TANJAY CITY — Mother Tongue-based Multilingual Education (MTB—MLE) is now being piloted this school year 2011-2012 in the Grade I class of Felicitas C. Ramirez (teacher-implementor) of Plaza Central School, Division of Tanjay City.
This is in compliance with DepEd Order No. 74, s. 2009 which mandates the institutionalization of MLE as a fundamental educational policy and program in the whole stretch of formal education including pre-school and Alternative Learning System.
MTB—MLE 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/native tongue (L1). In teaching subjects like Science and Health, Mathematics and Social Studies (Makabayan) in L1, the learners develop a strong foundation in L1, and are gradually introduced to their second language (L2) — (Filipino and English) first orally, then in written form.
Some findings of local and international researches conducted, like the Lingua Franca Project and the Lubuangan First Language Component, include:
First, learners learn to read more quickly in their first language (L1).
Second, pupils who have learned to read and write in L1 learn to speak, read and write in a second language (L2) or third language (L3) more quickly than those who are taught first in an L2 or L3.
Third, in terms of cognitive development and its effects in other academic areas, pupils who are taught to read and write in their L1 acquire such competencies more quickly.
Although the pilot implementation of MTB—MLE in the Tanjay City Division has earned negative feedback during its first months of implementation, constant orientations, advocacy in the media, and extensive discussions during PTA meetings have gradually gained for it support from the parents of the MTB class and other stakeholders. (Wendisprinda L. Silva, Division MTB—MLE Coordinator, Tanjay City Division)
