MODULE 5

Multilingual Philippines (Mother Tongue-based Multilingual Education)

Devotional

The No.1 Excuse We Make to Avoid Change

https://newspring.cc/devotionals/acts-reading-guide/acts-10

READ ACTS 10

Peter travels to share the message of Jesus with Cornelius, a Roman military
commander. Cornelius and his family decide to follow Jesus.

“I can’t help it! That’s just the way I am!”

Have you ever used that excuse? It’s easy to use the way we were raised or the
things we’ve been taught as excuses to hold on to habits and attitudes God
calls us to change.

Peter would’ve understood. What God asked Peter to do went against

everything Peter’s family and culture believed? Jews didn’t associate with
“those” people — ever for you?
It doesn’t matter if your past is filled with great memories or painful ones. You’ve
inherited attitudes and habits that need to change. As the Bible shows you new
ways to think and feel, how will you respond?

Devotional Question:

⮚ What does this passage in Acts 10 teach us about God? How does it
apply to you?

Personal Reflection Question:

⮚ Many people struggle to accept that God loves all people and all races.
Does your heart hold any prejudices that God wants you to overcome?
How are you going to share this love to everyone especially those people
who speak different language to you?

Start-off

1. Development of MTB-MLE and Its Scientific Basis

> The development of Mother Tongue-Based Multilingual Education (MTB-MLE) is

rooted in the recognition of the scientific basis that supports the importance of
using a child's native language as the medium of instruction in early education.
This approach acknowledges that children learn best when they can
understand and engage with academic content in their first language, leading
to improved learning outcomes and cognitive development.

2. Mother Tongue- Based in the Classroom

> In the classroom, there should be a practice of using a student's native

language as the primary medium of instruction, alongside or instead of a
second or foreign language. This approach aims to enhance learning
outcomes, promote cultural preservation, and support linguistic development by
acknowledging and valuing the linguistic diversity of students.

3. Aspect of Development in MTB-MLE Implementation

> 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.

4. Difficulties Encountered by Teachers in the Implementation of the MTB-MLE

Program
> There are four categories of challenges faced by teachers and students.
1. Absence of Books Written in the Mother Tongue
2. Lack of Vocabulary
3. Preparation of Learning Tasks
4. On School’s Location

Pre-assessment

The teacher will ask students to find their pair and give the exact term/word
using their first language.
Example:

Sandorica=Santol

(Cebuano)

Essential Question:

1. What makes mother tongue-based multilingual education a culturally

relevant approach?

Intended Learning Outcomes:

1. Describe the development of MTB-MLE and its scientific basis

2. Discuss understanding of how MTB-MLE is implemented in the classroom
3. Identify the problems and difficulties in the implementation of the MTB-MLE
program.

Pursue

The linguistic and cultural diversity in the Philippines brings much

complexity to the issue of language policy in education. With more than 7000
islands and 181 distinct languages (Lewis, Simons, & Fennig, 2013), the Philippines
offers a challenging environment for implementing a language policy that can
serve the whole country. Consequently, language policies for Philippines‘
schools have fluctuated greatly over the last century with a different policy for
nearly every generation. The development of Mother Tongue- Based Multilingual
Education, its scientific basis, how it is implemented in the classroom, and the
challenges that lies behind the implementation of it is being presented below.

Development of MTB-MLE and Its Scientific Basis

In 2009, the Department of Education (DepEd) challenged the Bilingual

Education Policy by issuing an order that called for institutionalization of mother
tongue-based multilingual education (MTB-MLE). This order requires use of the
learners‘ first language as the medium of instruction for all subject areas in pre-
kindergarten through grade three with Filipino and English being taught as
separate subjects.

Another order was issued in 2012 that offered more specific guidelines for
MTB-MLE and embedded the reform in the newly adopted ―K to 12 Basic
Education Program. This order shifted from the original mother tongue approach
by specifying twelve major regional languages to be used as the languages of
instruction. Under this order, teachers are 2 provided government-issued
materials in their regional languages but are expected to adapt them to reflect
the students‘ first languages. Until recently, the MTB-MLE policy resided solely
within DepEd. However, in January 2013 the Philippines‘ Congress officially
supported this effort by passing the Enhanced Basic Education Act.

