MOTHER TONGUE BASED-

MULTILINGUAL EDUCATION

(MTB-MLE)

PREPARED BY:

ARISA M. MENDOZA AND

JOSEFA R. ABESA

Language is in fact the foundation of

every culture, language is an abstract

system of word meaning and symbols

for all aspects of culture. It includes

speech, written, characters, numerals,

symbols, and gesture and expression of

non verbal communication. According

to Sapir Whorf hypothesis, language

does more than simply described

reality; it also serves to shape the

reality of a culture.

UNESCOS PRINCIPLE OF LANGUAGE AND

EDUCATION

Principle 1:

- UNESCO supports mother tongue instruction as a means of improving educational quality by building upon the knowledge and experience of the learners and teachers.

Principle 2:

- Supports bilingual and/or multi lingual education at all level of education as means of promoting both social and gender equality and as a key element of linguistically diverse societies.

Principle 3:

- UNESCO supports language as an

essential component of inter cultural

education in order to encourage

understanding between different population

groups and ensure respect for fundamental

rights.

MOTHER TONGUE means ones native

language; the language learned by children

and pass from one generation to the next.

WHAT IS MOTHER-TONGUE BASE MULTI

LINGUAL EDUCATION OR MLE

Multi lingual education typically refers to

“first- language-first “education, that is

schooling which begins in the mother tongue

and transition to additional languages.

MLE is the use of more than two languages

for literacy and instruction. It starts from

where the learners are , from what they

already know.

TYPICALLY MLE PROGRAMS ARE:

• *Strong foundation- research shows that children whose early education is in the language of their home tend to do better in the later years of their education.(Thomas and Collier, 1997)

• * Strong bridge- as essential difference between MLE programs and rural “Mother Tongue Education” programs is the inclusion of a guided transition from learning through another tongue.

•

STAGES OF AN MLE PROGRAM (UNESCO, 2003,

2005)

Stage1- learning takes place entirely in the

child’s home language .

Stage2- Building fluency in the mother

tongue. Introduction of oral L2.

Stage3- Building oral fluency in L2.

Stage 4- Using both L1 and L2 for life long

learning.

WHEN WILL CHILDREN START LEARNING FILIPINO AND

ENGLISH?

-- As they develop a strong foundation in their L1,

children are gradually introduced to the official

languages Filipino and English a separate subjects,

first orally then written form

.Continue building fluency and confidence in using L1, L2 and L3 for

everyday communication and for learning new concepts. Introduce

reading and writing L3.

Continue building oral and written L1 and L2 . Introduce oral L3 .

Continue building oral and written L1 and L2 . Introduce reading and writing

in L2.

Continue building oral and written L1 . Introduce oral L2.

Continue building oral L1 . Introduce reading and writing in L1..

Build small children's fluency and confidence in oral L1.

WHAT KIND OF LEARNER’S DOES MLE INTEND

TO PRODUCE

- MLE aims to produce learner’s who are:

Multi-Literate they can read and write competently in the local language, the national language, and one or more languages of wider communication, such as English;

Multi-Lingual they can use this languages in various situation and interaction for learning in school.

Multi-Cultural they can live and work harmoniously with people of cultural backgrounds and are different from their own, they are comfortable living and working with people from outside their community while maintaining their love and respect for their home culture and community.

WHY USE THE MOTHER TONGUE OR THEE FIRST

LANGUAGE L1 IN SCHOOL?

One’s own language enables a child to express him/her self easily, as there is no fear of making mistakes.

MLE encourages active participation by children in the learning process because they understand what is being discussed and what is being asked of them.

Children can immediately use the L1 to construct and explain their world, articulate their thoughts and add new concepts to what they already know.

IS IT COSTLY TO PRACTICE MLE?

Contrary to popular belief, L1-based education

may actually cost less than a system that is

base on L2.

If we consider the money wasted on drop-outs,

repeaters, and failures, as well as added costs,

studies show that L2-based education system

are more costly than L1 systems.

A Guatemalan study, for instance, showed that it

is more expensive to produce a grade level

passer(in Grades 1-6) in Spanish medium

school($6,013) than in a Mayan school($4,496).

THE IMPORTANT TASK IN FORMULATING A

COMMUNITY –BASED MLE PROGRAM INCLUDE

THE FOLLOWING:

1. Conduct preliminary research.

2. Mobilize resources and develop linkages .

3. Recruit and train staff.

4. Develop a writing system.

5. Develop curriculum and instructional

materials.

6. Develop literature .

7. Evaluate the program and document

progress .

8. Coordinate the programs.

EDUCATIONAL IMPLICATIONS

The learners must be exposed to

meaningful use of the L2 outside the

classroom situations. The meaningful

exposure which comes from:

1. Meaningful reading in a variety of genres.

2. Focusing in the language itself-how it

works, it is used.

3. Using the language orally and in writing.

However the problem in most school

situations (L1, L2,andnsible input L3),

there is not enough time given for

comprehensible input( oral and written)

The use of MTB-MLE should result

to children who are multi lingual , multi-

cultural and multi-literate and children

who are confident and capable in the

languages and who maintain their love

and respect for their linguistic and

cultural heritage.

ESSENTIAL FEATURES OF A STRONG MLE PROGRAM

(SUSAN MALONE, SIL)

Essential

features of a

strong and

sustained MLE

Programmed

Preliminary research to

collect information for

planning the programme Awareness- racing and

mobilization at local, state,

national and international

levels

Orthographies/ writing

systems that

acceptable to the

speakers and to the

appropriate

government agencies

Teaching and learning

materials that build on the

learners language and

culture and ensure that they

achieved grade level

competencies in each

subject.

Graded reading

materials in the

learners home

language and in

the official

language.

MLE staff with the

training and

support needed

for long-term

success.

Evaluation and

documentation of

each component of

each programme,

including learners

academic progress.

Cooperation among

supporting agencies .

Supportive political

environment.

WILL USING THE MOTHER TONGUE AS

LANGUAGE OF INSTRUCTION HINDER THE

LEARNING OF A SECOND LANGUAGE LIKE

ENGLISH?

No. Many studies indicate the student first taught to read in their L1, and then later in an L2, outperform those taught to read exclusively in an L2. Learning to in one’s own language provides learner with a solid foundation for learning to read in any L2.

THANK YOU!