Republic of the Phiiippnes Bepartment of Coucation D DepED Complex, Meraizo Avenue, Pasig City senator woceow SUL 1 4 2009 DepED ORDER No. 74, s. 2009 INSTITUTIONALIZING MOTHER TONGUE-BASED MULTILINGUAL EDUCATION (MLE) To: — Undersecretaries Assistant Secretaries Bureau Directors Directors of Services, Centers and Heads of Units Regional Directors Schools Division /City Superintendents Heads, Public and Private Elementary and Secondary Schools 1, _ The lessons and findings of various local initiatives and international studies in basic education have validated the superiority of the use of the learner’s mother tongue or first language in improving learning outcomes and promoting Education for All (EFA) 2. Mother Tongue-Based Multilingual Education, hereinafter referred to as MLE, is the effective use of more than two languages for literacy and instruction. Henceforth, it shall be institutionalized as a fundamental educational policy and program in this Department in the whole stretch of formal education including pre-school and in the Alternative Learning System (ALS). 3. _ The preponderance of local and international research consistent with the Basic Education Sector Reform Agenda (BESRA) recommendations affirms the benefits and relevance of MLE. Notable empirical studies like the Lingua Franca Project and Lubuagan First Language Component show that: a. First, learners learn to read more quickly when in their first language (LI); b. Second, pupils who have learned to read and write in their first language learn to speak, read, and write in a second language (L2) and third language (L3) more quickly than those who are taught in a second or third language first; and c. Third, in terms of cognitive development and its effects in other academic areas, pupils taught to read and write in their first language acquire such competencies more quickly.4. Relatedly, the study of the Department of Education Region IV-B (MIMAROPA) entitled “Double Exposure in Mathematics: a Glimpse of Mother Tongue First” has provided the local validation of the fundamental observation that top performing countries in the ‘Trends in International Mathematics and Science Study (TIMSS) are those that teach and test students in science and math in their own languages. 5. All Regional Directors and Superintendents are hereby enjoined to promote and encourage local participation in the following essential support systems of the MLE within the framework of School-Based Management (SBM) with the support of the local government units: a. Formulation of region-specific schemes to recognize and institutionalize the initiatives of schools and localities through appropriate incentives or policy support in bringing about and developing MLE towards financial and instructional self-reliance and excellence; Provisions of orientation and training opportunities along with exposure to successful models of MLE that have been developed. The gradual integration of MLE in all subject areas and at all grade levels (beginning in preschool and continuing by adding a grade level per year) in the school improvement plans (SIPs) and district ALS program is likewise enjoined effective immediately; c. The utilization of Maintenance and Other Operating Expenses (MOOE), school board funds, and other education improvement funds is hereby authorized for the planning and implementation of MLE programs in the following sequence of priority: (1) advocacy work and community mobilization; (2) development of a working orthography of the local language; (3) MLE orientation and teachers training; (4) developing, printing and distributing teachers’/facilitators’ guides; (5) reading materials and other instructional materials; (6) development of assessment tools; and (7) evaluation and monitoring of learning outcomes; and d. An MLE technical working group at the regional and division levels shall be established to facilitate MLE planning, monitoring and evaluation. 6. During the first three years of implementation, the enclosed “MLE Bridging Plan” may be used for reference for both teaching and curriculum development. For the ensuing years, adjustments may be made based on monitoring and evaluation results. 7. For all learning programs of the Alternative Learning System (ALS), the learners’ first language shall be used as primary medium and thereafter, depending upon the previous level of functional literacy and pedagogicalrequirements of accreditation and equivalency, the Bureau of Alternative Learning System (BALS) shall determine the suitable second and third languages that will maximize the educational benefits and competencies of the ALS clients. Enclosed is the Fundamental Requirements for a Strong Mother ‘Tongue-Based Multilingual Education (MLE). 8. ‘This Department with the help of MLE specialists shall incorporate MLE certification process and retain the privilege of establishing MLE certification procedures in order to maintain quality MLE programs wherever they may be implemented. _—————- 9. Allorders, memoranda, issuances, rules and regulations or parts thereof inconsistent with the provisions of this Order are hereby rescinded, amended, or modified accordingly. 