MTB-MLE(Mother Tongue-Based Multi Lingual Education)

ACTIVITY

HALI! MAG

TIGMOTIGMO

TA!

Kabayo ni Adan, dili mokaon kon dili

sakyanA. KaguranB. MotorC. Salbabida

 Kaban sa pari di mauli

A. IlongB. ManiC. Purtahan

Sa gamay pa gisanina-an, sa dako

na gihubu-anA. Libro B. KawayanC. Rebulto

A. AhosB. AsoC. Atop

Malingin daw kahil, maputi daw papil, mahalang daw

sili, tag-ana unsa kini

Kahoy sa Manila putlon dili malaya

A. BuhokB. SapiringC. Silhig

Magalangoy kong magabie, magabatog

kong maadlaw

A. AlkubaB. BanigC. Lampara

Kita ang gidala, kita na hinuon ang

nagdalaA. BanderaB. BarotoC. Botas

Kahoyng matanos nakigsulti sa Dios

A. AlkansyaB. KasoyC. Kandila

Lima ka magsuon nagababa mga

kalahaA. KalderoB. KamotC. Kuko

Nalata na ang daba, ang bugas

hilaw paA. BayabasB. MaisC. Pakwan

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?

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.

1extension 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.

addresses the linguistic discrimination that occurs in emphasizing English education, by implementing Mother Tongue Based, Multilingual Education (MTB-MLE)

2

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; andf. 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