages, a varied range of learning strategies and self-confidence
as far as their languages are concerned.
 Aims & Objectives
• The curriculum relates to all the students’ language resources,
including the language skills they acquired during primary
socialization, individual language learning experiences as well as
language learning in formal settings and through the use of the new
media.
• The goal is to go beyond the provisions of individual language
curricula and arrive at:
 a more comprehensive and differentiated view of the linguistic
reality of contemporary society,
 the integration of language learning in personal development,
 a more general validity of acquired knowledge and skills,
 and more cooperation between the different subject areas.
 Structure of the Curriculum
• Like all other fields of education, an integrated approach to
multilingual education means:
 addressing individual, social, cognitive and affective
aspects. There are various ways of presenting these aspects
in a curriculum. In this Curriculum they are viewed
primarily as learning activities and subsumed under broader
headings.
• The core of the Curriculum is the area Perceiving and
Managing Multilingual Situations. In this area languages and
language varieties are perceived as phenomena of the external
world and as a context for human action. It supports the
development of language awareness and self-confidence.
Multilingualism and Content Learning
• The Multilingualism Curriculum repeatedly addresses the
importance of language as a medium for instruction in non-
language subjects, in particular when referring to language
learning strategies.
• In doing so, it recognizes that the acquisition of the language of
schooling must be one of the learning outcomes. Multilingual
education can provide valuable support by developing students’
learning skills, ideally in collaboration with a non-language
subject, which can then become a model of good practice for a
period of time and exemplify how language awareness can be
enhanced in content learning.
Multilingualism and Content Learning
• Particularly suitable are non-language subjects that use a
language other than German as the medium of instruction.
Multilingual education can here undoubtedly provide valuable
input and support without. However, appropriating any of the
crucial areas of responsibility attributed to Content and
Language Integrated Learning
Written TASK:

Directions: Conduct a SWOT Analysis on MTB-MLE

 Strengths

 Weaknesses

 Opportunities

 Threats
Thank Your