mtbmle laguna
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LAPRISADA Presentationfeb. 21, 2012TRANSCRIPT
Mother Tongue Based
Multilingual Education
How do teachers
generally teach English?
-one of the most neglected education goals in many countries, especially among the poorest nations (UNESCO, 2009) -“forgotten goal in the EFA framework” (UNESCO,2011)
EFA Global Monitoring Report (GMR) 2010
2010-2011
Gross Enrolment 107.47%
Net Enrolment 89.89
Cohort Survival Rate 74.23
Completion Rate 72.11
Drop out Rate 6.29
Transition Rate 96.87
Performance Indicators
2010-2011
Mathematics 68.43
Science 60.37
English 65.12
HEKASI 70.40
Filipino 76.45
Total Test 68.15
National Achievement Test
Where do we want to be?
-Schools, community learning centers, libraries, books, shops, mobile libraries and ICT facilities are available and accessible -Materials are attractive and include local indigenous or the works of local authors and writers. Materials for all types of learners and neo-literates are of interest to them
-School, community and local businesses participate in the development of local educational and literary materials. To some extent, learners are also involved in their development
-People from all walks of life understand what it means to be literate and the importance of having a literate environment. They interact and have regular dialogue with each other to discuss the need for literacy and education programmes
-Learners effectively apply their acquired literacy skills in their practical daily lives. They have the means and opportunity to use and sustain these skills meaningfully
-The different sectors of the community collectively work for a successful conduct of literacy activities such as reading campaigns
-ICT is used as one of the cost-effective ways to publish and disseminate materials
- All Filipino adults should be made functionally literate -All children aged six should be in school and be prepared to achieve the required competencies for Grades 1 to 3 instruction
Basic Education Sector Reform Agenda
-All children aged 6-15 should complete elementary and HS with satisfactory achievement levels at every grade/year -The government together with the civil society. Media, business and other institutions and organizations should be committed to attaining basic education competencies for all
Basic Education Sector Reform Agenda
1. Implement a 12-year BE 2. Universal kindergarten 3. Create a sub-system within the
education system for all Muslim Filipinos
4. Bring back tech-voc 5. Ensure that every child is a reader by
Grade 1
6. Improve Science and Math proficiency
7. Provide assistance to private schools as partners in BE
8. Use Mother Tongue (MT) as the MOI for Kindergarten to Grade 3
9. Improve quality of textbooks 10. Build more schools
What is the number 1 stated difficulty
Filipino teachers find
in the classroom today?
Comprehension
School is an alien place… “failure to engage
indigenous students in meaningful ways results in classroom experiences that are incomprehensible and culturally invalidating. The result is that indigenous children often lose interest, under-perform and drop out, and remain trapped in conditions of deprivation and marginalization.” (ICEF, 2006:22)
Mother tongue-based multilingual education (MLE) is education, formal or non-formal, in which the children’s mother tongue, Filipino and English are used in the classroom. Children begin their education in a language they understand, their mother tongue, and develop a strong foundation in their mother language.
• is a structured program of language learning and cognitive development providing a strong educational foundation in the
first language successful bridging to one or more
additional languages enabling the use of both/all languages for
life-long learning • is based in the child’s own known
environment and bridges to the wider world
- children have the opportunity to learn concepts primarily in a familiar language, and, later, they learn the labels or vocabulary for those concepts in a new language
- Students begin learning oral and then written second language
Legal Bases
DepEd Order No. 74 s. 2009 Institutionalization of MTBMLE
DepEd Order No. 74 s. 2009 Institutionalization of MTBMLE
Article 28
• 1. States Parties recognize the right of the child to education,
and with a view to achieving this right progressively and on
the basis of equal opportunity, they shall, in particular:
(a) Make primary education compulsory and available
free to all;
(b) Encourage the development of different forms of
secondary education, including general and vocational
education, make them available and accessible to every
child, and take appropriate measures such as the
introduction of free education and offering financial
assistance in case of need;
(c) Make higher education accessible to all on the basis of
capacity by every appropriate means;
(d) Make educational and vocational information and
guidance available and accessible to all children;
(e) Take measures to encourage regular attendance at
schools and the reduction of drop-out rates.
2. States Parties shall take all appropriate
measures to ensure that school discipline is
administered in a manner consistent with the
child's human dignity and in conformity with
the present Convention.
3. States Parties shall promote and encourage
international cooperation in matters relating
to education, in particular with a view to
contributing to the elimination of ignorance
and illiteracy throughout the world and
facilitating access to scientific and technical
knowledge and modern teaching methods. In
this regard, particular account shall be taken
of the needs of developing countries.
