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Mother Tongue Based - Multilingual Education (MTB-MLE)

This PREZI presentation will discuss about the implementation of the MOTHER TONGUE-BASED - MULTILINGUAL EDUCATION
by

Ace Samonte

on 8 October 2012

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Transcript of Mother Tongue Based - Multilingual Education (MTB-MLE)

" Every Child-A-Reader and A-Writer" Mother Tongue-Based - Multilingual Education
(MTB-MLE) 12 Major Philippine Language Tagalog, Kapangpangan,
Pangasinense, Iloko, Bikol,
Cebuano, Hiligaynon, Waray, Tausug,
Maguindanaoan, Maranao,
and Chabacano * the program starts with pupils learning their lessons through their mother-tongue.

* first orally then in written form. Objectives 1. LANGUAGE DEVELOPMENT 2. COGNITIVE DEVELOPMENT 3. ACADEMIC DEVELOPMENT 4. SOCIO-CULTURAL
AWARENESS " In terms of cognitive development,
and it's effect in other academic areas,
pupils taught to read and write
in their first language acquire
(educational) competencies
more quickly"

- Dir. Yolanda Quijan,
DepEd's Bureau of Elem. Education,
from DepEd Order No. 74, 3c. Education and highlights
the important features of the process 1. Education begins with what the learners
already know, building on the language
and culture, knowledge and experience
that they bring with them
when they start school. 2. learners gradually gain confidence in using
the new (official) language, before it
becomes the only language for
teaching academic subjects; and 3. learners achieve grade level competence in
each subject because teachers use
their home language, along with the
official school language, to help
them understand the academic concepts. AREA
OF
FOCUS MTB - MLE should be implemented in two modes: 1. as a
learning and/or
subject area 2. as a
Medium
of
Instruction Evaluation and documentation
of each component of
the programme, including
learners' academic progress Essential
features of a strong & sustained MLE programme Preliminary research
to collect information
for planning
the programme Awareness-raising & mobilization
at local, state, national
& international levels Orthographies/writing systems that
are 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 achieve 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 Cooperation among
supporting agencies Supportive political
environment some
benchmark
studies
from
UNESCO Modiano's study
in the
Chiapas highlands
of Mexico The Six-Year
Yoruba Medium
Primary Project The Rivers
Readers
Project
in Nigeria Large Scale
Research on Filipino-English
bilingual schooling
in the Philippines,
Gonzales & Sibayan 1988
Full transcript