PALAWAN STATE UNIVERSITY Bilingual Education Policy (BEP) in the Philippines (2024-2025) PDF

**PALAWAN STATE UNIVERSITY SY. 2024-2025** **BILINGUAL EDUCATION AND THE BILINGUAL EDUCATION POLICY (BEP) IN THE PHILIPPINES** GROUP 3 MEMBERS: Basbas, Mary Jane Dumagpi, Irish Odi, Glaiza Tan, Cheryl Aine Grace Buenafe, Angel Joy INSTRUCTOR: Ms. Dana Theresa Dalida A. **MOTIVATIONAL TAS...

**PALAWAN STATE UNIVERSITY SY. 2024-2025** **BILINGUAL EDUCATION AND THE BILINGUAL EDUCATION POLICY (BEP) IN THE PHILIPPINES** GROUP 3 MEMBERS: Basbas, Mary Jane Dumagpi, Irish Odi, Glaiza Tan, Cheryl Aine Grace Buenafe, Angel Joy INSTRUCTOR: Ms. Dana Theresa Dalida A. **MOTIVATIONAL TASK** - Bilingual Tongue Twister B. **CONTENT** - **Bilingualism** is used to describe the two languages of an individual. Specifically, it refers to the ability of an individual to use two languages. - **Diglossia** is a term that is used to refer to the use of two languages in the societal level. - Fishman (1980, in Baker, 2006) characterizes diglossia as the presence of a majority and a minority language in a specific geographical area where each language is used for a specific purpose, audience, and context. - Fishman identities four language situation where bilingualism and diglossia may exist with or without each other. 1. **Diglossia and bilingualism together** - Everyone in the community uses the majority and the minority language. 2. **Diglossia without bilingualism** - One group of participants speaks one language, while the other group speaks a different language. 3. **Bilingualism without diglossia** - Most people are bilingual and does not restrict the use of any language to a specific purpose or context. 4. **Neither bilingualism nor diglossia** - A linguistically diverse community was forced to convert into a monolingual one. - THE PHILIPPINE BILINGUAL EDUCATION - The Philippines has two official languages: English and Filipino. English is widely used in formal settings and business, while Filipino is the national language. This bilingual system was established in 1974 when the Department of Education mandated the use of both languages in schools. - In 1987, the advocacy of pursuing a ''bilingual nation, competent in both Filipino and English'' (Gonzales & Sibayan, 1988) was strengthened by the 1987 Constitution, identifying Filipino as the language of instruction in the subjects of Filipino and Araling Panlipunan, and English as LOI/MOI for Math and Science. - THE PHILIPPINE BILINGUAL EDUCATION POLICY (BEP) - Consistent with the 1987 constitutional mandate and a declared policy of the National Board of Education (NBE) on bilingualism in the schools (DECS) promulgated its language policy. - The policy was first implemented in 1974 when DECS issued Dept. Order No. 25, s. 1974 titled, ''Implementing guidelines for the Policy on Bilingual Education.'' - Bilingual education in the Philippines is defined operationally as the separate use of Filipino and English as the media of instruction in specific subject areas. As embodied in the DECS Order No. 25, Pilipino (changed to Filipino in 1987) shall be used as medium of instruction in social studies/social sciences, music, arts, physical education, home economics, practical arts and character education. English, on the other hand is allocated to science, mathematics and technology subjects. The same subject allocation is provided in the 1987 Policy on Bilingual Education which is disseminated through Department Order No. 52, s. 1987. - The policy is as follows: A.) The policy on Bilingual Education aims at the achievement of competence in both Filipino and English at the national level, through the teaching of both languages and their use as media of instruction at all levels. The regional languages shall be used as auxiliary languages in Grades I and II. The aspiration of the Filipino nation is to have its citizens possess skills in Filipino to enable them to perform their functions and duties in order to meet the needs of the country in the community of nations. B.) The goals of the Bilingual Education Policy shall be: 1\. Enhanced learning through two languages to achieve quality education as called for by the 1987 Constitution; 2\. The propagation of Filipino as a language of literacy; 3\. The development of Filipino as a linguistic symbol of national unity and identity; 4\. The cultivation and elaboration of Filipino as a language of scholarly discourse, that is to say its continuing intellectualization; and 5\. The maintenance of English as an international language for the Philippines and as a non-exclusive language of science and technology. C.) Filipino and English shall be used as media of instruction, the use allocated to specific subjects in the curriculum as indicated in the Department Order