MTB- MLE
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The document discusses Mother Tongue-Based Multilingual Education (MTB-MLE) in the Philippines. It notes that under DepEd guidelines, there are 19 major local languages used as the medium of instruction from kindergarten to grade 3. 12 languages are currently used in MTB-MLE programs, with 7 additional languages added in 2013-2014. The goals of MTB-MLE include developing students' second language abilities, academic skills, cognitive development, and lifelong learning through the use of the mother tongue as the primary language of instruction.
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Mother Tongue Multilingual Education (MTB-MLE)
Mother Tongue Multilingual Education (MTB-MLE)Menchie Magistrado Objective:
Explain the important insights and reasons of multilingual education in making education more responsive to cultural diversity.
Appreciate the value of using his/her own mother tongue in dealing with any classroom situations, and
Simulate different classroom situation using their own mother tongue.
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1) Learning builds on existing knowledge in the first language.
2) Strong development of the first language facilitates learning additional languages and academic achievement.
3) Using multiple languages enhances cognitive flexibility and higher-order thinking.
4) Discovery learning occurs through guided practice and application of new concepts.
5) Active learning through peer interaction, hands-on activities, and discussion helps build confidence.
6) Language learning requires a focus on both meaning and accuracy.
7) Transferring knowledge between languages is normal but may take two years for basic communication skills.
8) Students thrive in welcoming environments that value their home languages
Mother Tongue Based - Multilingual Education (MTB-MLE) in Philippines
Mother Tongue Based - Multilingual Education (MTB-MLE) in PhilippinesDåLé Rǝnomǝron This document discusses mother tongue-based multilingual education (MTB-MLE) in the Philippines. It defines key terms like mother tongue and multilingual. MTB-MLE uses the children's mother tongue in the classroom to facilitate learning Filipino and English. The goals are to develop cognitive skills to operate in different languages, and to preserve Philippine culture. The Department of Education implemented MTB-MLE for 12 languages, and recently added 7 more dialects. Benefits include reduced dropout rates, repetition, and increased student attendance and learning. Not using the mother tongue can lead to learning difficulties and loss of heritage language and culture.
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- DepEd issued an order in 2009 to institutionalize MTB-MLE, using students' first language as the primary medium of instruction from preschool to Grade 3. Additional languages like Filipino and English are introduced gradually starting in Grade 2.
- MTB-MLE helps students understand lessons better and develop a sense of nationalism and cultural identity. It reduces dropout rates compared to only using English for instruction.
- The Philippines has over 180 languages but some are endangered. MTB-MLE aims to preserve local languages and culture.
- Studies show positive results from MTB
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2) It provides brief descriptions of each category's specific cognitive, academic, or physical challenges.
3) The final category is giftedness, referring to learners with significantly high cognitive development.
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- The basic education system will be restructured to include kindergarten, 6 years of elementary, 4 years of junior high and 2 years of senior high school.
- The DepED will formulate a new curriculum in coordination with stakeholders to ensure it is globally competitive, learner-centered, and responsive to diversity.
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- Career guidance will be strengthened to help students choose career paths.
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- 2. MTB-MLE education in several languages based on the Mother Tongue. 3 languages L1 - mother tongue/ first language. L2 – second language. L3 – third language. DepEd (2014) – there are 19 major local languages as medium of instruction from kinder up to grade 3 under the MTB-MLE.
- 3. DepEd (2014) – there are 19 major local languages as medium of instruction from kinder up to grade 3 under the MTB-MLE. 12 languages are used by the MTB- MLE: Tagalog, Kapampangan, Pangasinense, Iloko, Bikol, Cebuano, Hiligaynon, Waray, Tausug, Maguindanaoan, Maranao, and Chavacano. (2013-2014) 7 more major languages were added. Ybanag- Tuguegarao City, Cagayan and Isabela. Ivatan – Batanes Group Sambal – Zambales Aklanon – Aklan,Capiz Kinaray-a – Capiz,Aklan Yakan – ARMM, Surigaonon covering Surigao City & provinces.
