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Meycauayan College: Graduate School

This document discusses mother tongue-based multilingual education (MTB-MLE) in the Philippines. It provides background on MTB-MLE, which teaches students initially in their native language before transitioning to Filipino and English. The document outlines DepEd Order No. 16 from 2012, which mandates implementing MTB-MLE in kindergarten through third grade. It discusses the objectives of MTB-MLE, focusing on language, cognitive, academic, and socio-cultural development. The benefits of MTB-MLE include reduced dropout rates and increased student participation. Challenges to implementation include differences in mother tongues and a lack of teaching materials.

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Mary Grace Gevera Saludares
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119 views4 pages

Meycauayan College: Graduate School

This document discusses mother tongue-based multilingual education (MTB-MLE) in the Philippines. It provides background on MTB-MLE, which teaches students initially in their native language before transitioning to Filipino and English. The document outlines DepEd Order No. 16 from 2012, which mandates implementing MTB-MLE in kindergarten through third grade. It discusses the objectives of MTB-MLE, focusing on language, cognitive, academic, and socio-cultural development. The benefits of MTB-MLE include reduced dropout rates and increased student participation. Challenges to implementation include differences in mother tongues and a lack of teaching materials.

Uploaded by

Mary Grace Gevera Saludares
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Meycauayan College

Calvario, City of Meycauayan, Bulacan 3020


www.meyc-college.edu.ph
GRADUATE SCHOOL
First Trimester A.Y. 2019 – 2020
Discussant: CASTRO, KRISTHEL T.
Subject: EDUC 204: Trends and Issues in Philippine Education
Schedule: 11:00 a.m – 2:30 p.m.
Course: MAEd – Mathematics
Professor: Dr. Luzviminda P. Britanico

I. Introduction
Mother tongue, also known as the native language is the language that a person
first learned when he/she was born.
In a wider range, it is considered as the language in a country where the speaker
grew up. But some says it refers more specifically of ethnic group’s languages than one’s
first language.
As Philippines go with the flow of the fast-changing world, changes become
inevitable. Reformations were made particularly in its Educational system. K-12
Curriculum was proposed to adapt with the global competition. In May 2012, President
Benigno Aquino of the Philippines signed into law its implementation. Kindergarten year
will be mandatory and two additional years for senior high school. The goal of this new
curriculum is to give Filipino students enough time to master skills and concepts so that
they are ready for college education.

II. Definition of Terms


Mother Tongue – (1) Once native or primary language an individual has known.
(2) Also referred as “Lingua Franca”.

Multilingual – Knowing or using several languages.

Education – (1) A field of study dealing with methods of teaching and learning.
(2) The action or process of educating or being educated.

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III. Body of the Report
What is Mother Tongue-Based Multilingual Education (MTB-MLE)?
MTB-MLE refers to “first-language-first” education that is, schooling which
begins in the mother tongue and transitions to additional languages particularly Filipino
and English. It is meant to address the high functional illiteracy of Filipinos where
languages play a significant factor. Since the child’s own language enables her / him to
express him / herself easily, the, there is no fear of making mistakes. It encourages active
participation by children in the learning process because they understand what is being
discussed and what is being asked of the. They can immediately use their mother tongue
to construct and explain their world, articulate their thought and add new concepts to
what they already know.

What is the purpose MTB-MLE?


To develop appropriate cognitive and reasoning skills enabling children to operate
equally in different languages – starting in the mother tongue with transition to Filipino
and then English and to preserve the Philippine cultural treasure as well.

DepEd Order No. 16 s. 2012: Guidelines on the Implementation of the Mother


Tongue-Based Multilingual Education (MTB-MLE)
Starting School Year 2012-2013, the Mother Tongue-Based Multilingual
Education (MTB-MLE) shall be implemented in all public schools, specifically in
Kindergarten, Grade 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”

Objectives:
The Mother Tongue-Based Multilingual Education (MTB-MLE) aims to develop the
following areas:
1. Language development which establishes a strong education for success in school and
for lifelong learning;
2. Cognitive development which focuses on Higher Order Thinking Skills (HOTS);

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3. Academic development which prepares the learner to acquire mastery of
competencies in each of the learning areas; and
4. Socio-cultural awareness which enhances the pride of the learner’s heritage, language
and culture.

Area of Focus
The Mother Tongue-Based Multilingual Education (MTB-MLE) shall
implemented in two (2) modes: as a learning / subject area and as a medium of
instruction. The Mother Tongue (MT) as a subject will focus on the development of
beginning reading and fluency from Grades 1 to 3. The learner’s Mother Tongue (L1)
shall be used as the medium of instruction in all domains / learning areas from
Kindergarten through Grade 3 except Filipino (L2) and English (L3) The L1 will
continuously be used as MOI in a transition or bridging process through Grade 3.
The L2 will be introduced in the first semester of Grade 1 for oral fluency and
reading and writing will be introduced in the 2nd semester of Grade 1. The four macro
skills, namely: listening, speaking, reading and writing will continuously be developed
from Grades 2-6.
Oral fluency in L3 will be introduced in the 2nd semester of Grade 1, while
reading and writing in L3 will start in the 1st semester of Grade 2. The four macro-skills
will be developed starting 2nd semester of Grade 2 until Grade 6.

What are the benefits of MTB-MLE?


1. Reduced drop-out
2. Reduced repetition
3. Children are attending school
4. Children are learning
5. Parents and community are involved

If the Mother Tongue is not used…


1. Loss of confidence of students in themselves as learners
2. Inability to learn the official school language well

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3. High repetition and drop-out rates
4. Alienation from heritage language and culture from parents and community
5. Loss of languages, cultures and of knowledge systems

Issues and Challenges in Implementing MTB-MLE


1. The overlapping Filipino subject and the Mother Tongue subject in Metro Manila.
2. The case of the transferees
3. Scarcity of materials
4. No definite guidelines on assessment
5. Strong resistance from parents.

IV. Conclusion
The success of the implementation of the MTB-MLE curriculum in the
Philippines is difficult to attain but not impossible. As experienced by the teachers,
progress in mother tongue instruction is tough in an archipelago with complex and varied
vernaculars. But the MTB-MLE curriculum is a welcomed addition to the ever
challenging tasks of the teachers. As can be observed, the teachers understood their roles
and discerned the challenge resulting from the addition of MTB-MLE in the curriculum.
Moreover, the teachers accepted the challenge and realized their importance to the
success of the MTB-MLE.

V. References

Castro, M. “Grassroots Views: The Issues and Challenges in the Implementation of


MTB-MLE”
https://www.academia.edu/12975713/Grassroots_Views_The_Issues_and_Challenges_in
_the_Implementation_of_MTBE-MLE

https://www.deped.gov.ph/wp-content/uploads/2012/02/DO_s2012_16.pdf

https://www.slideshare.net/sVcdALe/mother-tongue-based-of-multilingual-education-
mtbmle

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