Colegio de Montalban College of Education: Kathrina Camille Baladia

Republic of the Philippines
Province of Rizal
Municipality of Rodriguez
COLEGIO DE MONTALBAN
COLLEGE OF EDUCATION
MTB-MLE
Activity 1
Name: Catherine Quijano Manayam Course and section: BEED GEN 2-B
Group 4 Presentation
MOTHER TONGUE POLICY
NAME OF LESSON LEARNED

PRESENTER
I learned the Eight (8) major languages or Lingua Franca and others as cited
below shall be offered as a learning area and utilized as language of
instruction for SY 2012-2013:
a. Tagalog; g. Hiligaynon;
Kathrina Camille b. Kapampangan; h. Waray;
Baladia
c. Pangasinense; i. Tausug;
d. Iloko; j. Maguindanaoan;
e. Bikol; k. Maranao; and
f. Cebuano; l. Chabacano
I learned that a team of trainers for each region composed of education

supervisors coming from the different divisions has been organized.
Enclosed are the guidelines on the nationwide implementation of the MTB-
Myla Velez
MLE for the K to 12 Program. I learned that it was implemented for the
young learners to adapt into the mother tongue based multilingual education
especially those students who has a difficulty in socializing with others.
Wenny Jane I learned that in this SECTION 1. Short Title. — This Act shall be known as
Pagayon
the “Enhanced Basic Education Act of 2013”.
SEC. 2. Declaration of Policy. — The State shall establish, maintain and

support a complete, adequate, and integrated system of education relevant
to the needs of the people, the country and society-at-large.
Likewise, it is hereby declared the policy of the State that every graduate of
basic education shall be an empowered individual who has learned, through
a program that is rooted on sound educational principles and geared
towards excellence, the foundations for learning throughout life, the
competence to engage in work and be productive, the ability to coexist in
fruitful harmony with local and global communities, the capability to engage
in autonomous, creative, and critical thinking, and the capacity and
willingness to transform others and one’s self.
For this purpose, the State shall create a functional basic education system
that will develop productive and responsible citizens equipped with the
essential competencies, skills and values for both life-long learning and
employment. In order to achieve this, the State shall:
(a) Give every student an opportunity to receive quality education that is

globally competitive based on a pedagogically sound curriculum that is at
par with international standards;
(b) Broaden the goals of high school education for college preparation,
vocational and technical career opportunities as well as creative arts, sports
and entrepreneurial employment in a rapidly changing and increasingly
globalized environment; and
(c) Make education learner-oriented and responsive to the needs, cognitive

and cultural capacity, the circumstances and diversity of learners, schools
and communities through the appropriate languages of teaching and
learning, including mother tongue as a learning resource.
Raquel Sablay According to Ms. Sablay the Guidelines on the Implementation of the Mother
Tongue-Based- Multilingual Education (MTB-MLE) Starting School Year
(SY) 2012-2013, the Mother Tongue-Based-Multilingual Education (MTB-
MLE) shall be implemented in all public schools, specifically in Kindergarten,
Grades 1, 2 and 3 as part of the K to 12 Basic Education Program. The
MTB-MLE shall support the goal of “Every Child-A-Reader and A-Writer by
Grade 1.”
1. The Lingua Franca Project (1999-2001) and the Lubuagan Project
(1999 to present) have provided valuable inputs in the implementation
of the MTB-MLE. Nine hundred twenty-one (921) schools including
those for children of indigenous people have been modeling MTB-
MLE with support from the following:
a. Basic Education Assistance for Mindanao (BEAM);
b. Third Elementary Education Program (TEEP);
c. Translators Association of the Philippines (TAP);
d. Save the Children, and the Summer Institute of Linguistics (SIL).
Jhunalyn Dela Cruz The Basic Education Assistance for Muslim Mindanao (BEAM-ARMM)
program was a major education and peace program of the Australian
Government in the Autonomous Region of Muslim Mindanao (ARMM) in
partnership with the Department of Education (DepEd).
EAM–ARMM comprised four components that were distinct but integral

parts of the program. Components included: (i) Early Childhood and Basic
Education, (ii) School Health and Water, Sanitation and Hygiene (WASH),
(iii) Technical Vocational Education and Training (TVET) and (iv) Alternative
Delivery Model (ADM). The components were implemented by a Managing
Contractor (Cardno) and through grant agreements with UNICEF, GIZ and
BRAC.
The program commenced in September 2012 and was finalized on 30 June

2017. It will be succeeded by the new Education Pathways to Peace
program from late 2017.
The End of Program Review was a semi-independent evaluation undertaken

by short-term technical advisers engaged by the program, and the views
expressed in the report are those of the team.
They sought to answer three key questions:
 To what extent did the program achieve the End of Program

Outcomes?
 How appropriate were BEAM-ARMM's institutional and governance
approaches with DepEd-ARMM and other partners?
 To what extent has the program demonstrated relevance, efficiency
and effectiveness through a unified approach to implementation and
management? What lessons can be learned?
According to MR. Samsodin the 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. According to the
Republic Act No. 10157 in section 1 entitled that this act shall be known as
the “kindergarten education act”. The section 2 includes the declaration of
Abdullah Samsodin policy that in consonance with the millennium development goals achieving
education for all “EFA” by the year of 2015. It is hereby declared that the
policy of the state is to provide equal opportunities for all children so they
can avail of the accessible mandatory and compulsory kindergarten
education. It is effective where in it promotes the physical, social,
intellectual, emotional and the skills stimulation and the values formation to
sufficiently prepare them to a formal elementary schooling here in the
Philippines.
REFLECTION
This topic is very important to adapt and learn into the lives of every induvial. Why? Because it is
implemented to widen their knowledge about the mother tongue policy. As a future educator it is very
necessary to study and understand this topic. Through this we can grow and enhance our skill when it
comes to teaching. The mother tongue policy has generated thousands of learning materials like stories,
poems, songs, primers, and even textbooks in local languages, which didn't exist before. Teachers, local
writers, and local publishers have invested a lot of time and creativity to make these multilingual
materials, bringing to life local knowledge, folklore, and history for the next generation. If mother tongues
are abolished, learning materials will tend to be more centralized and uniform, written solely in English
and Filipino, and monopolized by Manila-publishing companies. They will be less contextualized to
learners in different regions, and cannot adequately represent local communities as well as locally-
produced materials in native languages.
The multilingual policy is less than a decade old. It is very young compared to the mediocre bilingual
policy which lasted for 4 decades. The principles of the multilingual policy were ethically and scientifically
sound, but it has faced challenges. DepEd and research institutions have been finding ways to make
MTB-MLE work in 4 contexts, and such research should be allowed to continue in order to adapt it
effectively. Education reform takes time, but frequent political interventions undermine this process. It
would be more prudent to improve the mother tongue program, guided by research, rather than abolish it
entirely.

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Republic of the Philippines

NAME OF LESSON LEARNED

I learned that a team of trainers for each region composed of education

SEC. 2. Declaration of Policy. — The State shall establish, maintain and

(a) Give every student an opportunity to receive quality education that is

(c) Make education learner-oriented and responsive to the needs, cognitive

EAM–ARMM comprised four components that were distinct but integral

The program commenced in September 2012 and was finalized on 30 June

The End of Program Review was a semi-independent evaluation undertaken

They sought to answer three key questions:

 To what extent did the program achieve the End of Program

According to MR. Samsodin the Mother Tongue Based-Multilingual

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