10. Immediate dissemination of and compliance with this Order is directed. LI A. LAPUS. Sofretary Enels.: As stated Reference: None Allotment: 1—{D.O. 50-97) To be indicated in the Perpetual index under the following subjects CURRICULUM LANGUAGE POLICY RULES & REGULATIONS R: Sally: mother tounge multilingual aly 10, 2009Enclosure No. 1 to DepED Order No. 74, s, 2009 FUNDAMENTAL REQUIREMENTS FOR A STRONG MOTHER TONGUE-BASED MULTILINGUAL EDUCATION (MLE) For the long-term methodological, substantive and curricular guidance of teachers, school managers, instructional quality assurance staff and other education officials, an MLE Framework has already been prepared. The Framework establishes that MLE is not merely changing the medium of instruction. It is not about code switching or translation of materials. Strong MLE entails the following 10 fundamental requirements. 1. A working orthography (spelling) for the chosen local language that is acceptable to the majority of stakeholders and promotes intellectualization of that language; 2. Development, production and distribution of inexpensive instructional materials in the designated language at the school, division, and regional levels with a special priority on beginning rosding and children’s Literature. ‘Those materials should be as much a possible, original, reflecting local people, events, realities; and appropriate to the language, age, and culture of the learners; 3. The use of the learner's First Language (L.1) as the primary medium of instruction (MOD from pre-school until, at least, grade three. During such period, L1 shall be the main vehicle to teach understanding and mastery of all subjects areas like Math, Science, Makabayan, and language subjects like Filipino and English; 4, Mother Tongue: as a subject and as a language of teaching and learning will be introduced in grade one for conceptual understanding 5, The inclusion of additional languages such as Filipino, English and other local or foreign languages shall be introduced as separate subjects in a carefully planned pacing program, or no earlier than Grade two. 6. In the secondary level, Filipino and English shall be the primary medium of instruction (MO}). The learner’s first language (L.1) shall still be utilized as an auxiliary medium of instruction, 7. Other than English, Filipino, or Arabic for Madaris schools, the choice of additional languages shall be at the behest of parents and endorsed by local stakeholders and as resources permit. When the pupils are ready, Filipino and English shall be gradually used as MOI no earlier than grade three. However, L1 shall be effectively used to scaffold learning. 8. The language of instruction shell also be the primary language for testing in all regular school-based and system-wide examinations and in all international benchmarking and assessment exercises. It shall be maintained that the focus of educational assessment shall be specifically on the leamner’s understanding of the subject content and not be muddled by the language of testing; 9. There must be a continuing in-service training (INSET) in partnership with MLE specialists on the effective use of L! :. tanguage of instruction — to facilitate reading, Cognitive Academic Language Proficicr.cy, and the development of cognitive and higher order thinking skills (HOTS) of the learner. INSET shall likewise equip educators to develop cultural sensitivity and enhance appreciation for cultural and linguistic diversity; and 10, Ensuring critical awareness, maximum participation, and support from the LGU, parents, and community for the implementation of the language and literacy program strategy.Enclosure No. 2 to DepED Order No. 74, s. 2009 Legend MLE: Mutlingual Education IMT: Mother Tongue LOLI Language of Leaming and instruction LU=-Mother tongue (the language the child knows besvuses most) ‘TPR Total Physical Response MLE BRIDGING PLAN A {L1MT.L2 Filipino, L3 English) (Laweumse-| — Preschool —] ~Windeganin | —~~“Grade 1] no Gas 7 High School —] MOTHER Use forall social | Use foral social | Use fora social and) | Use for al social and Use toscatiod | NGUE | andleaming andleaming | fearing in al subject areas creativity development Use for storteting Use for stoytaling Use fo or storteling and and ‘ated and related dactvities and related activities ives jee i active Cal language ral laguage Continue develop | Continue to deeloprient ievelogment | oral flueng, reading | Genes sames | and weitingin Lt | Abies ‘vite i | an Use as mem of ! Stuy time | Sorte | inst-uctionfor alt | | Emergatt Pre- | subj ect anas { | naadingPre w1 | | Sieay ' subjects stould fi | beg in withiocal | Sbries/activities | auuldre tect | radon | Purposes | Use todeveloo | Use to develop ‘mote compiex and | Continue to develop oral jency, reading | more complex and waiting in L1. | and hetoscal 5 a subject Use to develop ‘more complex ‘and thetorical es | Stoiaacivities essa for \ \ | i; plies, ctiture, | places, evints, ineluding Fino | events, plants and Engish prctins, | | ermal cutuet | Uses del | isuegprobe me! | practices more complet and {community sexvie | | | motorcal useat \ | | ange oa \ | | | and writen tL | _ | | Storesfactvtes!FIUPINO Use time alotmenttor | Use tmealotmentto | Use ime afotment \ | Fiigino as a subjectin ha | continue establishing | fr Fino | \ esomestertoedablish | fuencyinMT | continue | establishing Continue to build oa | fluency in MT | Fino | Conte irradia rad & | dave ort waiting i Flipiro Mluetoy, reciting | it andvrting in | Filipho: Te Filp no sufect | Begining 72 stoud draw catent | srastor vise | fom Mal abayen and | Figo -O1for | | | th come nuityand i regional cute | Usetime allotmertfor | Ue Smerallotrent | TheEngisty Confrueto | Uses | Use tis aguage ENGuSH | | | Engish a a subjectfor | fa Engiish asa | subpet should | develop gal | lanyuage as | a8 L OL! forMath, @) | the and 2» sanester | sibjectfortheI* | crawcontant fom | uancy, acing | LOU forMath, | Science ard for eral fuency, racing | samesterto estbish | Mathand Scienca | andwiirgin | Scisnoeand | English iarguage \ andwingin maher | ora fueney reading | English Engish | sibjectwhe \ | tongue (MT) fo prepare | and writing in mother This wil help language | continually aiming | pupils toleam English | tongue (MT) | transition to Beginning 2 | subject to.develop more effectively Grade 4whon | semesteruse | independent | Engishis usedas | English asLOU | literacy eveisin | Engish can be introduced | Continue toteach | LOL!for Math and | for Math and | the anguage insongs, poems, games, | English in songs, | Science Science storyteling andother | pooms, games, __ tated activities | storytelling and other _| | LANGUAGE | Presehoo! Kindergarten ___ Grade t Grade 2 Grade 3 Grade | Grade 5-6 | High School Teleed activities | | | | t 1 Additonal | | Lteraoy Introduction of Language instucton in| other local and ‘Arabic (Madars | foreign languages Schools) | | Thethree language program is suitable for areas where the L1 is mother tongue, L2 is Filipino and L3 ‘is EnglishMLE BRIDGING PLAN B (U1 Flipino, L2 Engish, 3 Local Language, L4 Foreign) TANGUAGE | Preschoot Kindergarian | Grade t Grade? Graded Grate [GradeS5 | High Schoo! Filpino Use for all soci | Use for all social | Use for ait | Use for al | Use this Use this Use to scaffold Use to scafoid u andleaming | andlearning | social and | social and | language as. language as learning in teaming in activites and | activites, crcal medium of medium of English English | ciical thinking | thinking and instucton for all | instruction for alt and creativity | creativity subject areas | subject areas | Use to develop | Use to develop development | development | including English mote complex | more complex | Useto develop | and thetorcal | and rhetorical | Use to develop | morecompiex | use of language | use of language Use for Use for Use for Use br more complex | andihetorical | - oral and ~cral and storyteling and | storytaling and | storytelingand | storybling and | and rhetorical | use language | writen wilten telated actives | related activites | related related use of'language | -ord and activities actives oral and waiter Storiesladivities’ | Staiesfactiviion Drallanguap | Oral inquage | witery fevelopment | devebpmenit | Continue developing. | Storey Storie slactities! | Storas/act vities!| actives! 4 | lessmsin lessasin all subje subjects shrould first first tegin with local localplaces,, overs, plants, ‘event, plants, ‘cutural | aniels, cultural animals, nal | practoes, local cultural ‘ssuseiproblems | issuesiproblems! precios | ‘community animals, cultural | practices events, plants, animals, cultural Practices | service the MLE TWG | be useful in the | area,[LANGUAGE | Preschool [Kindergarten | Grade 1 Grade 2 [Grade 3 ‘Grade 4 ‘Grade 56 High School | English L2~ | | Use time Continue to | Continue to Use this ‘Use this Use this. allotment for build oral develop oral language as language as language as English asa | English fluency, reading | LOL!or Math, | LOLI for Math, | LOLI for Math, | subject forthe and writing in | Science and | Science and | Scienos and | | 4 semester to | Introduce English English Engish | | establish oral, | Beginning language | reading and | reading & subject while | writing in ‘writing in ‘continually mother tongue | English aiming to (MT) develop The English independent | ) Baginning 2+ subject shout ltercy levets in | semester fraw content | the bnguage | | |inttod uoe oal fom M ath ani | | | English | 3cienc e. this wt help tansiti on to Brade 4 whe | | Jnglist vis usd | | poem s end 38 LOL for Nath | games. and Science, ‘Addonat | Languages wy | Filipino subject{LANGUAGE T Preschool — [Kindergarten T Grade 7 Grade 2 Grade Crate Gams | ~ ‘Notes: The major modfications are the folowing: will betransfiarred b L2 andL3, 2 7 e OD = ‘aching foreign terms Introdection ofa aiguage: shall proceed in a propex sequencing, bling a strong foundation in orl fluency (storing and speaking) fist before moving into reading and waiting, L2 lessors shall be intoduocsd when the pupishave cieveloped Cognithe Acacemic Language Proficiency (CALP) in their Oral flency :shoulébe co ntinualy strengthened, e'ven wien re:ading and writing ae intrxduced, ‘The NOTHEIR TONGUE as CONTENT (lanjuage of leaning) and LANGUA\GE GF INSTRUCTION is use¢ to stiengthen conceptud unde rstandng and skits use of language which In sir tech nical and forsign tems ike sutracionfexpnentntogers in Miath and photissyntecis ard taettube in Science, the fordgn terms stpuld be uset. How ever, the coinoept shouldbe adequately explained especialy n the early gades. Teachers should use local experience andmetapshors makss suchtechn ical tars eo und falar and onoree>. tn areas where the L3 is another local language (.2. Tagalog speaking areas) the MLE Technical Working Group in conuitations wih the stakekoldere; wil dktermine thelocal | anguage tb be learned atleast at Basic Interpersonal Communicative Skis (BICS) or communicative level. The teacher uses the local language directly and departs from the usual practice of switching or back transation, The child's language is always the starting and reference poin in