- 4. What is meant by MTB- MLE? Sec. 4 of the Implementing Rules and Regulations of R.A. 10533(Enhance Basic Education Act of 2013) – “the language/ languages first learned by a child, w/c he/she identifies with, identified as a native language user by others, w/c he/she knows best, or uses most.” Lifelong learning- learning that is pursued throughout life… Communicative competence – the other end goal and it means the ability of the learner to understand and used language appropriately to communicate in authentic situations. in MTB- MLE , it includes two or more than two languages.
- 5. SECOND LANGUAGE DEVELOPMENT ACADEMIC DEVELOPMENT COGNITIVE DEVELOPMENT LIFE-LONG-LEARNING COMMUNICATIVE COMPETENCE END GOALS OF MTB - MLE
- 6. Learning Area Standard Of MTB – MLE DepEd Curriculum Guide of MTB – MLE states that “use Mother Tongue appropriately and effectively in oral, visual, and written communications in a variety of situations and a variety of audiences, contexts and purposes including learning other content subjects and languages, demonstrate appreciation of various forms of literary genres and take pride on one’s cultural heritage.” MTB – MLE includes to study of local literature wherein it is narrated or written in the learner’s first language that he/she is given the opportunity to connect to his/her very own cultural heritage and so is expected to develop appreciation for the same and take pride in it.
- 7. Malone(2007) claims that….”the loss of language is part of the loss of whole cultures and knowledge systems, including philosophical systems, oral literary and music traditions, environmental knowledge systems medical knowledge , and important cultural practices and artistic skills.”
- 8. K Grade 1 Grade 2 Grade 3 Skill in phonological and phonemic awareness, alphabet knowledge, sound letter correspondences, decoding, vocabulary and comprehension as they listen and respond to a variety of texts in the Mother Tongue. Demonstrates basic communication skills in talking about familiar topics using simple words. Demonstrates basic communication skills in talking about a variety of topics using developing vocabulary. Demonstrates basic communication skills in talking about a variety of topics using expanding vocabulary.
- 9. Guiding principles for teaching and learning in MTB – MLE 1.Effective language learning proceeds from the known to unknown. 2.active process 3. accuracy and fluency 4. second language
- 10. Macroskill Focus on Meaning Focus on Accuracy Listening Listen in order to understand, think critically & respond creatively Recognize and distinguish sounds; recognize parts of words. Speaking Speak with understanding to communicate knowledge, ideas, & experiences. Use correct vocabulary, pronunciation, grammar Reading Read with understanding to apply, analyze, evaluate & to create knowledge Decode by recognizing parts of words & sentences Writing Write to communicate knowledge, ideas, experiences, goals Form letters properly & neatly; spell words accurately; use correct grammar Viewing View in order to understand , think critically, respond creativity Recognize & distinguish print & non- print materials and be able to critic the materials objectively
- 11. 2 Kinds of Transition in the Bridging Program Early- exit transition L1 is the medium of instruction. (2-3 years) Late- exit transition L1 is the medium of instruction for 5-6 years or more.
- 12. K1 K2 Gr 1 Gr2 Gr 3 Gr 4 Gr 5 Gr 6 Build fluency in oral L1 L1 for teaching Continu e oral L1 Begin written L1 Begin written oral L2 (late in the year) L1 for teaching Continue oral & written L1, oral L2 Begin written L2 (late in the year) L1 for teaching Continue oral & written L1, oral L2 L1 for teaching Continu e oral & written L1,L2 Begin oral L3 L1-L2-L1 for teaching Continu e oral & written L1, oral L2, oral L3 Begin written L3 L1-L2-L1 for teaching Continu e oral & written L1, L2,L3 L1-L2-L1 for teaching Continue oral & written L1,L2,L3 L2-L1 for teaching Progression Plan For Teaching Three Languages
- 13. By: Jardael, Celeste S. BEED - III