• Mother Tongue Based Multilingual Education Grade 3 Sinugbuanong Binisaya
• Bilingual And Multilingual Education

The power of mother tongue and multilingual education Teaching the foundational skills (early literacy and numeracy) and critical thinking in a language that the child speaks and understands is one of the most effective ways to reduce school failure and drop out in the early grades.

To: Undersecretaries
Assistant Secretaries
Bureau Directors
Directors of Services, Centers and Heads of Units
Regional Directors
Schools Division/City Superintendents
Heads, Public and Private Elementary and Secondary Schools

1. The lessons and findings of various local initiatives and international studies in basic education have validated the superiority of the use of the learner’s mother tongue or first language in improving learning outcomes and promoting Education for All (EFA).
2. Mother Tongue-Based Multilingual Education, hereinafter referred to as MLE, is the effective use of more than two languages for literacy and instruction. Henceforth, it shall be institutionalized as a fundamental educational policy and program in this Department in the whole stretch of formal education including pre-school and in the Alternative Learning System (ALS).
3. The preponderance of local and international research consistent with the Basic Education Sector Reform Agenda (BESRA) recommendations affirms the benefits and relevance of MLE. Notable empirical studies like the Lingua Franca Project and Lubuagan First Language Component show that:
   1. First, learners learn to read more quickly when in their first language (LI);
   2. Second, 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; and
   3. Third, in terms of cognitive development and its effects in other academic areas, pupils taught to read and write in their first language acquire such competencies more quickly.
4. Relatedly, the study of the Department of Education Region IV-B (MIMAROPA) entitled “Double Exposure in Mathematics: a Glimpse of Mother Tongue First” has provided the local validation of the fundamental observation that top performing countries in the Trends in International Mathematics and Science Study (TIMSS) are those that teach and test students in science and math in their own languages.
5. All Regional Directors and Superintendents are hereby enjoined to promote and encourage local participation in the following essential, support systems of the MLE within the framework of School-Based Management (SBM) with the support of the local government units:
   1. Formulation of region-specific schemes to recognize and institutionalize the initiatives of schools and localities through appropriate incentives or policy support in bringing about and developing MLE towards financial and instructional self-reliance and excellence;
   2. Provisions of orientation and training opportunities along with exposure to successful models of MLE that have been developed. The gradual integration of MLE in all subject areas and at all grade levels (beginning in preschool and continuing by adding a grade level per year) in the school improvement plans (SIPs) and district ALS program is likewise enjoined effective immediately;
   3. The utilization of Maintenance and Other Operating Expenses (MOOE), school board funds, and other education improvement funds is hereby authorized for the planning and implementation of MLE programs in the following sequence of priority: (1) advocacy work and community mobilization; (2) development of a working orthography of the local language; (3) MLE orientation and teachers training; (4) developing, printing and distributing teachers’/facilitators’ guides; (5) reading materials and other instructional materials; (6) development of assessment tools; and (7) evaluation and monitoring of learning outcomes; and
   4. An MLE technical working group at the regional and division levels shall be established to facilitate MLE planning, monitoring and evaluation.
6. During the first three years of implementation, the enclosed “MLE Bridging Plan” may be used for reference for both teaching and curriculum development. For the ensuing years, adjustments may be made based on monitoring and evaluation results.
7. For all learning programs of the Alternative Learning System (ALS), the learners’ first language shall be used as primary medium and thereafter, depending upon the previous level of functional literacy and pedagogical requirements of accreditation and equivalency, the Bureau of Alternative Learning System (BALS) shall determine the suitable second and third languages that will maximize the educational benefits and competencies of the ALS clients. Enclosed is the Fundamental Requirements for a Strong Mother Tongue-Based Multilingual Education (MLE).
8. This Department with the help of MLE specialists shall incorporate an MLE certification process and retain the privilege of establishing MLE certification procedures in order to maintain quality MLE programs wherever they may be implemented.
9. All orders, memoranda, issuances, rules and regulations or parts thereof inconsistent with the provisions of this Order are hereby rescinded, amended, or modified accordingly.
10. Immediate dissemination of and compliance with this Order is directed.