In addition to shifting toward a K-12 educational structure, this legislation

requires instruction, teaching materials, and assessments to be in the ―regional
or native language of the learners from kindergarten through grade three with a
―mother language transition program from grades four through six. Despite the
fact that President Benigno Aquino has not yet signed the bill into law, nation-
wide implementation of MTB-MLE has begun. Gradual implementation started
with grade one students in 2012 and will be followed by grades two and three in
2013 and 2014 respectively (Philippines Department of Education, 2009).
 This shift in language policy is part of a growing trend around the world to
support mother tongue instruction in the early years of a child‘s education. In
Southeast Asia, this is apparent in a rising number of educational programs that
utilize a mother tongue approach. Examples can be found in Cambodia,
Indonesia, Malaysia, Thailand, Timor L‘Este and Vietnam. In all of these cases,
the programs are being piloted at the community level with support from
international non-governmental agencies (INGOs). While the use of non-
dominant languages in education is allowed in each of these countries, the
Philippines is the single country to institute a national policy requiring their
inclusion in the early grades. As a result, the implementation of MTB-MLE in the
Philippines is being looked at as an example for the rest of the region (UNESCO,
2007).

The move by DepEd and Congress to adopt MTB-MLE was based on the
outcomes of previous quantitative, longitudinal studies that highlighted the
benefits of using the mother tongue as the language of instruction. Two studies
in the United States (Ramirez, Yuen, & Ramey, 1991; Thomas & Collier, 1997) and
one in the Philippines (Walter & Dekker, 2011) concluded that minority language
students who gained literacy in their first language experienced higher
academic achievement than students who learned in a second or third
language. They suggested that second and third languages can be acquired
more easily if a foundation in the first language is established early.

Three outcomes cited in the 2009 order focused on the speed in which
students will gain literacy skills under the MTB-MLE reform:

1) Learners learn to read more quickly when in their first language (L1);

2) Pupils who have learned to read and write in their first language learn
to speak, read, and write in a second language (L2) and third language
(L3) more quickly than those who are taught in a second or third
language first

3) In terms of cognitive development and its effects on other academic

areas, pupils taught to read and write in their first language acquire such
 competencies more quickly (Philippines Department of Education, 2009,
p. 1).

The Department of Education (DepEd) has enacted many policies in recent

years that are pertinent to the current language-in-education policy. The DepEd
Order No. 74 issued in 2009 institutionalized Mother Tongue-Based Multilingual
Education (MTB MLE) nationwide and mandated the use of the learners’ mother
tongue (MT) in improving learning outcomes from Kindergarten to Grade Three.

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. It was embodied in the Department Order
Number 74, series of 2009, an order “Institutionalizing Mother Tongue-Based
Multilingual Education (MTB-MLE). Its significance is articulated in Republic Act
10532, otherwise known as the “Enhanced Basic Education Act of 2013” (DepEd,
2012).

It is a formal or non-formal medium of communication, in which the

learner’s mother tongue and additional languages are used in the classroom.
The MTB-MLE is a program where the medium of instruction is the mother tongue
or the first language (L1) of the learners. In the teaching-learning process, both
the teacher and the learners use the mother tongue in explaining the lesson.
Other languages are also used during the discussion, provided these languages
will help the teacher and the learners understand each other in the discussion
(DepEd, 2012).

Mother Tongue- Based in the Classroom

Learners begin their education in the language they understand best—

their mother tongue—and need to develop a strong foundation in their mother
language before effectively learning additional languages (Pasig City, 2010)

This is where the Department of Education (DepEd) gets inspiration in its

inclusion of Mother Tongue-Based Multilingual Education (MTB-MLE) as a feature
of the Enhanced Basic Education Program. It mandates the use of the language
that students are familiar with (their first language) as medium of instruction to
allow them to grasp basic concepts more easily.