No. 25, s. 1974. D.) The regional languages shall be used as auxiliary media of instruction and as initial language for literacy, where needed. E.) Filipino and English shall be taught as language subjects in all levels to achieve the goals of bilingual competence. F.) Since competence in the use of both Filipino and English is one of the goals of the Bilingual Education Policy, continuing improvement in the teaching of both languages, their use as media of instruction and the specification of their functions in Philippine schooling shall be the responsibility of the whole educational system. G.) Tertiary level institutions shall lead in the continuing intellectualization of Filipino. The program of intellectualization, however, shall also be pursued in both the elementary and secondary levels. H.) The Department of Education, Culture and Sports shall cooperate with the National Language Commission which according to the 1987 Constitution, shall be tasked with the further development and enriched of Filipino. I.) The Department of Education Culture and Sports shall provide the means by which the language policy can be implemented with the cooperation of government and non-government organizations. J.) The Department shall program funds for implementing the Policy, in such areas as materials production, in-service training, compensatory and enrichment program for non- Tagalog, development of a suitable and standardized Filipino for classroom use and the development of appropriate evaluation instruments. C. **ASSESMENT TASK** - Role-play Create a simulated community dialogue setting, such as a school board meeting, a community forum, or a parent-teacher association meeting. Have each group present their perspectives and engage in a discussion about bilingual education policy. - Group 1: Teachers - Group 2: Parents - Group 3: Students - Group 4: Community leaders - Group 5: Education officials - The specific concerns and perspectives of their role. - The potential impact of bilingual education policy on their role. - Possible solutions or recommendations for improving bilingual education. PALAWAN STATE UNIVERSITY SY. 2024-2025 Unit 3: Lesson 2 and 3 TYPOLOGY OF BILINGUAL EDUCATION PROGRAMS AND EFFECTIVE PROGRAMS IN BILINGUAL EDUCATION. SUBMITTED BY: GROUP 4 SUBMITTED TO: Ms. Dana Theresa Dalida Bruce, Yeshia Mae Catalino, Ella Mae Moreno, Justine Sahipno, Queen mie Tabinga, Trisha Antoinette Objectives: At the end of the lesson, students should be able to: - Evaluate the monolingual and the weak forms of bilingual education programs. - Know the aims of bilingual education and how these aims are achieved by the different types of programs - Identify and compare the various types of bilingual education including the strong forms of bilingual education. A. **Motivational Task/ Activity** **FLIP THE BOTTLE WORD SCRAMBLE GAME!** Teams race to unscramble their words. The first team to correctly unscramble all their words wins the game! **Unit 3: Lesson 2: Typology of Bilingual Education Programs** B. **CONTENT** Some common terms used in bilingualism and bilingual education: **MONOLINGUALISM**- the state of understanding or having the knowledge to speak or write in only one language. **MAJORITY LANGUAGE**- the language that the majority of a given population use. **MINORITY LANGUAGE**- a language spoken by a minority of the population of a territory. **ASSIMILATION**- refers to the process by which minority language speakers adopt the language, and culture of the minority group often at the cost of their own language and cultural identity. **ADDITIVE BILINGUALISM**- additive bilingualism is when a student's first language continues to develop while learning a second language. **SUBTRACTIVE BILINGUALISM**- subtractive bilingualism is when individual learns a second language at the expense of the first language. Baker (2006) provides a summary of the broad types of language programs for bilinguals. The typology of bilingual education programs has 10 types and are classified into three: A. MONOLINGUAL FORMS OF EDUCATION FOR BILINGUAL B. WEAK FORMS OF BILINGUAL EDUCATION C. STRONG FORMS OF BILINGUAL EDUCATION **MONOLINGUAL FORMS OF EDUCATION FOR BILINGUALS** A. **MAINSTREAMING/ SUBMERSION ( STRUCTURED IMMERSION)** - This is the assimilation of minority language pupils within the major schools, who are taught throughout the curriculum in the language of the majority, without paying attention to their mother tongue. - The minority/ first language is not developed but is replaced by the majority language. - This deprives the language minority children with the opportunity to interact with their native-speaking peers. It can be also difficult for them as they ,may struggle to understand lessons because the language of instruction is the