MTBMLE: A Convenient Approach to Language Aquisition Upon hearing Mother Tongue-Based Multilingual Education (MTBMLE), I really had no idea

of what is meant by it. After reading some articles, I came up with a lot of information which I think are significant to me as a language learner and a future language teacher. MTBMLE is the use of more than two languages for literacy and instruction. It starts from where the learners are, and from what they already know. This means learning to read and write in their first language or L1, and also teaching subjects like mathematics, science, health and social studies in the L1. In simple words, it is how the Mother Tongue is used as a medium of instruction like Cebuano in the Cebuano-speaking areas, Ilocano in Ilocanospeaking areas, and so on, in the first few years of childs schooling. As the students develop a strong foundation in their L1, children are gradually introduced to the official languages, Filipino and English, as separate subjects, first orally then in the written form. The program brings benefits to students specially those who came from non-dominant language communities. It enables them to build a strong educational foundation in the language they know besttheir MT or first language (L1)and a good bridge to the official languagethe school (L2)

and other languages of learning (L3, L4, etc.) and then encourages them to use both or all their languages for life-long learning. Through this education, the students will be motivated to participate in the class discussion having no worries in committing mistakes with the language that they are using. They will be encouraged to describe, explain, analyze, ask questions, exchange ideasto talk rather than sit passively while the teacher talks at them. MTBMLE empowers the teachers as well, particularly when they are more fluent and proficient in the local language than in the languages of wider communication. Because the students can express themselves, the teachers can more accurately assess what has been learned and identify areas where students need further assistance. It creates the conditions for the integration of the peoples community knowledgethe knowledge that informs their lives and give them meaning into the school system. MTBMLE makes it possible for the community to produce its own culturally relevant reading materials and teaching aids, together with the local writers, illustrators, cultural groups stakeholders in the community. It also gives opportunity to the parents to teach their children or help them with their home works since their language is also the language used in schools. and other

Currently, in our country, the Department of Education issued DepEd Advisory No. 241 s. 2011 on May 25, 2011, scheduling a series of national seminars on Mother Tongue-Based Multilingual Education (MTBMLE) that will be conducted by the Southeast Center for Training and Development (SECTD) in July, October, and December in different parts of the country. The said seminars aim to: 1)Identify social, cultural and legal issues of making the mother tongue as the medium of instruction in the early grades; 2) Present experiences of other countries educational system where the mother tongue is used as the medium of instruction; 3) Discuss theories

supporting the use of mother tongue in teaching and learning; 4) Prepare teachers in designing instructional materials using the mother tongue; and 5) Equip them with skills in handling lessons using the mother tongue of learners. The principals, district and education supervisors and elementary teachers from both public and private schools are invited to attend this activity. On the other side of the story, MTBMLE affects one second language acquisition. The student will realize that the same patterns he/she used to learn his/her language: listening and comprehension, reading and writing, conversation, repetition, audiovisual aids, charts, maps, signs, role-play; are also used to teach the new language, and he begins to realize that there is nothing weird or impossible about another language.

The student of a second language will realize that in all languages, people express ideas, needs, and desires; make jokes; give descriptions; use idioms and vernacular language. What they need to know is to observe caution in how the second language operates, and that some things are called by different names in different languages. Most language books start by giving students some hope by pointing out to them that there are similarities in languages. Native language can encourage errors. Most of the time, these errors are caused by students attempting a literal translation of phrases. Another way in which the native language affects the second language adversely, is the students native accent. The beginner student automatically attempts to pronounce the new language as it is written, or in a way similar to his own. This could cause a lot of embarrassment and misunderstanding. Sentence constructions and rhythm are another common failure because they use the literal translation of words, respectively in their languages, to construct a sentence. Students of second languages need adequate guidance in addition to their discipline, motivation, and the will to succeed. They need to pay careful attention to detail. However, acquiring language is not all stressful. The role of native language in second language acquisition can be entertaining and

enjoyable, not to mention that the end result of being able to communicate with another person in his language can be exhilarating. Having understood the changes that might happen when Mother Tongue -Based Multilingual Education is fully implemented, I certainly believe that this program will transform every young shy student to a confident educated person. Slowly, everyone will master his or her native language then adapt the second language and utilize the other languages that he or she will be learning in schools as time pass by. Being a kind of trilingual person may be a good asset in the future since a lot of local and international businesses and works require good communication skills. With this, we are not limiting ourselves or we are not giving ourselves boundary when it comes to showing our skills, using our knowledge and utilizing our languages. As what our President Benigno Noynoy Aquino III said in his 10-point basic education agenda, We should become trilingual nation: Learn English well and connect to the world. Learn Filipino well and connect to our country. Retain your dialect and connect with your heritage.

Works Cited Noynoy Aquinos 10-point basic education agenda. Barrio Siete. 30 March 2010. http://barriosiete.com/noynoy-aquinos-10-point-basic-educationagenda/. 20 June 2011 Audrey Alleyne, Linda M. Rhinehart Neas . Native Language Role in Learning a New Language. 10 Feb. 2011 http://www.brighthub.com/education/languages/articles/70839.aspx 20 June 2011 Joe Padre . DepEd Announces National Seminars on Mother Tongue-Based Multilingual Education. Multilingual Philippines. 26 May 2011. http://mlephil.wordpress.com/2011/05/26/deped-announces-nationalseminars-on-mtbmle/. 20 June 2011 Ricardo Ma. Duran Nolasco, Ph.D. 21 Reasons why Filipino children learn better while using their Mother Tongue.http://8877053409552888360-a1802744773732722657-ssites.googlegroups.com/site/mlephilippines/Home/mle-resources/21reasonsMLEPrimer.pdf?attachauth=ANoY7coVoFa6TpO1ReEBn51j03fJAhUfdI_DPsvy7W3rA27A9mhqvZnOPbtbi-hDJGlor5bU9hQ5kW1srnF7OCykmNGvHsJ3QluQWyqIETAR5CYWa_4aM97bE3vnz mpLstWEJS6nzVVnEmVNVe7-zBtN7CAQt7VdxOqkXFJGVlu-

txWOg6Dke0i0VwvocxWUzOzCC2zgIN_kDHSp_1FcnMwNcEpVKRt_mIx2e04D7 _Wwld_z6gsSc9knEiYDvlI7s2EbNsnW5E&attredirects=0. 20 June 2011 Susan Malone. Mother Tongue-Based Multilingual Education: Implications for Education Policy. http://resources.wycliffe.net/pdf/MT-Based%20MLE %20programs.pdf. 20 June 2011