Currently, DepEd uses 19 languages in MTB-MLE:

⮚ Tagalog- used in the Luzon part of the Philippines

⮚ Kapampangan- used in Pampanga, Bataan, Tarlac, Bulacan, Nueva Ecija
and Zambales
⮚ Pangasinan- used in Pangasinan
⮚ Iloko- used in Ilocos Region
⮚ Bikolano- used in the provinces of Camarines Norte, Camarines Sur, Albay,
Sorsogon, Catanduanes, and Masbate
⮚ Ibanag- spoken in various areas of Northeastern Region in the Philippines
particularly in Isabela and Cagayan
⮚ Sinugbuanong Binisaya- mostly spoken in Central Visayas, parts of Eastern
Visayas, and most of Mindanao
⮚ Hiligaynon- mainly concentrated in the regions of Western Visayas (Iloilo,
Capiz, GUimaras, and Negros Occidental), as well as in South Cotabato
(including General Santos), Sultan Kudarat, and North Cotabato
⮚ Waray- used in Samar, Eastern Leyte and BIliran Islands
⮚ Bahasa Sug- serves as the lingua franca in Sulu
⮚ Maguindanaoan- used Maguindanao del Norte, Maguindanao del Sur,
Sultan Kudarat, North Cotabato, South Cotabato, Zamboanga Peninsula,
Davao Region, and Sarangani
⮚ Maranao- spoken in the provinces of Lanao del Sur, Lanao del Norte,
Northwestern Cotabato, and Northwestern Bukidnon
⮚ Chavacano- used in Ternate, Cavite, Manila Bay, Zamboanga, and
Basilan Island
⮚ Ivatan- Batanes Islands
⮚ Sambal- used in Zambales
⮚ Akianon- used in Aklan
⮚ Kinaray-a- spoken in the Western Visayas Region
⮚ Sinurigaonon- used in the whole province of Surigao del Norte, and in
Carascal, Cantilan, Madrid and Lanusa
The MTB-MLE is implemented in two modules:

1) As a learning/subject area :
 Learner’s mother tongue and additional languages are used in the
classroom
 Learners begin their education in the language they understand best and
develop a strong foundation in their mother language before adding
additional languages

2) As medium of instruction
 Recognizes the value of using a child’s mother tongue as the primary
language of instruction during the early years of schooling
 Subjects such as literacy, language, and numeracy are taught using the
child’s native language gradually transitioning to Filipino and English as
they progress

Developmentally appropriate

As a subject, mother tongue education focuses on the development of

speaking, reading, and writing from Grades 1 to 3 in the mother tongue. As a
medium of instruction, the mother tongue is used in all learning areas from
Kinder to Grade 3 except in teaching Filipino and English subjects.

Filipino is introduced in the second quarter of Grade 1 for oral fluency

(speaking). For reading and writing purposes, it will be taught beginning in the
third quarter of Grade 1. The four other macro skills which are listening, speaking,
reading, and writing in Filipino will continuously be developed from Grades 2 to
6.

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. “Researchers
have proven even during our education with the Thomasites that the child’s first
language really facilitates learning, as emphasized by Dr. Monroe, that we
should be educated in our mother tongue. This gave birth to the Iloilo
experiment and the result of that study was very remarkable,” said Ms. Rosalina
Villaneza, Chief of Teaching and Learning Division of DepEd.

Four Aspects of Development

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.

1. Language Development. Students will establish a strong educational

foundation in the language they know best; they will build a good “bridge” to
the school language(s), and they will be prepared to use both/all of their
languages for success in school and for life-long learning.
2. Cognitive Development. School activities will engage learners to move
well beyond the basic questions of who, what, when, and where to cover all
higher order thinking skills in the learners’ language of thought.

These higher order thinking skills will: (1) transfer to the other languages once
enough Filipino or English has been acquired to use these skills in thinking and
articulating thought; and (2) be used in the process of acquiring English and
Filipino more effectively.

3. Academic Development. Students will achieve the necessary

competencies in each subject area and, at the end of the program, they will be
prepared to enter and achieve well in the mainstream education system.
4. Socio-Cultural Development. Students will be proud of their heritage
language and culture, and respect the languages and cultures of others; they
will be prepared to contribute productively to their own community and to the
larger society.

Furthermore, students will learn and develop holistically. When learners are
first instructed in the language they know best, they are able to build a good
“bridge” toward learning another language. Multilinguals also enjoy benefits
that go beyond linguistic knowledge. They are also able to learn with more
flexibility.

