Content & Pedagogy in the Mother Tongue Based Multilingual Education–Lesson3- Sept 12,2022 | 1

Title: Mother Tongue Multilingual Education (MTB-MLE) – Part 2

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. Previously, the early years of
schooling used Filipino and English as the language of instruction, with local languages being
used to assist teachers and students in the classroom. MTB-MLE is being implemented across
the country from the 2012-2013 school year. While a very small number of schools previously
implemented MTB-MLE, many schools and teachers are now learning how to use a local mother
tongue as the language of instruction, and in the coming years this will be taken up by more
schools, teaching a wider variety of languages.
Learning Objectives
At the end of this module, the learner should be able to:

1. Explain the important insights and reasons of multilingual education in making

education more responsive to cultural diversity.
2. Appreciate the value of using his/her own mother tongue in dealing with any
classroom situations, and 
3. Simulate different classroom situation using their own mother tongue.

Topics and Key Concepts

MLE proponents stress that the L2 acquisition component is seen as a “two-way”
bridge, such that learners gain the ability to move back and forth between their
mother tongue and the other tongue(s), rather than simply a transitional literacy
program where reading through the mother tongue is abandoned at some stage in the
education.

When will children start learning Filipino and English?

As they develop a strong foundation in their L1, children are gradually introduced
to the official languages, Filipino and English, as a separate subjects, first orally, then
in the written form. Continue building fluency and confidence in using L1, L2 and L3
for everyday communication and for learning new concepts. Introduce reading and
writing L3.
Continue building oral and written L1 and L2 .
Introduce oral L3 .
Continue building oral and written L1 and L2 .
Introduce reading and writing in L2.
Continue building oral and written L1 .
Introduce oral L2.Continue building oral L1 .
Introduce reading and writing in L1.
Build small children's fluency and confidence in oral L1.

Source: 5. Malone Planning for mother tongue-based MLE

M.B.S. – First Sem 2022-2023
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The most important features of this process are that:

1. Education begins with what the learners already know, building on the
language and culture, language and experience that they bring with them when they
start school.
2. Learners gradually gain confidence in using the new (official) language, before
it becomes the only language for teaching academic subjects; and

3. Learners achieve grade level competence in each subject because teachers use
their own language, along with the official school language to help them understand
the academic concepts.
The most important features of this process are that:
Does MLE only involve changing the language of instruction and translating the
materials into the local languages?

MLE is an innovative approach to learning. Apart from programming the use of

several languages, it also involves the following: MLE will not work when one
simply changes the language by translating existing materials into the local language.
a.The development of good curricula.
b.The training of good teachers in the required languages, content and methodology.
c.The production of good teaching materials.
d.The empowerment of the community.

What kind of learners does MLE intend to produce?

MLE aims to produce learners who are: a)Multi-literate They can read and write
competently in the local language, the national language, and one or more languages
of wider communication such as English.

MLE aims to produce learners who are: b) Multilingual They can use these languages
in various situations and interactions for learning in school.
MLE aims to produce learners who are: c) Multi-cultural They can live and work
harmoniously with people of cultural backgrounds that are different from their own,
they are comfortable living and working with people from outside their community
while maintaining their love and respect for their home culture and community.

What specific weaknesses in the Philippine educational system does MLE seek to
address?

MLE seeks to specifically address the high functional illiteracy of Filipinos where
language plays a significant factor.

Survey based on the 2003 Functional Literacy, Education and Mass Media Survey
(FLEMMS) Out of 57.59M Filipino aged 10 to 64 years old, there were:
 5.24M Filipinos who could not read and write.
M.B.S. – First Sem 2022-2023
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 7.83M Filipinos who could not read, write and compute.

 18.37M Filipinos who could not read, write, compute and comprehend.

Why use the other tongue or the L1 in school?

 One’s own language enables a child to express him/herself easily, as there is no
fear of making mistakes.
 MLE encourages active participation by children in the learning process because
they understand what is being discussed and what is being asked of them.
 Children can immediately use the L1 to construct and explain their world,
articulate their thoughts and add new concepts to what they already know.

But our children already know their language. Why still learn it in school?

What we and our children know is the conversational language in their everyday
variety used for daily interaction. Success in school depends on the academic and
intellectualized language needed to discuss more abstract concepts. According to
studies, it takes one to three years to learn the institutional language, but four to seven
years to master the academic language under well resourced conditions.

Is it costly to practice MLE?

Contrary to popular belief, L1-based education may actually cost less than a system
that is based on L2. If we consider the money wasted on drop- outs, repeaters, and
failures, as well as the added costs, studies show that L2-based education systems are
more costly than L1 systems. A Guatemalan study, for instance, showed that it is
more expensive to produce a grade level passer (in Grades 1 to 6) in a Spanish
medium school ($6,013) than in a Mayan school ($4,496).

