DEPARTMENT OF EDUCATION
Road Map of the
MTB – MLE
Program
DEPARTMENT OF EDUCATION
Context
- Biggest agency in the country
with :
with a workforce of more
than half a million, out of
which are 377,831
Elementary & 169,743
Secondary School Teachers
working in 46,404
Elementary & 12,878
Secondary Schools
managed by 17 regional
offices
serving 23,823,120
students from K - 12
DEPARTMENT OF EDUCATION
DepED Order No. 74 “ Institutionalizing Mother – Tongue Based Multilingual Education (MTB-MLE)
11 selected DepED officials where sent as scholars to Payap University, Shiang Mae, Thailand on MTB-MLE
100 teachers were MTB-MLE scholars in the University of the Philippines
In 2009
DEPARTMENT OF EDUCATION
Challenges
Executive Order 210 – “The use of English as medium of Instruction” is still in place
No law that will safeguard DepED Order # 74
Resistance from select law makers – proponents of English as the MOI
Resistance from parents – who believed that
implementing MTB-MLE is going backward –
our ability to speak English is already our
advantage
DEPARTMENT OF EDUCATION
Challenges
• Resistance from Teachers – they believe that they can’t teach using the mother tongue
• Resistance from other stakeholders
• Lack of resources
a.Financial
b.Reading Materials
c. Literature and other textbooks
• The Complexity of the Philippine languages and the context
DEPARTMENT OF EDUCATION
Massive advocacy and synergy with the
a. Teacher Educational Institutions (TEI)
b. Local Government Units
c. Non- Government Organization
d. Senate and the Congress
Crafting of Strategic Plan
Extensive 40 days training of teachers in the
pioneer schools (10 days in 4 phases)
Development of materials
Milestone from 2009 to 2010
DEPARTMENT OF EDUCATION
STATEMENT FROM PRESIDENT NOYNOY AQUINO………
“My view on this is larger
than just the classroom. We
should become tri-lingual
as a country;
Learn English well and
connect to the world.
Learn Filipino well and
connect to our country.
Retain your mother
tongue and connect to
your heritage.
In 2010
DEPARTMENT OF EDUCATION
Mandates:
EFA/MDG Goals BESRA Policy Recommendations for the National Language and Literacy Learning Strategies - 2005 DepED Order No. 16, s. 2012
“Guidelines on the Implementation of
MTB-MLE”
RA 10533 “ Basic Education ACT of 2013” (K to 12 Basic Education Program)
DEPARTMENT OF EDUCATION
Mandate:
From the 10 point agenda of Pres. Aquino # 5 states that: “Every Child a Reader” by Grade 1
At the core of our children’s non-learning is the inability to read properly. By the end of the next administration (SY 2015-16), every child passing pre-school MUST be a reader by Grade 1.
Essential to this, we must build a library infrastructure in our schools, procure reading books (from our Philippine publishing industry to support local authors and
publishers) and TRAIN our elementary teachers on how to TEACH READING.
DEPARTMENT OF EDUCATION
10
We are multilingual
We are by virtue of
our geography and
history, a
multi-lingual people. This gift has for too
long been viewed as
a liability.
Usec. Dina S. Ocampo
DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
In Kinder to Grade 3, the child’s dominant language is used as
the language of learning.
Mother Tongue-Based Multilingual Education
(MTB-MLE)
DEPARTMENT OF EDUCATION
The learners retain their ethnic identity, culture, heritage and
values.
Children learn better and are more active in class and learn a
second language even faster when they are first taught in a
language they understand.
Filipino and English language proficiency is developed from
Kinder to Grade 3 but very gradually.
Mother Tongue is used in instruction and learning materials of
other learning areas.
DEPARTMENT OF EDUCATION
MTB-MLE Bridging Framework
DEPARTMENT OF EDUCATION
Mother Tongue
Literate in
L1
Filipino
English Literate in
L1 and L2
A multi-literate
Filipino learner
DEPARTMENT OF EDUCATION
Our BEST EFFORTS ……………
Pioneered in 921 schools all
over the 17 regions in 12
language in 2011-2012
Capacitated 136 Trainers @ 8 per
region who in turn trained 2,312 grade
1 teachers in the pioneer schools
Produced TG, LM and other reading
materials (big books, small books)
DEPARTMENT OF EDUCATION
Our BEST EFFORTS ……………
Working Orthography
of the 12 languages
made available in
partnership with
Komisyon sa Wikang
Filipino (KWF) in 2011
Pioneered to 921
schools in 17 regions
in Grade II
SY 2012-2013
DEPARTMENT OF EDUCATION
Our BEST EFFORTS ……………
Contextualized
Teacher’s Guide
(TG) and Learner’s
Materials (LM) in all
learning areas in 12
languages
Implemented to all
grade I (Nation-wide)
SY 2012-2013
DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
Our BEST EFFORTS ……………
Upgraded the implementation of MTB-
MLE to grade 3 in the pioneer schools in
2013 - 2014
Expanded to at least 7 other languages
Developed TG, LM, and other learning
materials in these 7 additional
languages
DEPARTMENT OF EDUCATION
Our BEST EFFORTS ……………
Implemented to all Grade II SY 2013-
2014
Developed an Early Grade Reading
Assessment (EGRA) and Early Grade
Mathematics Assessment (EGMA) tools
in 12 languages through the USAID -
Research Triangle Institute (RTI) and the
World Bank
DEPARTMENT OF EDUCATION
Our BEST EFFORTS ……………
USIAD - BASA Pilipinas worked on the
four (4) major languages (Ilokano,
Sinugbuanong Binisaya, Maguindanaon,
Tagalog) in selected divisions in 3 big
regions (Region II, 7 and ARMM)
Strengthen synergy with local
government and non-government
organizations
DEPARTMENT OF EDUCATION
Anecdotal observations and reports
Pupils are more participative and the class is very interactive
Pupils actively participate in story reading and telling - they can retell the story listened to in their own words.
Most of the pupils are reader
Pupils not only answer questions but they also ask questions.
Reduce absenteeism
DEPARTMENT OF EDUCATION
• 19 languages is only more or less 11% of the more than 171 languages spoken in the country
• The demand for the inclusion of their language/s from the LGU/NGO and native speaker is huge
• Reading materials are very limited – need more local writers.
Challenges ……………
DEPARTMENT OF EDUCATION
Challenges
• Need to establish a benchmark on the student’s reading ability level in these languages
• Need to establish a standardize reading materials in these languages
• Need to set reading standards on these languages
DEPARTMENT OF EDUCATION
• Upgrade nationwide implementation in all
Grade III SY 2014 – 2015
• Continuous development of reading materials
• Language mapping
• Enhance existing teacher’s guide and learner’s materials based on feedback
• Conduct research and evaluation of the program
Next steps ……………
DEPARTMENT OF EDUCATION
Advocacy is a MUST – do it extensively
Develop orthography in collaboration with the stakeholders and language experts
Develop and produce more teaching and learning materials – reading materials
Have enough courage and be passionate
Strengthen synergy
Encourage NGO, LGU, and other stakeholders to support materials development
Recommendations ……………
DEPARTMENT OF EDUCATION
Thank You!
Maraming Salamat Po!
Balbaleg Ya Salamat Ed Sikayon Amin!
Daghang Salamat Sa Inyong Tanan!
Dios Mabalos!
Agyamanak Unay Kadakayo Amin!
Madamo Gid Nga Salamat Sa Inyo Nga
Tanan!
Muchas Gracias!
Sukran!
ROSALINA J. VILLANEZA, Ph.D.
Head, NEPP/ MTB-MLE
Department of Education - CO
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