Article 30
In those States in which ethnic, religious or linguistic minorities or persons of indigenous origin exist, a child belonging to such a minority or who is indigenous shall not be denied the right, in community with other members of his or her group, to enjoy his or her own culture, to profess and practise his or her own religion, or to use his or her own language.
Section 7.
For purposes of communication and
instruction, the official languages
of the Philippines are Filipino and,
until otherwise provided by law,
English.
The regional languages are the
auxiliary official languages in the
regions and shall serve as
auxiliary media of instruction
therein.
Spanish and Arabic shall be
promoted on a voluntary and
optional basis.
Section 5. System Framework and Components. - The ECCD System shall include the following components: (a) ECCD Curriculum - which focuses on children's total development according to their individual needs and socio-cultural background. It shall promote the delivery of complementary and integrative services for health care, nutrition, early childhood education, sanitation, and cultural activities. It shall use the child's first language as the medium of instruction.
RA 8980
EARLY CHILDHOOD CARE AND DEVELOPMENT LAW
Expand Early Childhood Care and Education
Provide free and compulsory
Primary Education for All
Promote Learning Skills for
Young People and Adults
Increase Adult Literacy
by 50%
Achieve Gender Parity by 2005 and Gender Equality by
2015
Improve the quality of Education
“Education in a Multilingual World” UNESCO Position Paper (2003)
“UNESCO supports mother tongue instruction as a means of improving educational quality by building upon the knowledge and experience of the learners and teachers.”
“UNESCO supports bilingual and/or
multilingual education at all levels of education as a means of promoting both social and gender equality and as a key element of linguistically diverse societies.”
to learn basic communicative skills in L2
to learn a new language in order to use that language for learning new content
Research studies show that the amount of formal schooling a child receives in his or her Mother Tongue or first language is the most “powerful variable” in second language.
(Collier, 1995 p.23).
Children are more likely to become readers and writers of English when they have a strong foundation in their native language.
(Collier, August 2002
The Thomas and Collier Study
• Notable empirical studies like the
Lingua Franca Project and
Lubuagan First Language
Component show that:
First, learners learn to read
more quickly when in their
first language;
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 the second or third
language first; and
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.
GRADE 1 GRADE 2 GRADE 3
CONTROL EXPER. CONTROL EXPER. CONTROL EXPER.
Reading 52.8 75.5 54.9 78.3 53.4 79.2
Math 48.9 82.1 61.9 80.3 49.5 76.2
Filipino 57.1 68.4 51.9 81.4 62.9 70.6
Makabayan 57.9 81.4 60.9 80.8 50 74.7
English 52.8 72.4 54.9 62.1 53.4 77.1
Overall 53.5 75.9 56.9 77.8 53.9 75.1
These studies show that….
• Use of L1 allows learners to learn to read and write more quickly
• Learners learn an L2 and L3 more quickly when learning is first conducted in their L1
• Learners who begin in their L1 realize greater and more efficient cognitive development and are better prepared for more and more cognitively demanding subject matter later on in their learning experience
• Learner’s achievement and performance is better measured when done in the learner’s L1, which reflects the learner’s real knowledge of concepts rather than their knowledge/lack of knowledge of the language in which concepts are tested. The language of learning should also be the language of testing.
“The development of the child’s first language with its related cognitive development is more important than the mere length of exposure to a second language; development of the mother tongue is critical for cognitive development and as a basis for learning the second language.” Tucker (1997)
MTBMLE – moving beyond the known
LANGUAGE
CONCEPT
KNOWN UNKNOWN
KNOWN
KK
KU
UNKNOWN
UK
UU
Language Learning
Academic Learning
Learners whose mother
tongue is the language of
instruction and the
language of literacy.
Minority language
learners who do not
speak the language
used when they enter
school or an
education program
Why do we need to begin with
the mother tongue?
“The level of development of
children's mother tongue is a
strong predictor of their
second language
development…
“Children…with a solid foundation in
their mother tongue develop stronger
literacy abilities in the school
language.
“Children's knowledge and skills
transfer across languages from the
mother tongue…to the school language”
Jim Cummins (2000).
Weak education
KNOWN UNKNOWN
Strong and Effective Education
KNOWN UNKNOWN
Child’s
World View
Child’s First
Language
Child’s
Knowledge Structures
Greg Dekker
Benefits
2005
• Reduced dropout • Reduced repetition • Children are attending
school and staying there
• Children are learning • Parents and community
are involved • It is more cost effective
to implement mother tongue programs
We create people who are illiterate in two or more languages
Children do not become sufficiently
fluent in their mother tongue (orally and literacy) Their vocabulary in L1 is limited,
restricting their ability to learn L2. A strong foundation in L1 is required
for learning L2.
Children’s understanding of concepts is
limited or confused if learning only in
L2.