Difficulties Encountered by Teachers in the Implementation of the MTB-MLE

Program

1. Absence of Books Written in the Mother Tongue

The absence of books written in the mother tongue affects the teaching
specifically when translating since learners have different mother tongues. No
teacher can teach effectively without appropriate materials based on
established curriculum goals, learners’ prior knowledge, culture, and value
systems. With few books available for most of the 170 languages of the
Philippines, materials development appears a daunting task. Teaching and
learning cannot be effective without adequate and relevant use of instructional
materials. In order to effectively implement MTB-MLE curriculum should be
updated and textbooks and teaching materials should be made available in
advance. Literacy can only be maintained if there is an adequate supply of
reading materials. The provision of books and instructional materials is helpful to
increase learners’ understanding.

2. Lack of Vocabulary

This is considered to be the dearth of words to use when delivering a

message or information. There is no wide range of words or phrases used in
discussing the lesson using the mother tongue. Teachers who used different
languages are still not enough to deliver the lesson well. Teachers cannot say
that they have enough vocabulary especially since their learners are fluent in
their first language and not all words have equivalent terms in the first language.
Learners are unable to come up with a word that exactly matches what is
written. In addition, the term put them in a situation that will confuse the
learners.

3. Preparation of Learning Tasks

● Choosing appropriate activities for motivating the class

- The language immersion activities

Plan outings or visits to areas nearby where the native tongue is

spoken. Encourage learners to participate in language-intensive
activities and engage them in conversations with native speakers. This
improves the language's practical application while engaging learners
in it.

● Availability of resources for pupils’ activities

- The Local Language Learning Materials

Educational materials developed particularly to support the different

mother tongue languages utilized in MTB-MLE are frequently created
by local publishers and organizations. Textbooks, picture books,
workbooks, and reference resources are some of examples of these
 materials. Information on the availability of such resources can be
obtained from local educational institutions and schools.

● Sufficiency of training acquired for the implementation of MTB-MLE

- The Teacher Training Programs

Programs for Teachers Education: The Philippine government, under

the Department of Education (DepEd), has established in place
seminars and training programs to give teachers the information and
abilities they need to implement MTB-MLE. These training programs
provide instruction in language proficiency, curriculum building,
instructional methodologies, and MTB-MLE-specific assessment
techniques.

● Sufficiency of MTB-MLE materials

- The Monitoring and Evaluation

Procedures for regular monitoring and evaluation serve as essential

when assessing if MTB-MLE implementation is appropriate. Monitoring
involves gathering feedback from students, instructors, and community
 members as well as evaluating the efficiency of teacher training
programs and the accessibility of resources. The results of the
evaluation guide policy changes and enhancements to MTB-MLE
implementation.

● Coping with the different mother tongues of pupils

- The Language Assessment and Proficiency

To determine the learner's levels of abilities regarding their first

language and other languages, conduct language evaluations. It
renders with less difficult to identify learners' language abilities and
areas that require more assistance. Determining the particular
language requirements of the learners, customizing the course, and
offering suitable resources.

- Differentiated Instruction

Use educational strategies that differentiate their instruction based on

learners’ different language backgrounds and abilities. This involves
modifying instruction strategies, resources, and assignments to meet
each student's unique language requirements. Provide additional
assistance or guidance to ensure that students can completely
participate in their education.
 - Multilingual Teaching Resources

Use various kinds of multilingual teaching resources to assist in the

language development of the learners you teach. Multilingual or
bilingual textbooks, picture books, audiovisual materials, and digital
resources are some examples of these resources. Making sure that
these resources are appropriate to the linguistic and cultural
backgrounds of the students.

4. On School’s Location

The native language of the locality is dominated by the pupil’s mother tongue;
some parent’s mother tongue is not the native language; too many migrants;
some teachers assigned in the locality are not native speakers; unavailability of
an expert in the mother tongue to provide further knowledge and information in
the locality; promptness to information on MTB-MLE.

They also believe that methods that teachers use to teach students and
methods that teacher use to train teachers are means of implementing the
curriculum. The success of the curriculum depends on the teaching and learning
materials and the teaching and training methods. Changes in curriculum do not
only focus on content but also on the mode of delivery. Thus, designing,
developing and adaptation of appropriate instructional materials needed are
important in the implementation of the K to 12 Basic Education Program most
especially the MTBMLE program.

