MTB-MLE

DEFINITION

The language that a person has grown up speaking from early childhood.

Native language

LEGAL BASIS

RA 10533 or K12 Law(AN ACT ENHANCING THE PHILIPPINE BASIC EDUCATION SYSTEM BY STRENGTHENING ITS CURRICULUM AND INCREASING THE NUMBER OF YEARS FOR BASIC EDUCATION, APPROPRIATING FUNDS THEREOF AND FOR OTHER PURPOSES)

DepEd issued Order No. 74 series of 2009, entitled

“Institutionalizing Mother Tongue-Based Multilingual Education

(MLE).”

That is, the use of more than two languages for literacy and instruction—as a fundamental policy and program in the whole stretch of formal education, including preschool.

Under this framework, the learner’s first language (L1) will be used as the primary medium of instruction from preschool to at least Grade 3, and as the main vehicle to teach understanding and mastery of all subject areas like Math, Science, Makabayan, and language subjects like Filipino and English. Moreover, the mother tongue as a subject and as a language of teaching and learning will be introduced in Grade 1 for conceptual understanding, while additional languages such as Filipino, English, and other local or foreign languages are to be introduced as separate subjects no earlier than Grade 2.

THE WHYAccording to :

President Aquino

….of using English we connect with the world, the national language we connect with our country, and the native languages we connect with our heritage

DepEd Undersecretary Yolanda Quijano

MTB-MLE will help students understand their lessons better, at the same time infuse a sense of nationalism that she adds is still lacking among the youth.

“Eto talaga ay para naman ma-aware ang bata kung saan siya galing, ang roots niya, ang culture niya, ang sarili niyang kwento at songs, ang pagka-Pilipino niya,” Quijano says.

DEPARTMENT OF EDUCATION (DEPED)

The child's language will serve as the fundamental language for literacy and learning.

Summer Institute Of Linguistics (SIL) Philippines

The Philippines has 181 languages but only 177 are currently being used.

Out of the 181, 153 languages are considered "healthy," 14 are "in trouble," 10 are "dying," and four are already "extinct."

Studies of Diane Dekker and Walter Stephen of the Summer Institute Linguistic International

Grade 1 Grade 2 Grade 3 MTB

ENGLISH

32 3032

4

0

9MTB ENGLISH

LUBUAGAN STUDY

OTHER EXPERIMENTS

PURPOSE

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

BENEFITS REDUCED DROP- OUT

According to a 2000 United Nations report, the dropout rate in the Philippines at the public school elementary level has remained high in a span of five decades since the 1960s – 28 to 34 percent of that student population fail to reach Grade 6 level. 

Based on the 2008 data from the Commission on Higher Education, out of every 100 Grade 1 students, 66 finish Grade 6, 58 reach first year high school, and only 43 finish high school. Of these high school graduates, only 23 enroll in college, while 14 manage to even finish their degrees

REDUCED REPETITION

CHILDREN ARE ATTENDING SCHOOL.

CHILDREN ARE LEARNING.

The first language of a child is part of their personal, social and cultural identity.

Children begin their education in a language they understand, their mother tongue, and develop a strong foundation in their mother language

PARENTS AND COMMUNITY ARE INVOLVED.

IT IS MORE COST - EFFECTIVE TO IMPLEMENT MOTHER TONGUE PROGRAMS

 

HOW IT IS BEING IMPLEMENTED

As a SUBJECT

As a Medium of Instruction

WHAT ARE THE DOMAINS OF MTB?

ORAL LANGUAGE- Use culturally appropriate expressions in giving opinion, ideas, views, etc. in a given situations/issues/news/events WORD RECOGNITION-Read stories, legends, essays, news articles, blogs, etc. containing high frequency words and words studied

FLUENCY- Read grade one level text with an accuracy rate of 95-100%-Read grade one level text in four to five-word-phrases with appropriate intonation, expression, and punctuation cues

SPELLING- Correctly spell previously learned words-Correctly spell descriptive words as they are used in the sentences

HANDWRITING- Observe proper spacing between words, punctuation marks, and capitalization in essay and story writing

COMPOSING- Write essays and stories observing correct punctuation marks, capitalization, indention, and format. 

GRAMMAR AWARENESS- Use appropriate describing words expressing the degrees of comparison in talking about persons, places, and things 

VOCABULARY- Use clues from context to figure out what the words mean-Recognize that two words can make a compound word-Recognize words that show the degrees of comparison in descriptive words (e.g. more, most)

READING COMPREHENSION- Predict what will happen next in the stories, school and community events/situations/activities, legends, blogs, etc. based on context- Retell in one’s own words the stories, legends, etc. read with emphasis on the correct sequence of events- Show love for reading by listening attentively during story reading and making comments

WHAT ARE THE MAIN LANGUAGES USED IN THE MTB-MLE

DepEd Order No. 16 series of 2012, "Guidelines on the implementation of the Mother Tongue Based-Multilingual Education (MTB-MLE)

Tagalog

Kapampangan

Pangasinense

Iloko

Bikol

Cebuano

Hiligaynon

Waray

Tausug

Maguindanaoan

Maranao

Chabacano

DEPED ORDER NO. 28 SERIES OF 2013

Ybanag for Region II (Tuguegarao City, Cagayan, and Isabela); Ivatan also for Region II (Batanes Group of Islands); Sambal for Region III (Zambales); Akianon for Region VI (Aklan and Capiz); Kinaray-a for Region VI (Capiz and Aklan); Yakan for Autonomous Region in Muslim Mindanao (Basilan province); and Surigaonon for Caraga (Surigao City and provinces).

SAMPLE MTB WORDSCLASSMATE-KABUTHO

LIKGA-VERBUBAYLIKGA-ADVERB

PANGSARI-ADJECTIVEKUNLA-LETTERS

KATIGBATUHAN-SYLLABLETINAGA-WORD

TINAGPONG-PHRASESDINALAN-SENTENCE

ONES-TIG-ISATENS-TIGNAPULO

When our children go to school, they go to an alien place. They leave their parents, they leave their gardens, they leave everything that is their way of life. They sit in a classroom and they learn things that have nothing to do with their own place. Later, because they have learned only other things, they reject their own.

They don’t want to dig sweet potatoes, they say it’s dirty; they don’t want to help their mother fetch water. They look down on those things. There are big changes in the children now. They don’t obey their parents; they become rascals. And this is because they have gone to school and left the things that are ours.

Now my child is in Tok Ples school. He is not leaving his place. He is learning in school about his customs, his way of life. Now he can write anything he wants to in Tok Ples. Not just the things he can see, but things he thinks about, too. And he writes about his place. He writes about helping his mother carry water, about digging kaukau, about going to the garden.

When he writes these things they become important to him. He is not only reading and writing about things outside, but learning through reading and writing to be proud of our way of life. When he is big, he will not reject us. It is important to teach our children to read and write, but it is more important to teach them to be proud of themselves, and of us.

Parent, Laitrao Vil age Tok Ples School, Buin, North Solomons Province, in Delpit and Kemelfield, 1985, p. 29-30)

THIS IS MOTHER-TONGUE