majority language. B. **MAINSTREAMING/ SUBMERSION WITH WITHDRAWAL CLASSES/ SHELTERED ENGLISH** - This type of education consists in withdrawing minority language children from mainstream classes for compensatory lessons in the majority language. Although this program is definitely more suited to the minority students, who can learn the language better, interact more during school hours, and work more spontaneously and freely, it is still seen as negative by the authors. - One example of this program is when language minority children are pulled out from their mainstream classes and are required to receive specialized instruction like taking ESL ( English as a Second Language) classes. This program poses problems because 'pulled out' students fall behind the other students on curriculum content. C. **SEGREGATIONIST** It occurs where minority language speakers and majority language speakers are completely divided: to minority children the access to majority schools is denied, they attend different schools where the program is taught in their own language. Such policy is discriminatory and separatist, and can be imposed through law or practice. In this way the minority group is maintained via subservience and segregation. **WEAK FORMS OF BILINGUAL EDUCATION FOR BILINGUALS** A. **TRANSITIONAL** - This program consists in teaching minority children in their language until they are thought to be proficient enough in the majority language to cope with it in mainstream education.. - The aim of this program is still that of assimilation, it just slows down the submersion, by constantly increasing the classroom use of the majority language and consequently decreasing the use of the mother tongue. Transitional bilingual education can be split into two major types: *early exit* and *late exit*. **TWO MAJOR TYPES:** **Early Exit-** students receive instruction in their native language for about 2 years **Late Exit-** up to 40% of instruction is given in the native language until grade 6. B. **MAINSTREAM WITH FOREIGN LANGUAGE TEACHING** - It is about foreign language lessons as a subject in the curriculum. This model involves teaching the majority language students a foreign language as part of their curriculum, but it is not the primary language of instruction. - In this approach, majority language students typically study a foreign language for several hours each week. However, this limited exposure and interaction in the second language (L2) are often insufficient for students to achieve bilingual proficiency. C. **SEPARATIST** - It refers to a type of education also called *secessionist* by Schermerhorn (1970; in Baker, 2007), where a minority language tends to detach itself from the majority language. - The objectives of these schools are monolingual and monocultural, aiming to maintain independence from the majority language and culture. - Various reasons can determine such a choice, political, religious, as well as the desire to preserve a culture. C:\\Users\\lenov\\hansel and gretel\\Screenshot\_20241014\_113955\_Drive.jpg LESSON 3: EFFECTIVE PROGRAMS IN BILINGUAL EDUCATION **STRONG FORMS OF BILINGUAL EDUCATION** A. **IMMERSION PROGRAM** B. **MAINTENANCE/HERITAGE LANGUAGE** C. **TWO-WAY/ DUAL LANGUAGE** D. **MAINSTREAM BILINGUAL** A. **IMMERSION PROGRAM** - An immersion program involves teaching a significant portion of the regular school curriculum in the target language, allowing students to learn both the language and the subject matter simultaneously. The goal is to promote fluency in the second language while also achieving academic content mastery. - The majority of classes are taught in the target language. For example, subjects like Math, Science and Social Studies may be conducted in the second language. - For a program to be classified as immersion, the target language must be used for more than 50% of the instructional time, if its used less than that, it may be considered enrichment program rather than true immersion. **TYPES OF IMMERSION** **Early Immersion-** starts in preschool or kindergarten **Middle Immersion-** at about 9 years old. **Late Immersion-** after ten years old. **Total Immersion-** the target language is used for most or all instruction **Partial Immersion-** some subjects are taught in the target language, while others are in student's native language B. **MAINTENANCE/ HERITAGE LANGUAGE** - It occurs when minority children are taught in their native or heritage language, with the objective of achieving complete bilingualism. The language mainly used is the minority language, although the majority language may also be used in certain subjects as determined by the school board or the school policy. - The language of the majority is used for the rest of the time outside the school, and that is why the