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MTB

The document discusses language policies and implementation of Mother Tongue-Based Multilingual Education (MTB-MLE) in five Southeast Asian countries: the Philippines, Singapore, Thailand, Vietnam, and Malaysia. Key points include: - MTB-MLE has been implemented in these countries between 1966-2013 to use local languages as the medium of instruction in primary education, aiming to develop language skills, culture and cognition. - Implementation timelines vary by country, from 1966 in Singapore to 2013 in the Philippines. Curricula focus on making students fully bilingual, biliterate and bicultural. - Teachers are required to communicate in students' home languages. Best practices for MTB-MLE include language mapping,

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Niña Rizamie Y. Naoja
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65 views

MTB

The document discusses language policies and implementation of Mother Tongue-Based Multilingual Education (MTB-MLE) in five Southeast Asian countries: the Philippines, Singapore, Thailand, Vietnam, and Malaysia. Key points include: - MTB-MLE has been implemented in these countries between 1966-2013 to use local languages as the medium of instruction in primary education, aiming to develop language skills, culture and cognition. - Implementation timelines vary by country, from 1966 in Singapore to 2013 in the Philippines. Curricula focus on making students fully bilingual, biliterate and bicultural. - Teachers are required to communicate in students' home languages. Best practices for MTB-MLE include language mapping,

Uploaded by

Niña Rizamie Y. Naoja
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Niña Rizamie Y.

Naoja

BEED2-A

1. What is the research or study all about?


 Findings of the study revealed that language policies support the implementation of
MTB-MLE among the five selected countries in Southeast Asia. Mother tongue
languages are used in education as a medium of instruction and/or as a subject in
Primary level which aim for language development and socio-cultural awareness.

2. Is the MTB-MLE implemented or not?


 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.
3. When is the MTB-MLE implemented in the following five ASEAN countries such as: PHILIPPINES,
SINGAPORE, THAILAND, VIETNAM AND MALAYSIA and give the summary of language policies?
 Philippines— Starting School Year (SY) 2012-2013
 Singapore—1966
 Thailand—2001
 Vietnam— 2008
 Malaysia— 2011

4. In five selected Southeast Asian Countries, summaries using their MTB-MLE Curricula, what are
do those focuses and its uses?
 The goal of strong MTB MLE programmes is that students will become fully bilingual,
biliterate and bicultural and achieve a quality education. The purpose of a multilingual
education program is to develop appropriate cognitive and reasoning skills, enabling
children to operate equally in different languages – starting with the first language of the
child.
5. Give the summary of the teachers’ qualifications and training for MTB-MLE in five selected
Southeast Asian Countries.
 In MTB MLE programs, the students’ home language is the first language (L1) used in
school. Teachers and students communicate in the language the students’ know best
and the knowledge and experience that students bring from their home and community
are the foundation for learning new concepts.
6. Enumerate the BEST PRACTICES IN MOTHER TONGUE-BASED MULTILINGUAL EDUCATION IN
SELECTED SOUTHEAST ASIAN COUNTRIES and elucidate each practice.
 Best practice 1: Engage in a language mapping

 Best practice 2: Ensure the chosen language(s) of instruction is standardized

 Best practice 3: Understand the language elements and structure

 Best practice 4: Develop context-sensitive approach to instruction


 Best practice 5: Develop a realistic and systematic scope and sequence

 Best practice 6: Develop language and context-appropriate student texts

 Best practice 7: Develop appealing, quality, and vocabulary rich reading materials

 Best practice 8: Address sensitivities around language of instruction


7. What are the CHALLENGES IN MOTHER TONGUE-BASED MULTILINGUAL EDUCATION IN
SELECTED SOUTHEAST ASIAN COUNTRIES and expound each challenges how to cope up?
 Lack of references written in mother tongue

 Unfamiliarity of terms in books

 Discrepancy of learning materials content

 Lack of vocabulary

 Lack of teachers trainings and seminars

8. Mentoring-monitoring process is divided into three (3) phases: the


orientation, mentoring phase and evaluation phase and draw a
Inter-Agency
diagram that will support the functional framework for MTB- MLE.
Partnership
Policy Support

Qualified and Well


Trained Teachers

Orientation Mentoring Phase

Appropriate
Curriculum

Evaluation

Thorough
Documentation ,
Community Support Monitoring and
Evaluation
9. For the findings, the MTB-MLE is implemented for the aim of?
 The MTB-MLE strengthens the development of the appropriate cognitive and reasoning
skills enabling children to operate equally in different languages—starting with the
mother tongue. Language Development.

10. Are the mother tongue serves as second language and why?
 No because the first language is the mother tongue or native language of a person while
a second language is a language a person learns in order to communicate with the native
speaker of that language. The first language is like an instinct which is triggered by birth
and developed with the experience of being exposed to it.

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