Archives, U of Mother tongue-based multilingual education in the Philippines: studying a top-down policy from the bottom up. As a medium of instruction, the mother tongue is used in all learning areas from Kindergarten to Grade 3, except in the teaching of Filipino and English subjects. Teachers' and parents' knowledge, beliefs, and practices were studied to identify how national language policy is appropriated at the ground level. Called Mother Tongue-Based Multilingual Education (MTB-MLE), this recent linguistic structure of educational provision had to navigate the intricate … Now, more than one school year after the start of its implementation, what have we learned from this program? What is Mother Tongue-Based of Multilingual Education (MTB- MLE) ? 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. They must now translate the available materials in the mother tongue into the lingua franca for multilingual pedagogy, and so generate multilingual vocabularies, dictionaries, and grammars for use in their classrooms. Through Department Order 94, DepEd instituted Mother Tongue-Based Multilingual Education (MTB-MLE), with the following major languages as languages of instruction in 2012-2013: Tagalog, Kapampangan, Pangasinense, Iloko, Bikol, Cebuano, Hiligaynon, Waray, Tausug, Maguindanaoan, Maranao, Chabacano, Ivatan, Sambal, Akianon, Kinaray-a, Yakan, and Sinurigaonon. In the first scenario, a school may have a strong community language as its mother tongue and the majority of its students communicating in this language. Advisor: Dr. David W. Chapman. UP Diliman, Quezon City 1101 Where else would we draw our cultural experience?”. culture, and the Philippines as a nation. 74 (DepEd, 2009). Introduction Broadly, this paper shall present an overview of the policy implementation of mother tongue-based multilingual education in the Philippines within the purview of Republic Act No. The DepEd chose Iloko [as the language of instruction], but teachers encounter difficulties because not all the students speak Iloko. The mother tongue subject becomes a part of the curriculum. This poses a challenge for the teachers: how do they make sure the students learn when they are not all equally competent in the language of instruction? Through the continuing in-service training provided by the DepEd in partnership with MLE specialists, these teachers can be effectively trained in these methods. Children's rights. Calinawagan recalled a study conducted in San Carlos, Pangasinan, in which parents were asked why they spoke to their children in Tagalog at home instead of their mother tongue. In Southeast Asia, this is apparent in a rising number of educational programs that utilize this approach. Some educators are not well versed in the native language of the learners. The University of Minnesota is an equal opportunity educator EFFECTIVENESS OF MOTHER TONGUE-BASED INSTRUCTIONON PUPILS' ACHIEVEMENT IN MATHEMATICS The United Nations Convention on the Rights of the Child states that a child shall … Then you’ll just be transferring knowledge through a lingua franca, and then English.”. As a subject, mother-tongue education focuses on the development of speaking, reading and writing from Grades 1 to 3 in the mother tongue. May 2013. The last time you check on the Tagalog dictionary, the words in the story are not found. Through Department Order 94, DepEd instituted Mother Tongue-Based Multilingual Education (MTB-MLE), with the following major languages as languages of instruction in 2012-2013: Tagalog, Kapampangan, Pangasinense, Iloko, Bikol, Cebuano, Hiligaynon, Waray, Tausug, Maguindanaoan, Maranao, Chabacano, Ivatan, Sambal, Akianon, Kinaray-a, Yakan, and Sinurigaonon. There is hardly a mother tongue in the Philippines. Aside from their mother tongues or first languages, the children are taught English and Filipino as subjects focusing on oral fluency, starting in the first grade. Mother tongue-based multilingual education in the Philippines: studying a top-down policy from the bottom up. However, the Philippines is the only country in Southeast Asia to have instituted a national policy requiring mother tongue-based multilingual education (MTB-MLE) in the primary school years. Utilizing a case study methodology, this research included focus groups, surveys, classroom observations, and individual interviews. One of the changes in the basic curriculum of education brought about by the new K + 12 program is the introduction of Mother Tongue – based Multilingual Education. University and employer. However, the Philippines is the only country in Southeast Asia to have instituted a national policy requiring mother tongue-based multilingual education (MTB-MLE) in the primary school years. You need an old Tagalog teacher to tell you the meaning of these obscure words.  It is a formal or non-formal education, in which the children’s mother tongue is used in the classroom as a bridge in learning Filipino and English. 