pupils are encouraged to use the language of the minority during most lessons. Schools with similar educational programs are often supported by foreign governments or religious institutions. C. **TWO-WAY/ DUAL LANGUAGE** - It occurs when approximately equal number of minority and majority language students are in the same classroom and both languages are used during the lessons. The aim is to produce relatively balanced bilinguals, which means efficient in both languages. - The two languages are to be used in a balanced way in the classroom (alternate use of two languages weekly, daily, in subjects, etc.), so that neither becomes dominant. D. **MAINSTREAM BILINGUAL** - This type of education involves the combined use of two majority languages in a school setting. Such school exist in societies where the majority of the population is already bilingual; or multilingual or where there is a significant number of people from different nationalities who wish to become bilingual. ( English or Americans living in Japan.) - The primary goal is to promote bilingualism among students by exposing them to two languages in a structured learning environment. **Two main examples of this type of education are:** **International Schools** (spread all over the world, they teach English and another majority language, school fees are paid and the teachers come from various parts of the world). **European Schools Movement** (students come from different European nations, they are taught in two or more different languages, his or her native language and other EC languages, aiming to produce true European citizens).    **Monolingual forms**- these focus solely on teaching immigrants the language of their new country, ignoring their native language. Such method often lead to negative feeling towards the majority language and do not produce balanced bilinguals. **Weak Forms**- These are somewhat better but still aim for assimilation into majority language and culture. Programs like mainstream education with foreign language teaching only benefits few students and do not lead to true bilingualism. **Strong Forms**- According to Baker(2007), these methods are the most effective for achieving balanced bilingualism. They give equal attention to both languages and cultures, fostering respect, diversity and harmony in the classroom. **ACTIVITY: SING IT YOUR WAY: A TIKTOK LANGUAGE SHOWCASE** **MECHANICS**: Students will be divided into 6 groups. Each group will choose one song to perform in different language through a short Tiktok video that is 1-3 minutes long. Groups are encouraged to be creative with their performance. **UNIT IV: LESSON 1** **MOTHER TONGUE AS THE FOUNDATION OF CONTENT AND SECOND LANGUAGE LEARNING** **Report Outline By:** **BERCE, THEAMEA T.** **AQUIAS, MICHELLE V.** **BASBAS, MARY JANE O.** **LUSTRE, RIENA MAE P.** **FERNANDO, NOIME U.** **ROYO, JIMENIAH I.** **Submitted To:** **MS. DANA THERESA V. DALIDA** **LEARNING GOALS** **At the end of the lesson, the students should be able to:** 1. **Trace and know the history of and the rationale behind MTB-MLE in the Philippines;** 2. **Explain the important insights and reasons of multilingual education in making education more responsive to cultural diversity;** 3. **Explore other research studies that would support or contradict MTB-MLE.** **MOTIVATIONAL ACTIVITY** **Students will watch a video.** **TOPIC DISCUSSION** **What is Mother Tongue?** **The term \"*mother tongue*\" refers to a person\'s *native language* --- that is, a language learned from birth. ** **Mother Tongue Based Multilingual Education** ** Education program that takes into account the 'mother tongue'/ home language of the child.** ** It helps the child to become bi/multilingual at school, starting with the language the child knows best (or well).** **WHY:** ** Monje, Orbeta, Francisco-Abrigo, and Capones (2019) reports that, "the BEP or the use of both Filipino and English as MOI has been considered a failure due to relatively weak performance of Filipino students in Math and Science, which led DepEd to believe that Filipinos are not learning what they should be learning in school. In fact, data shows that Filipino learners are not mastering even 60% of academic content with the current BEP (DepEd Fact Sheet 2008).** **WHEN:** ** In order to address these concerns, MTB-MLE was institutionalized in 2009 through D.O. No. 74 entitled, ''Institutionalizing Mother Tongue Based Multilingual Education (MLE).''** **LET'S ANALYZE** **What's stated on the MTB-MLE Policy?** **''The use of the learner's First Language (L1) as the primary medium of instruction (MOI) from pre-school until, at least, grade 3.