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Mtb-Mle: (Mother Tongue-Based Multi Lingual Education)

The document discusses Mother Tongue-Based Multilingual Education (MTB-MLE) in the Philippines. It notes that the Philippines has over 170 languages spoken and that MTB-MLE aims to address linguistic discrimination by using students' mother tongues for instruction rather than just English and Filipino. Key points include: - MTB-MLE was adopted as part of K-12 education reform to promote proficiency in mother tongue, Filipino, and English. - It recognizes 8 major languages initially with more added, and aims to gradually incorporate other languages into instruction. - Supporters say it helps students gain full proficiency while maintaining their cultural identity and mother tongue.

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2K views46 pages

Mtb-Mle: (Mother Tongue-Based Multi Lingual Education)

The document discusses Mother Tongue-Based Multilingual Education (MTB-MLE) in the Philippines. It notes that the Philippines has over 170 languages spoken and that MTB-MLE aims to address linguistic discrimination by using students' mother tongues for instruction rather than just English and Filipino. Key points include: - MTB-MLE was adopted as part of K-12 education reform to promote proficiency in mother tongue, Filipino, and English. - It recognizes 8 major languages initially with more added, and aims to gradually incorporate other languages into instruction. - Supporters say it helps students gain full proficiency while maintaining their cultural identity and mother tongue.

Uploaded by

jade tagab
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPT, PDF, TXT or read online on Scribd
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MTB-MLE

(Mother Tongue-Based
Multi Lingual Education)
Pass your Get 1/ 4 sheet of paper

• Individual Assessment
• 30 SECONDS each slides to answer
• Write the letter and answer
• Ready?
ACTIVITY

Ready and be
quick
30 seconds each
slides
ACTIVITY

HALI! MAG

TIGMO
TIGMO
TA!
Kabayo ni Adan, dili
mokaon kon dili sakyan

A. Kaguran
B. Motor
C. Salbabida
Kahoy sa Manila putlon
dili malaya

A. Buhok
B. Sapiring
C. Silhig
Magalangoy kong
magabie, magabatog kong
maadlaw

A. Alkuba
B. Banig
C. Lampara
Kita ang gidala, kita na
hinuon ang nagdala

A. Bandera
B. Baroto
C. Botas
Kahoyng matanos
nakigsulti sa Dios

A. Alkansya
B. Kasoy
C. Kandila
Lima ka magsuon
nagababa mga kalaha

A. Kaldero
B. Kamot
C. Kuko
Nalata na ang daba, ang
bugas hilaw pa

A. Bayabas
B. Mais
C. Pakwan
 Kaban sa pari di mauli

A. Ilong
B. Mani
C. Purtahan
Sa gamay pa gisanina-an,
sa dako na gihubu-an

A. Libro
B. Kawayan
C. Rebulto
Malingin daw kahil, maputi daw
papil, mahalang daw sili, tag-ana
unsa kini

A. Ahos
B. Aso
C. Atop
PROCESSING
• How do you feel about the activity? Was it
easy or difficult? Why?
• What do you think is the situation of the
usage of Mother tongue language here in our
country, the Philippines?
• What is the challenge of the teachers
nowadays in the implementation of MTB-MLE
program?
Hudyaka 2017
October 12, 2017 2:30-4:00p.m.
Theme : Rural / bukid / sayal
Activity Contract :
Submit ¼ with the groupmates’ names
List your presentation
With costume, music and we have guests
October 12– deadline Portfolio Box/ Envelope

NO SHOW = NO FINAL GRADES


Hudyaka 2017
October 11, 2017 – 4:00-5:30 p.m.
Theme : Retro or 90’s Outfit
Activity Contract :
Submit ¼ with the groupmates’ names
List your presentation
With costume, music and we have guests
October 13 – deadline Portfolio Box/ Envelope

NO SHOW = NO FINAL GRADES


MTB-MLE
(Mother Tongue-Based
Multi Lingual Education)
The Philippines is an archipelago
in the Pacific with rich linguistic
and cultural diversity.
According to the Ethnologue,
there are 171 living dialects
spoken in the Philippines
today.
Making English and Filipino the official
languages of the Philippines is a practical
move, seeing as there needs to be language
that can be used to do business and trade as
well as to communicate on both national and
international levels.
The linguistic
discrimination is present
in the educational system
in particular.
both psychologically
and culturally
damaging
On the psychological level, a child’s sense of
identity is grounded in his or her mother
tongue. If children are conditioned to pair
English with success, they will increasingly
view their own native language as irrelevant.
They may not see the need to pass it on to the
next generation, causing eventual language
endangerment for minority languages, a
significant cultural loss.
There are two major components of
the bill that dramatically change the
format of Philippine schools, starting
in 2012.
1
extension of secondary
school (K-12)
The Philippines adopted a K-12 cycle to
ensure that students are prepared to go to
university by the time of graduation from
grade 12.
2
addresses the linguistic
discrimination that occurs in
emphasizing English education, by
implementing Mother Tongue
Based, Multilingual Education
(MTB-MLE)
This model promotes language of
instruction in the mother tongue of the
school district, rather than Filipino or
English.
However, these other languages will be
taught and incorporated into the
curriculum gradually.
Advocates of this approach point to pilot
programs in the Philippines that have been
successful in helping students gain full
proficiency in the mother tongue, the
national language Filipino, and the global
language, English.
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. Its significance is underscored by the
passing of Republic Act 10533, otherwise
known as the “Enhanced Basic Education Act
of 2013.”
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:
(DO 16, s. 2012 - Guidelines on the Implementation of the Mother Tongue-Based- Multilingual Education )

a. Tagalog;                 g. Hiligaynon;
b. Kapampangan;     h. Waray;
c. Pangasinense;       i. Tausug;
d. Iloko;                      j. Maguindanaoan;
e. Bikol;                     k. Maranao; and
f. Cebuano;               l. Chabacano
7 dialects recently added by the DepEd:

Ibanag (Tugegarao City, Cagayan and Isabela)


Ivatan (Batanes group)
Sambal (Zambales)
Aklanon (Aklan, Capiz)
Kinaray-a (Capiz, Aklan)
Yakan (Autonomous Region of Muslim Mindanao)
Surigaonon (Surigao)
MTB-MLE is education, formal or non
-formal, in which the learner’s mother
tongue and additional languages are used
in the classroom.
This bridge enables the learners to use
both or all their languages for success in
school and for lifelong learning.
With the end goal of
making Filipino children
lifelong learners in their
L1 (MT), L2 (Filipino, the
national language), and L3
(English, the global
language) the learners are
more that prepared to
develop the competencies
in the different learning
areas.
MTB-MLE provides:

Literacy.
Prior knowledge.
Cognitive development and HOTS.
Strong Bridge.
Scaffolding.
Teaching for meaning and accuracy
Confidence building and proficiency development
LITERACY
PRIOR
KNOWLEDGE
Cognitive development
and higher order thinking
skills
Strong Bridge
Scaffolding
Teaching for meaning
and accuracy
Confidence building
and proficiency
development
“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.”
-Benigno Aquino III

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