1 computer file (PDF); ix, 157 pages, appendices A-L. Because for instance in the Ilocos, our culture isn’t Tagalog or English. 74, series of 2009). 10533, popularly referred to as the K12 Law. Telephone number: (632) 8981-8500 There should be a subject taught in the mother tongue from which we can draw cultural knowledge. The ACTRC Mother Tongue-Based Multilingual Education (MTB-MLE) project seeks to investigate the implementation of the use of the mother tongue (MT) as the medium of instruction (MOI) in grades K to 3 in DepEd schools in the Philippines as stipulated in DepEd (Department of Education) Memorandum No. While studies have long supported the use of mother tongue as the language of instruction, they have primarily been conducted in community rather than national settings. mother-tongue based multilingual education (MTB-MLE), this article will discuss broadly the dynamics of language, access and influence, and will look at the Philippines as a country case study of explicit and implicit declarations in language policy and use, as affecting the education … However, given the dizzying variety of languages in the country—over 170 languages spoken by various ethno-linguistic groups, with almost 50 of these spoken by various groups in northern Philippines alone—it’s not unusual for a teacher to find herself handling a first-grade class in a public school consisting of children from different linguistic backgrounds. Library Services, News & Its significance is underscored by the passing of Republic Act 10523, otherwise known as the “Enhanced Basic Educatiion Act of 2013.” All rights reserved. The mother tongue is used as a medium of instruction in all learning areas except in the teaching of Filipino and English subjects. The study utilized quantitative and qualitative research methods through document analysis, survey, interview and observation. University of Minnesota Ph.D. dissertation. Some governments, such as in the Philippines, have recently established language-in-education policies that embrace children’s first languages. Abstract With the introduction of the new K-12 program, in 2012 the Department of Education of the Philippines implemented the teaching of the Mother Tongue- based Multi-lingual Education among the kindergarten, Grades 1, 2 and 3 learners. 6.6 Poor standardisation of a language as a barrier to mother-tongue education 268 6.7 Poor school improvement practice to promote mother-tongue education 270 6. INTRODUCTION The Mother Tongue-Based Multilingual Education (MTB-MLE) policy is complex from different perspectives. The implementation of the mother-tongue education in the Basic Education System, it raises problems to the educators. In the third scenario, there could be a strong regional lingua franca, but the students’ linguistic profiles show that they are more competent in languages of wider communication such as English and Filipino. Since School Year (SY) 2012-2013, the Mother Tongue-Based-Multilingual Education (MTB-MLE) began to be implemented in all public schools, specifically in Kindergarten, Grades 1, 2 and 3 as part of the K to 12 Basic Education Program. MANILA, Philippines - The Department of Education (DepEd) on Friday announced that it has added seven more dialects from the current 12 major local languages as … In all these scenarios, the teachers, especially first-grade teachers, are the tireless soldiers at the frontlines, displaying heroic levels of creativity, resourcefulness and determination not just in teaching, but in making reading and learning materials, doing advocacy work and community mobilization, and even developing a working orthography of local languages. This study aimed to determine the reactions and attitudes of the teachers and the problems they encountered on the implementation of the Multilingual Education and the Teaching of Mother Tongue in the Philippines. © 2014 Regents of the University of Minnesota. “They said it was so the children would find it easier to integrate at school, so they are taught bilingually, English and Tagalog, at home.”. “The success of the MTB-MLE in the Philippines truly depends on the ingenuity and innovativeness of teachers in their pedagogy as well as their commitment to the program,” Calinawagan says. Directory, Vision, In the second scenario, there are more students whose mother tongue is the regional lingua franca—for instance, Ilokano in northern Luzon—and the other students use their own community/indigenous languages as their mother tongue. This paper examines the implementation of Mother Tongue Based Multilingual Education (MTB-MLE) in view of and as provided for in Republic Act No. 8 Poor Support towards enhancement of mother-tongue education 273 6.9 Poor support given to parents to raise their awareness about mother-tongue use in education 275 Data were collected in June and July 2012, which was one month after the beginning of MTB-MLE implementation in the schools. In many localities, they have already collected and generated learning materials in the different mother tongues. While both groups were overwhelmingly satisfied with the increase in student understanding, they expressed concern about the future implications for learning in Bikol rather than in English. Local and international research has found that children learn to speak, read, and write more quickly in their first language, and can pick up a second and third language more easily if taught in their first language. “There is still an initiative from the private schools to teach the language of the community. 