** **During such period, L1 shall be the main vehicle to teach understanding and mastery of all subjects \[sic\] areas like Math, Science, Makabayan, and language subjects like Filipino and English''** **(Clause 3 of the Fundamental Requirements for a Strong Mother Tongue-Based Multilingual Education).** **The implementation MTB-MLE Policy.** **In the year 2012, the [Department of Education](https://www.deped.gov.ph/2012/02/17/do-16-s-2012-guidelines-on-the-implementation-of-the-mother-tongue-based-multilingual-education-mtb-mle/) (DepEd) implemented the use of Mother Tongue-based Multilingual Education in all public schools, specifically in Grades 1, 2, and 3. At first, there are 12 Languages selected to use in different regions such as;[ Tagalog](https://en.wikipedia.org/wiki/Tagalog_language), [Kapampangan](https://en.wikipedia.org/wiki/Kapampangan_language), [Pangasinense](https://en.wikipedia.org/wiki/Pangasinan_language), [Iloko](https://en.wikipedia.org/wiki/Ilocano_language), [Bikol](https://en.wikipedia.org/wiki/Central_Bikol), [Cebuano](https://en.wikipedia.org/wiki/Cebuano_language), [Hiligaynon](https://en.wikipedia.org/wiki/Hiligaynon_language), [Waray](https://en.wikipedia.org/wiki/Waray_language), [Tausug](https://en.wikipedia.org/wiki/Tausug_language), [Maguindanaoan](https://en.wikipedia.org/wiki/Maguindanaon_language), [Maranao](https://en.wikipedia.org/wiki/Maranao_language) and [Chabacano](https://en.wikipedia.org/wiki/Chavacano). However, in the year 2013, 7 more languages are added in the MTB-MLE such as, [Ybanag](https://en.wikipedia.org/wiki/Ibanag_language), [Ivatan](https://en.wikipedia.org/wiki/Ivatan_language), [Sambal](https://en.wikipedia.org/wiki/Sambal_language), [Aklanon](https://en.wikipedia.org/wiki/Aklanon_language), [Kinaray-a](https://en.wikipedia.org/wiki/Karay-a_language), [Yakan](https://en.wikipedia.org/wiki/Yakan_language), and [Surigaonon](https://en.wikipedia.org/wiki/Surigaonon_language).** **Strength** **According to a Teacher from Davao City, Region XI, who uses the regional Language [Sinugbuanong Binisaya](https://newsinfo.inquirer.net/206105/learning-in-sinugbuanong-binisaya) or Cebuano as a medium of instruction, makes the teachers comfortable in the thorough explanation of their lessons. It also helped both teachers and students in a broader understanding of the lessons since it is exemplified using MTB-MLE. She also mentioned that children are given the opportunity to be more oriented in their native dialect, they can share and express their thoughts at an early age during a discussion of the lesson. Also, the reading level of pupils developed now that MTB-MLE is used compared to days when it was not yet implemented.** **A teacher from Region II (Nueva Vizcaya) who uses [Tagalog](https://theculturetrip.com/asia/philippines/articles/tagalog-or-filipino-explaining-the-philippine-language/) as a language of instruction reiterated that, some learners can easily understand the content in the learning areas which are being taught in MTB-MLE and that learning in regional languages during the early grades helped improve students' understanding of lessons thus quickly grasping the lessons being taught.** **In Region VII (Central Vizayas), [Cebuano](https://omniglot.com/writing/cebuano.htm) is the language of instruction. According to one of their teachers, MTB-MLE helped in the process of letting the learners know what to understand and that it is easier for the teachers to transmit what needs to understand by the learners.** **In Region II (Cagayan Valley), particularly in Cagayan [Ybanag](https://iloko.tripod.com/Ibanag.html) is the language of instruction. According to one of the Teachers there, when in their first language learners learn to read more quickly, made the lessons more interactive and that this enhances the pride of the learners' heritage, language and culture.** **According to this interview of Teachers from different regions in the Philippines using their regional languages, the biggest benefit of MTB-MLE is that learners increased their understanding of classroom content (increased comprehension) that in mother tongue they can learn all the words and they can understand. The slow learners also benefited a lot in the MTB-MLE because they can easily learn it.** **Weakness** **English and Filipino (Official Languages) are predominantly used for different functions \[churches, religious affairs, print and broadcast media, business, government, medicine, the sole language of the law courts, and the preferred medium for textbooks and instruction for secondary and tertiary levels\].