Assess

A. Encircle the letter of the correct answer.

1. What language is being introduced in the second quarter of Grade 1 for oral
fluency in speaking?

a. English

b. Filipino

c. Cebuano

2. What other two macro skills that will be taught in the beginning in the third
quarter of Grade 1?

a. Reading and Speaking

b. Listening and Speaking

c. Reading and Writing

3. What aspect of development in MTB-MLE wherein students establish a strong

educational foundation in the language they know best?

a. Language Development

b. Cognitive Development

c. Academic Development

4. Students will be proud of their heritage language and culture, and respect
the languages and cultures of others, what aspect of development in MTB-MLE?

a. Language Development

b. Academic Development

c. Socio-cultural Development
5. What aspect of development in MTB-MLE wherein school activities will engage
learners to move well beyond the basic questions of who, what, when, and
where to cover all higher order thinking skills in the learners’ language of
thought?

a. Socio-Cultural Development

b. Academic Development

c. Cognitive Development

B. Write True if the statement is right and False if it is wrong.

1. Absence of books written in the mother tongue is considered to be the dearth

of words to use when delivering a message or information.

2. The language assessment and proficiency is to determine the learner's levels

of abilities regarding their first language and other languages, conduct
language evaluations.

3. The absence of books written in the mother tongue affects the teaching
specifically when translating since learners have different mother tongues.

4. Multilingual teaching resources used various kinds of multilingual teaching

resources to assist in the language development of the learners you teach.

5. The success of the curriculum depends on the teaching and learning

materials and the teaching and training methods.

Connect
1. What potential challenges would you have as a future teacher managing
MTB-MLE in a multilingual classroom?

2. As a Christian teacher, what are your particular strategies for teaching the
mother tongue in a classroom that has different cultural values and beliefs?

Answer Key for Assessment:

Multiple Choice

1. B.

2. C

3. A

4. C

5. C

True/False

1. False

2. True

3. True

4. True
5. True

References:

Alberto, R., Gabinete, S., & Rañola, V. (2016). Issues and challenges in teaching
mother tongue-based multilingual education in grades II and III: The
Philippine experience. Available at SSRN 2768558.

Dagalea, A. J. L., Peralta, S. B., & Abocejo, F. T. (2022). Evaluation of the Mother
Tongue-Based Multilingual Education Program in the Philippines. Budapest
International Research and Critics in Linguistics and Education (BirLE)
Journal, 5(4), 422-431.

Department of Education, P. (2012). Guidelines on the implementation of the

Mother Tongue-BasedMultilingual Education (MTB-MLE) (DepEd order no. 16
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guidelines-on-the-implementation-of-themother-tongue-based-multilingual-
education-mtb-mle/
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s-2013-additional-guidelines-to-deped-order-no-16-s2012-guidelines-on-the-
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mtbmle/

Department of Education, P. (2016, May). MTB MLE (K to 12 mother tongue

subject) curriculum guide. Retrieved from https://www.deped.gov.ph/wp-
content/uploads/2019/01/Mother-Tongue-CG.pdf

Goldstein, S., & Naglieri, J. (2011). Encyclopedia of child behavior and

development. Retrieved from
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Lartec, J. K., Belisario, A. M., Bendanillo, J. P., Binas-o, H. K., Bucang, N. O., &
Cammagay, J. L. W. (2014). Strategies and problems encountered by
teachers in implementing mother tongue-based instruction in a multilingual
classroom. IAFOR Journal of Language Learning, 1(1), n1.

Mother Tongue-based learning makes interactive and easier for students |

Department of Education. (2016, October 24).
https://www.deped.gov.ph/2016/10/24/mother-tongue-based-learning-
makes-lessonsmore-interactive-and-easier-for-students/

Philippines Department of Education. (2009). Institutionalizing mother tongue-

based multilingual education (Order no. 74). Pasig City: Author.

UNESCO. (2007). Mother tongue-based literacy programmes: Case studies of

good practice in Asia. Bangkok: UNESCO Asia and Pacific Regional Bureau
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Watson, S. (2017, April 20). Higher order thinking skills (hots) in education.
Retrieved, from https://www.thoughtco.com/higher-order-thinking-skills-
hots-education-3111297