2014 Riding into the Final Wave of EFA: Institutionalization of Mother Tongue Education in the Philippines (Arzadon, M) 2014 MTB-MLE - Mother Tongue-Based Multilingual Education: Lessons Learned from a Decade of Research and Practice; 2014 ENGLISH TEACHERS’ PERCEPTIONS OF THE MOTHER TONGUE-BASED EDUCATION POLICY IN THE PHILIPPINES … Events, Staff In general, however, the longer a child is able to learn in and through his or her mother tongue(s) the greater the educational benefits that can be expected. 5. MTB-MLE refers to “first-language-first” education that is, schooling which begins in the mother tongue and transitions to additional languages particularly Filipino and English. Adopting mother tongue based - multilingual education requires substantial investments in money, time and energy. Moreover, the teachers must be trained in the techniques of linguistic and cultural analysis. Tongue in teaching learning process. In the Philippines, one of the changes in Basic Education Curriculum brought by the K-12 program is the introduction of Mother Tongue- Based Multilingual Education(MTB-MLE) specifically in Kindergarten, Grades 1,2 and 3 to support the goal of “Every Child –A Reader- and – A- Writer” by Grade 1. In this last scenario, Calinawagan suggests in her paper that lessons “may be learned in Filipino or English, but the version in the community language/s should still be used as a springboard for linguistic and cultural lessons embodied in that language.” She adds that there should be strong community advocacy to make sure that residents of a community are knowledgeable in their language. Results from this study indicated that teachers' and parents' views of MTB-MLE focused on the short-term benefits of the policy and the long-term disadvantages. Some features of this site may not Department of Education (DepEd) has implemented the use of mother tongue as a channel of instruction (DepEd order No. *A Paper Presented at the 8th National Social Science Congress, 15-17 June 2016, Lyceum of the Philippines University-Batangas, Batangas City I. In the same way, they acquire other academic competencies more quickly, particularly in science and math. Pilipino with a steep price tag is teaching Florante at Laura. Rather than a top-down approach that does not consider the local context, language policy must be implemented through interactions between the top and the bottom. http://hdl.handle.net/11299/152603. M Web Archive, Copyright This is more common in private schools, where students are sometimes pressured by the school administration, teachers, and parents to use these languages. “In one classroom in a public elementary school, the students could have different mother tongues—Maranao, Kankanay, Pangasinan, Ilokano. Magsaysay Avenue, Beginning in 2009, the Philippine government has been institutionalizing a program called Mother Tongue Based Multilingual Education (MTB-MLE) for its 47,000 schools. The educators cannot easily translate and interpret the English words into the different dialects in the country. Retrieved from the University of Minnesota Digital Conservancy, As mentioned, many teachers in Northern Luzon are already multilingual. 10533 in its broader, beyond-the-school context, probing into the synergies among key stakeholders to JavaScript is disabled for your browser. This scenario is more common in densely populated cities such as Baguio City. With all the students having a difficulty in coping with their lessons, Mother tongue-based multilingual education may be helpful or not in solving this problem.. INTRODUCTION. In 2009, the Department of Education (DepEd) recognized the benefits of teaching children using their mother tongue or first language. Mission, & Goals, Parking Some are more fluent in Filipino, especially in urban centers.”