** **Utilizing the MTB-MLE policy, arises a concern that this could cultivate a lower English skill despite the positive responses toward the MTB-MLE. The transition period from Grades 1, 2, and 3 thru Grades 4, 5 and 6 is also a crucial phase for learners as they are being introduced to a second (Filipino) and third language (English). Teachers also have to contend with limited educational resources in local languages** ** Here is what the Teachers of different regions have to say:** **"When learners reach into higher levels, they will have possibilities for another language struggle. I have observed difficulties in the transition period, that is from grade 3- grade 4 in which the medium of instruction used is already in English in some learning areas. Pupils will have difficulties since English is used as medium of instruction already. It could have a long-term effect that children can no longer speak English fluently when in fact they need the skills most importantly for global competitiveness. Another disadvantage I observed is in the aspect of "how deep (reading level) is the comprehension of the students. In my opinion, reading with comprehension is more important." -Region XI** **"There are plenty of training for teachers in teaching MTB-MLE. Materials are available but not enough to suffice all the needs of the students. Teachers are equipped with knowledge, but the availability of the materials for students' utilization are not enough" -- Region XI** **"During the transition of English and Filipino as language of instruction in Grades 4, 5, and 6, pupils have difficulties. Thus, resulting to low-quality English-speaking learners. Learners have the difficulty in adjusting to their intermediate grade lessons most especially the learning areas which used MTB-MLE as medium of instruction like Math and Science. Teachers have to make necessary adjustments with regards to their strategies as well as their instructional materials so as to adhere with MTB-MLE." -- Region II** **"Professional exams, the board exams, the bar exams are mostly written in English or sometimes Filipino not in any regional languages. That is a fact where the Mother Tongue becomes imperative to learn or utilize as a medium of instruction. The concern is about the ability of learners to possibly complete their education successfully if they did not develop English skills." -- Region I** **LET'S DISCUSS MORE!** **Mother tongue instruction in Lubuagan: A case study from the Philippines** **The Lubuagan MLE programme teaches the Filipino and English languages through the mother tongue rather than through immersion in these two languages. Using the learners' first language to teach them Filipino and English provides the comprehensible input necessary for learning second languages (Krashen 1991, 2000). After oral proficiency is developed in Filipino and English, literacy in these second languages is introduced, bridging from literacy in the first language.** **Additionally, the programme does not change any of the standard governmental competencies for all subjects. Rather the focus is on using the first language as the medium of instruction to ensure comprehension of curriculum content for mastery. Reading and writing are taught first in the learners' mother tongue. Basic fluency in reading is developed in the first language first, while Filipino and English language lessons develop oral communication skills before reading in those languages is introduced. Teachers had to learn to read and write their own language first before they were competent to teach first language literacy. This was done in a series of writer's workshops where teachers were bridged from reading and writing the national language to their own language. Because their own language has only recently been standardised to written form, spelling is often difficult. This will change as more and more print literature is made available in the language and people become accustomed to seeing their language in written form. (Walter and Dekker, 2011)** **The role of mother tongue in second language learning.** **A learner\'s L1 is an important determinant of Second Language Acquisition. The L1 is a resource which learners use both consciously and subconsciously to help them arrange and re-arrange the L2 data in the input and to perform as best as they can. The cultural features connected with L1 use can be put to good effect when teaching L2. Second language acquisition is a developmental process; L1 can be a contributing factor to it.** 1. **Transfer of Skills: Learners often draw upon the linguistic structures and vocabulary of their L1 when learning an L2. This transfer can be beneficial when similarities exist, such as cognates or shared grammar rules. However, it can also lead to interference, especially if the languages differ significantly.** 2. **Cummin's Interdependence Hypothesis: This hypothesis, represented as a \"dual-iceberg,\" posits that every language contains surface features; however, underlying those surface manifestations of language are proficiencies that are common across** **languages.