“Many countries around the world are indeed investing heavily to promote the
learning of English, none of them considers it necessary to adopt English as the MOI.
Instead, these countries ensure that their children learn their mother tongue well
enough to be able to think in that language. It is then easier for the children to learn a
second, third, and even a fourth language.” – Former DepEd Secretary de Jesus
Philippine Stakeholders say about MLE:

“We should use our regional languages as official languages and make use of them
as the language of instruction at least in grade school. ‘Imperial Manila’ should be
sensitive to our rich and proud linguistic and cultural diversity and identities.” –
Former UP President Abueva Philippine Stakeholders say about MLE:

“English therefore, is nor the solution to poverty in the country, but may actually be
part of the cause of poverty. The use of mother tongue will not only improve the
quality of education but may actually be a tool to learning and improving English.” –
Former Chairman of CHED Licuanan Philippine Stakeholders say about MLE:

“We should allow Filipinos to nurture their own mother language and share this
with other Filipinos or even the world. As we begin to appreciate the rhythms and
M.B.S. – First Sem 2022-2023
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cadences, the humor and the wisdom, in each of our many languages, we just might
be able to overcome our parochialism and regionalism and build a nation strong in its
multicultural foundations.” – Chair of UP Diliman Department of Anthropology Dr.
Tan Philippine Stakeholders say about MLE:

“HB 3719 is a bold admission of a very simply but emancipatory principle of

education that each educand learns better and more productively if he learns what he
is supposed to learn in his own language, and thus, in accord with the tools of his own
culture.” – Convener of NAKEM International Dr. Agcaoili Philippine Stakeholders
say about MLE:

“When reforms do not transform, reflections on the Philippine education. The

DepEd, is the teacher of the nation. The hierarchical obeisance within DepEd has
hindered it from performing this role to the fullest. Like all teachers, it must advocate
for its students’ best interests. The political motives of those promoting the sole use
of English as medium of instruction must be thwarted by the DepEd to protect the
Filipino child’s right to quality and relevant education.” – UP Centennial Lecture
Philippine Stakeholders say about MLE:

Important task in formulating a community- based MLE program includes the ff:
1. Conduct preliminary research
2. Mobilize resources and develop linkages

3. Recruit and train staff 4. Develop a writing system

5. Develop curriculum and instructional materials
6. Develop literature
7. Evaluate the program and document progress
8. Coordinate the program

EDUCATIONAL IMPLICATIONS

The learner must be exposed to meaningful use of the L2 outside the classroom situations. The
meaningful exposure which comes from:
1. Meaningful reading in a variety of genres
2. Focusing on the language itself – how it works, how it is used
3. Using the language orally and in writing However, the problem in most school situations (L1,
L2, L3), there is not enough time given for comprehensible input (oral and written).

The use of MTB-MLE should result to children who are multilingual, multicultural, and
multi literate and children who are confident and capable in the languages to maintain their love
and respect for their linguistic and cultural heritage,

What do you need to remember? Cummin writes “Use of the target language for
significant purposed is capable of amplifying students’ sense of self and this constitutes a
powerful motivation for language acquisition. This is particularly the case for linguistic minority

M.B.S. – First Sem 2022-2023

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students whose L1 often occupies a lower rung in the social status hierarchy than the socially
dominant language of the country and or the language of wider communication.”

International and local research studies on the use of language in education are conclusive.
When the mother tongue is the medium of primary instruction, learners end up being better
thinkers and better learners in both their first and second languages.

Essential Features of a Strong and Sustained MLE Program (Susan Malone. SIL)
a) Preliminary research to collect information for planning the programme.
b) Awareness-raising and mobilization at local, state, national and international levels.
c) Orthographies/writing systems that are acceptable to the speakers and to the appropriate
government agencies. Essential Features of a Strong and Sustained MLE Program
d) Teaching and learning materials that build on the learners’ language and culture and
ensure that they achieve grade level competencies in each subject.
e) Graded reading materials in the learners’ home language and in the official language
f) MLE staff with the training and support needed for long-term successe) Evaluation and
documentation of each component of the programme, including learners’ academic progress
f) Cooperation among supporting agencies g) Supportive political environment Essential
Features of a Strong and Sustained MLE Program

It is obvious yet not truism that learning in a language that is not one’s own provides a
double set of challenges not only of learning a new language but also of learning new knowledge
contained in that language.

According to Cummins (2000) The level of development of children’s mother tongue is a

strong predictor of their second language development, children with a solid foundation in their
mother tongue develop stronger literacy abilities in the school languages.

Furthermore, additional research finds that comprehensible output, as an adjunct to

comprehensible input, helps students become aware of the structure of the language and helps
them become more competent in its use (Cummins 2001).

Is using mother tongue language instruction hinders the learning of a L2 like English?  No,
many studies indicate that students first taught to read in their L1, and then later in an L2
outperform those taught in an L2. Learning to read in one’s own language provides learners with
solid foundation for learning to read in any L2. “We should become tri-lingual as a country.
Learn English well and connect to the World. Learn Filipino well and connect to our country.
Retain your dialect and connect to your heritage." - Former Philippine President Benigno

Learning Task
Keep a copy of K-12 Curriculum Guide – Mother Tongue
Read it purposively.
Continuation of discussion about the topic next meeting. 😊

M.B.S. – First Sem 2022-2023

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References
https://actrc.org/projects/understanding-best-practices-in-mtb-mle-in-the-philippines/
#:~:text=Mother%20Tongue%20Based%2DMultilingual%20Education%20(MTB%2DMLE)
%20policy,of%20instruction%20after%20grade%20three.

https://www.slideshare.net/menchiellagas/mother-tongue-multilingual-education-mtbmle

M.B.S. – First Sem 2022-2023