Mother, Tongue-Based Multilingual Education -provide meaningful work opportunities

(MTB-MLE)
Purpose of MTB- MLE
-begins with the learners home language
-Build adequate cognitive and thinking skills to
-understand lesson well through familiar language allow children to function fairly in different
languages- first with the mother tongue with the
-more than jus changing the language that comes
transfer to filipino and english
out of the mouth of the teacher
-conserve the cultural heritage of the philippines
-depends new brave policy

-MTB MLE strengthen learning through officially

developing home languages 12 languages considered by deped in its MTB-
MLE implementation
1. Iloko 7. Hiligaynon

2. Pangasinense 8. Cebuano

3. Kapampangan 9. Maranao/meranaw

4. tagalog 10. Chavacano

5. Bikol 11. Maguindanao

6. Waray 12. Tausug

7 Dialects Recently Added By Deped

1. Ibanag (Tugegarao City, Cagayan and Isabela) 4.Kinaray-a (Capiz, aklan)

2. Ivatan (Batanes group) 5. Yakan (Autonomous Region of Muslim

Mindanao, ARMM)
3. Sambal (Zambales)
6. Surigaonon (Surigao)
-12 years to gain the level of proficiency in
their L1
Most important single factor influencing
learning is -enable them to continue developing that
language for the rest of their lives.
- What the learners already know
- Ascertain this and teach them accordingly. Children and Adults

(Ausubel, D.P. 1968. Page 235) - At least 2 years to gain the basic level of
proficiency in a new language
Children
- Enable them to use it for everyday
-5- 7 years to develop a level of academic - build a good bridge
proficiency in the new language
-prepared to use both/all of their languages for
-enable to use abstract concept success in school and for life long learning.

-If they don’t have good L1, L2, L1 teaching, they 2. Cognitive Development
will not ever gain academic proficiency.
- begins at home at birth
Vision: Relevant and quality education for all
-move well beyond the basuc questions
Desired Impact: (who,what,when and where)

-Learners are enjoying relevant and quality -cover all higher order thinking skills in the
education which support their home languages learners L1
and cultures
These higher order thinking skills will:
-Learning outcomes are improved country-wide
-transfer to the other languages once enough
-Philippine is succeeding in its goal for education filipino or English has been acquired to use these
for all skills in thinking and articulating thought

Ninoy Aquino -be used in the process of acquiring English and

filipino more effectively.
-trilingual country
3. Academic Development
- Learn English well and connect to our country
-achieve government competencies
- Learn filipino well and connect to our country.
- prepared to enter and achieve well in the
-Retain your mother tongue and connect to your
mainstream education system.
heritage
4. Social Cultural Development
Deped Order No. 74, s. 2009 “Institutionalizing
Mother Tongue- Based Multilingual Education -proud of their heritage language and culture
(MTB-MLE)”
-respect the languages and cultures of others
- 1987 Constitutions (Article XIV Sec 7)
- prepared to contribute productively to their own
Four aspect of development community

1. Language Development The end result: Children who are multilingual,

multi-literate, multi-cultural
- establish a strong educational foundation in the
language they know best.
Historical Context - Two language are used as a media of
instruction
- MTB is the standard educational approach
- Dual language instruction (children speak
in the world
both minority and the majority languages
- 2nd language immersion education
(dominant approach for minority) Mother Tongue Based Bilingual Education
- English is the key to economic advantage
- L1 used as the primary medium of
- Economixcally advanced countries provide
instruction
MTBE to citizens while teaching other
- L2 ntroduced as a subject of study
dominat languages such as English as
- Prepare children for eventual transition
second language.
Multilingual Education
Bilingual Education
- More than two languages in curriculum
- Mother tongue plus additional language in
the classroom
- MTB-MLE develop mother tongue as a Transitional Bi/Multilingual Education or
valuable resource bridging

Code Switching - Planning transition

- Developing comprehension - Child has become fluent academically in

- not actually focus on developing the 1st his/her L1

labguage for literact, analytical thinking, Maintenance bi/educational education

academic success or strong self identity.
- Children are instructed in L1 and L2
- Mother tongue is highlighted as the initial
- Ensure ongoing support for children to
language
become academically proficient in l1
- Aim is development of fluent multilingual
- Also called additive bilingual education
and multicultural learners
- One or more languages are added but do
Models of MTB-MLE (Ball 2011 outlines the not displace L1
model of bilingual or multilingual education)
Immersion or foreign language
Mother Tongue Based
- Provided in a language that is new to the
- Learning program is delivered entirely in child
children’s L1
Submersion
Bilingual Education
- No choice but to receive education in a - Purpose of multilingual education program
language they do not understand is develop appropriate cognitive and
- Subtractive bilingualism reasoning
- Learning L2 at expenses of L1

Weak and strong of MLE

Strong forms

- Developing learners first language to

support all learning level
- Does not hinder learning languages
Salient features of MTB-MLE
- contributes development of second
languages Literacy
- Cummins 2001; walter and dekker 2011)
- only learn to read once
- Add new language without subtracting the
- learning to read in the L1 develops skills
first language and it associated culture and
- comprehension in reading other language
identity (Baker 2001)
occurs after oral proficiency
- Students achieve higher scores and stay in
Prior Knowledge
school longer when they learn in
multilingual environment that builds on - discussion of what is already familiar to
their first language while developing them
second languages (Cummins 2001; Walter - using home language and culture
& Dekker, 2011).
Cognitive development and higher order
Weaker Forms thinking skills (HOTS)

- Without MT as language of instruction - provide strong foundation

learners commonly take more time to - developing cognitive skills and
master content. comprehension
- Resulting common perspective considers
Strong Bridge
the mother tongue as unhelpful for
academic work - listening, speaking, reading and writing the
L2s
- using sound
MTB-MLE - building fluency and confidence in using
other languages
- Refers to first language first
 - Continue the oral development of L1
- Begin reading L1 to strengthen L2 and L3
Scaffolding
(genesse, et al. 2006)
- L1 is used to support learning when L2 is
Principle 3. Cognitive Development
not sufficiently
- L1 is used for expression - Develop both cognitive flexibility and
- L2 express ideas divergent thinking
- L1 supporting the L2 development - Build understanding
- Encourage students to apply, analyze, and
Teaching for meaning and accuracy
evaluate to create new knowledge
- Decoding text requires accuracy
Principle 4. Discovery learning
- Compfrehending text requires decoding
skills - Find out what the students already know
- Use their knowledge to learn new concept
The goal in learning in both or more
(bruner,1967)
languages is for learners to become
confident and proficient Principle 5. Active Listening

- Teams or pairs
- Talk with each other and compare idea
- Focusing on listening and responding to
oral language

Principle 6. Meaning and accuracy

- Focus on both meaning and accuracy

- Plenty of activities
Guiding principles for teaching and
learning in MTB-MLE Principle 7. Language Learning/ Language
Transfer
Principle 1. Known To the Unknown
- Focusing on hear-se-do activities
- Start with the learners already know
- Build listening vocabulary
- Awareness of how L1 works
- 2 years to learn basic communicative skills
- Support learning the L2, L3 (Goldenberg,
in a second language (Thomas&collier,2003;
2008)
Cummins,2006)
Principle 2. Language and Academic - Errors are a normal part
Development
Principle 8. Affective Component; Valuing
the home language/culture

- Language and heritage are seen as

resources
- Valued in the classroom
- Jim cummins, promoting literacy in
multilingual contexts
- The classroom environment. Encourage
their use of L1