It is a fallacy to think that children
who are immersed in L2 from the
beginning learn L2 better. They do
not.
Thomas and Collier 2001
Literate become illiterates
literacy skills are not applied or used
regularly
New generations of children enter
adulthood without basic literacy and
numeracy skills because they either
dropped out of school or received a
poor-quality education
Components of a
Strong
MTBMLE Program
A successful
Program
Writing System
Graded Reading
materials
Relevant teaching &
learning materials
Recruitment & training Community
Awareness & Involvement
Awareness Raising
Supportive political
environment
Cooperation among
supporting agencies
Build oral L1
Continue oral L1
Begin literacy in L1
Continue oral and written L1
Begin oral L2
Continue oral and written L1, oral L2
Begin literacy in L2
Continue oral and written L1
and L2, for daily
communication and for
learning academic content
Phases of a
strong
multilingual
education
program
using two
languages
by Dr. Susan Malone, SIL International
MEANING ACCURACY AND CORRECTNESS
STORY
TRACK
PRIMER
TRACK
FLUENT READERS AND WRITERS
Why 2 tracks? “the most effective approaches to
developing initial reading skills are those that combine extensive and varied exposure to meaningful prints (story track) with explicit and systematic instruction in phonemic awareness and letter-sound correspondence (Primer Track) (Jim Cummin’s, No 1)
STORY TRACK PRIMER TRACK
Emphasis: Meaning and Communication
Emphasis: Accuracy and Correctness
Focus: Whole Texts Focus: Parts of the language
Listening Students listen in order to understand and respond to what they hear
Recognize and distinguish sounds, syllables, words and sentences.
Speaking They speak in order to communicate their thoughts and ideas to others
Use correct vocabulary grammar, pronunciation.
STORY TRACK PRIMER TRACK
Emphasis: Meaning and Communication
Emphasis: Accuracy and Correctness
Focus: Whole Texts Focus: Parts of the language
Reading Read for enjoyment and to understand and use new ideas and information
They recognize parts of words, sentences and paragraphs and can sound them out
Writing Write to communicate their thoughts and ideas
Form letters properly and neatly, spell words correctly and use correct grammar
MEANING TRACK ACCURACY TRACK
Shared Reading Picture and Key Word
Experience Story Big Box
Listening Story and Library time
Sentence-making
Creative Writing Spelling and Handwriting
This plan is based on a 5-day school week
with 120 minutes allocated for L1 literacy(MT)
DAY TRACK ACTIVITY
1 Meaning Shared Reading & Creative Writing +Library Time
Accuracy Key Word Lesson
2 Meaning Experience Story & Listening Story+ Library Time
Accuracy Next KWL
3 Meaning Same as Day 1
Accuracy Next KWL
4 Meaning Same as Day 2
Accuracy Next KWL
5 Review Meaning and Accuracy Tracks
Learning
Area
GRADE
Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6
MTB 40 40 40
Filipino 40 40 40 40 40 40
English 40 40 40 40 50 50
EsP 30 30 30 30 40 40
Araling
Panlipunan
30 30 40 40 40 40
Mathematic
s
30 30 40 40 50 50
MAPEH 30 30 30 30 40 40
Science 40 40 40 40
EPP/TLE 60 60 60
Total
200/240
4 hrs.
200/240
4 hrs.
300* 5
hrs.
330 –
5 hrs.
30 mins.
380 –
6 hrs.
380 –
6 hrs.
Proposed Time Allotment
TIME LEARNING AREA NO. OF
MINUTES MOI/FOCUS
7:20 – 7:30 Homeroom 10
7:30 – 8:10 Mother Tongue 40 Reading & Writing
8:10 – 8:50 Filipino 40 Oral Fluency,
Reading and Writing
8:50 – 9:20 EsP 30 MT
9:20 – 9:40 RECESS 20
9:40 – 10:10 Math 30 MT
10:10 – 10:40 Araling Panlipunan 30 MT
10:40 – 11:10 MAPEH 30 MT
11:10 – 11:50 English (2nd Sem.) 40 Oral Fluency
TOTAL 200-240
Note: Schedule in the 2nd Semester maybe revised so that English will be taught in
the morning.
Sample Class Program Grades I & 2
Regular Program
MTBMLE Program
REGULAR MTBMLE
Based on PELC Based on PELC
Use L2 for learning through primary school
Start with L1, bridge to L2, then use both languages
Outcomes and indicators build on mainstream students’ knowledge and experience
Outcomes and indicators build on the knowledge and experience of students from each ethnolinguistic community
Use mainstream textbooks Start with L1 activity books, later use mainstream books
Use reading materials in L2 Start with L1 reading materials, add L2 materials and then use both