** **References:** [**https://www.languagesunlimited.com/**](https://www.languagesunlimited.com/) [**https://varlyproject.blog/**](https://varlyproject.blog/) [**https://www.researchgate.net/publication**](https://www.researchgate.net/publication) **EVALUATION OF LEARNING** **Students should form a group of 3.** **Create a four-stanza poem incorporating at least five different mother tongue of each student.** **Criteria:** **Relevance to the topic - 40%** **Presentation - 30%** **Cooperation - 30%** **PALAWAN STATE UNIVERSITY SY: 2024-2025** **Unit 4: Lesson 2** **Mother Tongue-Based Multilingual Education (MTB-MLE) in the Philippines** **SUBMITTED BY: Group 2 SUBMITTED TO:** **Santiago, Judith Ms. Dana Theresa Dalida** **Bayani, Rocelmae** **Lim, Kaira Mae** **Marquez, Riza** **De Vega, Jasher** **Unit 4 (lesson 2): Mother Tongue-Based Multilingual Education (MTB-MLE) in the Philippines** A. **CONTENT:** **Mother Tongue-Based Multilingual Education** **-What language will be used when it comes to medium of instruction in school.** **-Mother Tongue-Based Multilingual Education (MTB-MLE)is an educational approach in the Philippines that uses the learner's native language as the primary medium of instruction, especially in the early years of education.** ** Objectives of MTB-MLE** **1. Improve literacy and academic performance** **2. Promote cultural preservation and diversity** **3. Enhance cognitive development** **4. Develop multilingualism** **5. Empower communities through language education** **The primary reasons for implementing Mother Tongue-Based Multilingual Education (MTB-MLE) in the Philippines are:** ** Educational Reasons** **1. Improved literacy rates: Learning in one's mother tongue enhances reading and writing skills.** **2. Better academic performance: Students grasp concepts more easily in their native language.** ** Cultural Preservation** **1. Preservation of linguistic diversity: Protects and promotes the Philippines' rich linguistic heritage.** **2. Cultural identity: Strengthens students' connection to their cultural roots.** ** Socio-Economic Benefits** **1. Empowerment: Enhances community participation and social mobility.** **2. Economic opportunities: Multilingual individuals have better job prospects.** ** International Influence** 1. **UNESCO recommendations: Aligns with UNESCO's advocacy for mother tongue-based education.** ** LEGISLATION POLICES** 1. **Republic Act 10533 (Enhanced Basic Education Act of 2013)** - **Section 4: Mother tongue as learning resource** **This section emphasizes the use of mother tongue (first language) as a learning resource in the early years of education. It recognizes the importance of using students' native language to:** **1. Improve learning outcomes** **2. Enhance cognitive development** **3. Promote cultural diversity** - **Section 5: Curriculum development guidelines** **This section outlines guidelines for curriculum development, including:** **1. Inclusivity and diversity** **2. Relevance to local context** **3. Integration of 21^st^-century skills** **4. Emphasis on critical thinking and problem-solving** 2. **DepEd Order 74, s. 2009** - **Fundamental principles of MTB-MLE (Mother Tongue-Based Multilingual Education)** **This order establishes the principles for implementing MTB-MLE, including:** **1. Mother tongue as the primary language of instruction** **2. Gradual introduction of additional languages (e.g., Filipino, English)** **3. Cultural sensitivity and relevance** **4. Community involvement and participation** - **Implementation guidelines** **The order provides guidelines for:** **1. Curriculum development and materials creation** **2. Teacher training and capacity building** **3. Assessment and evaluation procedures** **4. Monitoring and evaluation mechanisms** 3. **Constitution Article XIV, Section 2** **-Regional languages as auxiliary media of instruction\_** **This section recognizes the importance of regional languages in education, stating that:** **1. Regional languages may be used as auxiliary media of instruction** **2. The government shall promote and develop regional languages** **3. Language education shall prioritize the development of Filipino and English** **In summary, these policies aim to:** **1. Promote mother tongue-based education** **2. Develop culturally relevant and inclusive curricula** **3. Support multilingual education** **4. Recognize regional languages' importance in education** **These policies aim to improve the quality of basic education in the Philippines by:** **1. Enhancing learning outcomes** **2. Promoting cultural diversity and inclusivity** **3. Developing critical thinking and problem-solving skills** ** Transition Phases** 1. **Immersion (Kindergarten-Grade 1): Mother tongue dominant, focusing on developing literacy and numeracy skills.