Beginning in 2009, the Philippine government has been institutionalizing a program called Mother Tongue Based Multilingual Education (MTB-MLE) for its 47,000 schools. In Southeast Asia, this is apparent in a rising number of educational programs that utilize this approach. However, the Philippines is the only country in Southeast Asia to have instituted a national policy requiring mother tongue-based multilingual education (MTB-MLE) in the primary school years.

Encl.:
As stated
Reference:
None
Allotment: 1—(D.O. 50-97)

To be indicated in the Perpetual Index under the following subjects:
CURRICULUM
LANGUAGE
POLICY
RULES & REGULATIONS

The importance of mother tongue language in education

A consequence of the ever-increasing popularity of international schools is the growth in the number of children learning in a language other than their first. This can open opportunities for the individual but, as Carolyn Savage explains, continuing to develop the mother tongue is vital to enhance learning.

Importance of first language

We are living in a time of unprecedented travel, with technological advances and globalization offering more and more people the opportunity to explore and live in cultures that are not their own. International schools have been established for decades now and are rapidly growing in popularity, particularly amongst local populations, as they offer easier access to higher education opportunities around the world. As a consequence, the number of children learning in a language other than their mother tongue is growing rapidly.

Research indicates that having a strong mother tongue foundation leads to a much better understanding of the curriculum as well as a more positive attitude towards school, so it’s vital that children maintain their first language when they begin schooling in a different language.

Developing the mother tongue

When children develop their mother tongue, they are simultaneously fostering a whole host of other essential skills, such as critical thinking and literacy skills. It is this skill-set that they take with them into formal education, and research tells us that any skills and concepts gained in the learner’s home language don’t need to be re-taught when they transfer to a second language. For example, if a child has developed the ability to guess the meaning of a word through its context or to infer meaning by reading between the lines, these skills are easily transferred when they begin studying in a second language. It is much harder, however, to teach these abstract skills directly through a second language.

It’s also well known that a strong mother tongue foundation equips children with the skills they need to learn additional languages, allowing them to transfer their understanding of the structure of language to several new languages. The intuitive understanding of grammar that develops when children learn their first language can easily be passed on to other languages. With multilingualism becoming an increasingly sought-after attribute within the workplace, this advantage cannot be overstated. Globalization and increased co-operation between nations mean that, in many organisations, it has become a requirement to have language skills in addition to being a specialist within a particular field.

Language and mother tongue also play a huge role in the development of personal, social and cultural identity. Children with a strong foundation in their first language often display a deeper understanding of themselves and their place within society, along with an increased sense of wellbeing and confidence. Naturally, this flows down into every aspect of their lives, including their academic achievement.

International schools and mother tongue

This is, of course, one of the reasons why bilingual education systems are growing in popularity around the world and many international schools are focusing their resources on establishing strong mother tongue programmes. Parent workshops outlining the importance of the mother tongue are becoming increasingly popular, because many parents mistakenly believe that they should only speak to their children in the school’s language of instruction, often contributing to children not gaining complete fluency in either their first or second language. In SE Asia, for example, our EAL specialists regularly invited parents into school for evening workshops, where they outlined research showing how children learn languages, discussed the school’s teaching methodology for language learning, and, most importantly, explained the importance of a strong mother tongue foundation and the vital role that parents play in developing and maintaining this.

When I taught in Bratislava, we encouraged children to bring in books written in their home language(s) and to share these with the class. Sometimes, children chose to read small extracts out loud, allowing them to demonstrate more developed reading skills, whilst simultaneously building pride in their own culture and developing respect for all cultures within the school. This was just one small part of the jigsaw that made up our in-depth mother tongue programme.

Mother Tongue Based Multilingual Education Grade 3 Sinugbuanong Binisaya

As Irina Bokova, UNESCO Director General said, “Mother languages in a multilingual approach are essential components of quality education, which is itself the foundation for empowering women and men and their societies.”

Carolyn Savage

Carolyn grew up in the Netherlands, completing her degree in modern foreign languages before gaining her PGCE from the University of Cambridge. Since then, she has worked as a class teacher in the UK, Europe, the Middle East and Asia. Carolyn established a whole-school EAL program in the Middle East, before expanding her experience to include PYP in Cambodia. Carolyn writes a regular column for the Huffington Post.

Images: jordandreyer from Pixabay

Other Image: Aline Dassel from Pixabay

Bilingual And Multilingual Education