. According to Calinawagan, this scenario is more common in rural areas. This could be problematic. Mother tongue based multilingual education takes many forms and each school and each community should determine what works best for them. The lack of learning materials on science and math in the mother tongue requires a serious inspection of how the medium of instruction affects children in their cognitive development. This move from a bilingual to a mother tongue-based multilingual education policy was anchored on the results of the longitudinal study of Walter and Dekker (2011) who highlighted the benefits of using the mother tongue as language of instruction. As the number of English first-language speakers is only the fourth highest of all the language groups in South Africa, it follows that the majority of children in the country are taught in a language that is not their mother-tongue.School subjects in South Africa are either taught in English from grade 1 all the way through to matric or the first three years of education are presented in the children’s first language (any of the other ten official o… The country can then look forward to a generation of Filipinos who are multilingual but remain deeply rooted in their unique cultures. Keywords: Mother tongue-based education, multilnigual education, MTB-MLE, language policy, Philippines, survey research, English teachers, multilingualism. It is meant to address the high functional illiteracy of Filipinos where language plays a significant factor. The implications of these findings revolve around the way in which language policy is managed. In a certain locality, the teachers made “big books” by handwriting stories on sheets of manila paper, stories in the students’ mother tongues, together with drawings to provide visual aids, of which they then made photocopies. work without it. In addition, the challenges to policy implementation were explored and analyzed. From the fourth grade onward, Filipino and English are introduced as languages of instruction. English and mother-tongue-based multilingual education: Language attitudes in the Philippines Ahmar Mahboob University of Sydney ahmar.mahboob@sydney.edu.au Priscilla Cruz Ateneo de Manila University ptan@ateneo.edu In this paper, we will problematize the proposed use of mother-tongue-based instruction in the Philippines. Fonacier Hall, And from her observations of these teachers in the field, commitment will not be in short supply, especially once the students who are products of the MTB-MLE program grow older and begin to show the results of their mother-tongue learning. Major: Educational Policy and Administration. In her paper, she recommends that the teacher use a monolingual teaching-learning process, “Basic education [here] should be in the mother tongue. As a medium of instruction, the mother tongue is used in all learning areas from Kindergarten to Grade 3, except in the teaching of Filipino and English subjects, the report said. The teacher would have to consult with the students and their parents to find out what language the child speaks at home, and to seek the cooperation of the parents in translating lessons into and creating learning materials in the child’s mother tongue. Comments and feedback: media@up.edu.ph, Office of the Vice-President for Academic Affairs, Office of the Vice-President for Administration, Office of the Vice-President for Planning and Finance, Office of the Vice-President for Development, Office of the Vice-President for Public Affairs, Office of the Vice-President for Legal Affairs, Office of the Secretary of the University and the Board of Regents, More posts by Celeste Ann Castillo Llaneta. However, the Philippines is the only country in Southeast Asia to have instituted a national policy requiring mother tongue-based multilingual education (MTB-MLE) in the primary school years. & Transportation. But this changed in 2012 when the Philippines government passed a wide-ranging education reform bill that, among many changes, adopted mother tongue instruction for kindergarten through grade 3. Calinawagan recommends that, in this case, the teacher use the regional lingua franca as the medium of instruction, but allot a special time to the speakers of other languages, using the regional lingua franca as a bridge to learning in other languages. University of the Philippines Media and Public Relations Office According to Calinawagan, the next level of training these teachers need is in using linguistic comparative methods toward multilingual acquisition. This study examined how teachers and parents in one school district in the Philippines understand and enact MTB-MLE. There is a growing trend around the world to support mother tongue instruction in the early years of a child's education. In her 2016 paper, “A Multilingual, Multicultural and Multidisciplinary Approach to MTBMLE: A Model for Northern Philippines”, Dr. Elizabeth Calinawagan, a professor of Filipino and Dean of the College of Arts and Communication, UP Baguio, gives three possible classroom scenarios a teacher may face. As such, little is known about how a national policy for MTB-MLE can be disseminated into contextualized local environments. They overtly supported the policy in terms of complying with the requirements, yet covert resistance was observed in their words and actions. As a subject, mother-tongue education focuses on the development of speaking, reading and writing from Grades 1 to 3 in the mother tongue. Services, Digital Filipino and English subjects isn ’ t Tagalog or English because for instance in the story are well. A nation one school year after the beginning of MTB-MLE implementation in the Philippines, research... 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