** **2. Transition (Grade 2-3): Gradual introduction of Filipino and English through:** **- Oral communication** **- Basic reading and writing** **- Cultural orientation** **3. Integration (Grade 4-6): Balanced use of Filipino and English for:** **- Academic instruction** **- Literacy development** **- Cultural enrichment** - **Strategies** 1. **Language Mapping: Assess students' language proficiency levels to inform instruction.** **2. Language Support: Provide additional support for struggling learners, including:** **- Language therapy** **- Remedial classes** **- Peer tutoring** **3. Teacher Training: Equip teachers with multilingual teaching skills through:** **- Workshops** **- Seminars** **- Coaching** **4. Materials Development: Create bilingual/multilingual resources, including:** **- Textbooks** **- Workbooks** **- Educational software** **5. Parental Involvement: Engage parents in language support through:** **- Workshops** **- Parent-teacher associations** **- Home-language reinforcement** **\*Additional Strategies\*** **1. Cultural Integration: Incorporate local culture and traditions into the curriculum.** **2. Technology Integration: Utilize digital tools for language learning.** **3. Peer Teaching: Encourage peer-to-peer teaching and learning.** **4. Language Clubs: Establish language clubs for extracurricular practice.** **5. Community Engagement: Foster partnerships with local communities and organizations.** ** Benefits** 1. **Improved Language Proficiency: MTB-MLE helps students develop stronger foundation in their mother tongue, leading to better language skills and literacy.** 2. **Enhanced Cognitive Development: Learning in one's mother tongue enhances cognitive abilities, such as critical thinking, problem-solving, and creativity.** 3. **Increased Cultural Sensitivity: MTB-MLE promotes cultural awareness, appreciation, and preservation of indigenous languages and traditions.** 4. **Better Preparation for Global Communication: Proficiency in multiple languages, including English, prepares students for global interactions and opportunities.** ** Challenges** 1. **Limited Resources: Insufficient funding, materials, and infrastructure hinder effective implementation.** 2. **Teacher Capacity Building: Training teachers to teach in mother tongues and transition to Filipino/English requires significant investment.** 3. **Language Policy Implementation: Coordinating language policies across regions and schools poses administrative challenges.** 4. **Community Engagement: Encouraging community involvement and support for MTB-MLE requires sustained efforts.** **\*Recommendations\*** **To address challenges:** **1. Increase funding for teacher training, materials, and infrastructure.** **2. Develop contextualized teaching materials reflecting local cultures.** **3. Enhance community engagement through workshops and advocacy.** **4. Monitor and evaluate program effectiveness.** **THE PHILIPPINES' DEPARTMENT OF EDUCATION (DEPED) HAS IDENTIFIED 19 LANGUAGES FOR USE IN MOTHER TONGUE-BASED MULTILINGUAL EDUCATION (MTB-MLE):** ** Major Languages (10)** **1. Tagalog: national language of the Philippines** **2. Kapampangan: spoken in Pampanga province** **3. Pangasinan: spoken in Pangasinan province** **4. Iloko: spoken in Ilocos region** **5. Bikol: spoken in Bicol region** **6. Cebuano: spoken in Cebu province** **7. Hiligaynon: spoken in Negros Occidental province** **8. Waray: spoken in Samar and Leyte provinces** **9. Tausug: spoken by Tausug people in Mindanao** **10. Maguindanao: spoken by Maguindanao people in Mindanao** ** Regional Languages (9)** **1. Aklanon: spoken in Aklan province** **2. Kankanaey: spoken by Kankanaey people in Cordillera region** **3. Ibanag: spoken in Cagayan province** **4. Yakan: spoken by Yakan people in Mindanao** **5. Sambal: spoken by Sambal people in Zambales** **6. Maranao: spoken by Maranao people in Mindanao** **7. Cotabato Manobo: spoken by Manobo people in Cotabato** **8. Romblomanon: spoken in Romblon province** **9. Masbatenyo: spoken in Masbate province** **\*Benefits\*** **1. Better understanding and appreciation of local culture** **2. Improved academic achievement** **3. Enhanced critical thinking and problem-solving skills** **4. Increased self-confidence and self-esteem** **5. Preparation for global communication and collaboration** **Some Key Features of MTB-MLE** ** Mother-Tongue Development** ** Filipino and English Language Proficiency** ** Multilingual Literacy** ** Cultural Awareness and Sensitivity** ** Community involvement and Participation** ** The overall goal of MTB-MLE is to provide inclusive, culturally responsive education, promoting academic excellence, cultural preservation, and socio-economic development.**