78–80). Cultural and linguistic diversity are special resources of humanity. Lubuagan is located in the Cordilleran Mountains of Kalinga and has a population based Multilingual Education and language Issues in the Philippines. Mother Tongue – Based Multilingual Education (MTB-MLE) is the government’s banner program for education as a salient part of the implementation of the K to 12 Basic Education Program. The use of mother tongue in teaching in a multilingual setting affects the way pupils learn. Mother tongue education has previously been implemented in many South East Asian countries, including in some small communities in the Philippines … With the rise of English as “the” international language and the rise of national (e.g. 2013 English and Mother-Tongue-Based Multilingual Education: Language Attitudes in the Philippines(Mahboob & Cruz) 2013 Castrated MTBMLE (Nolasco 2013) 2013 Language Issues in Comparative Education Inclusive Teaching and Learning in Non-Dominant Languages and Cultures(Benson & Kosonen 2013) MTB-MLE refers to “first-language-first” education that is, schooling which begins in the mother tongue and transitions to additional languages particularly Filipino and English. QUEZON CITY, February 28, 2020 — As part of the ongoing K to 12 curriculum review, the Department of Education (DepEd) will conduct a nationwide conference of education practitioners and experts on March 25, 2020 to tackle improvements of the curriculum, including the implementation of Mother Tongue-Based Multilingual Education (MTB-MLE).. Mother Tongue will also be and additional learning area from preschool to Grade III. al of Saint Louis University, Baguio City, Philippines, it was found out that the use of Mother Tongue in teaching multilingual setting affects the way pupils learn. Introduction Broadly, this paper shall present an overview of the policy implementation of mother tongue-based multilingual education in the Philippines within the purview of Republic Act No. English and mother-tongue-based multilingual education: Language attitudes in the Philippines Ahmar Mahboob University of Sydney ahmar.mahboob@sydney.edu.au Priscilla Cruz Ateneo de Manila University ptan@ateneo.edu In this paper, we will problematize the proposed use of mother-tongue-based instruction in the Philippines. By the time the full mother tongue provides a foundation for the development of literacy skills and the learning of the additional languages of Filipino and English. Filipino) or large regional (e.g. 10533, popularly referred to as the K12 Law. But this changed in 2012 when the Philippines government passed a wide-ranging education reform bill that, among many changes, adopted mother tongue instruction for kindergarten through grade 3. In the Philippines, the DepEd K-12 curriculum has embraced a mother tongue based education to help children feel at home in their schools and, at the same time, preserve and nurture the various languages of the country. ABSTRACT. As a subject, mother-tongue education focuses on the development of speaking, reading and writing from Grades 1 to 3 in the mother tongue. tongue and content against the use of mother tongue among other issues. Diliman, Quezon City: 170+ Talaytayan MLE. 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. Local and international studies have shown that early use of mother tongue inside the classroom produce better and fast learners. As a subject, mother-tongue education focuses on the development of speaking, reading and writing from Grades 1 to 3 in the mother tongue. After lower primary, Mother Tongue is not taught as a subject nor used as a language of instruction. This has engendered various reactions especially on the teachers handling the subject and using it as a medium. Attributes of Effective Reading Programs Among High-Performing High Poverty Public Elementary School. Unpublished Dissertation. The Mother Tongue-Based Multilingual Education (MTB-MLE) in the Philippines has already materialized for already three years, and with this advent of a new language policy is also a coming of different issues affecting its implementation. Similar to the Kom Experimental Mother Tongue Education Project of Cameroon, Dumatog & Dekker (2003) and Duguiang & Dekker (2010) wrote about the Lubuagan Project in Kalinga, Philippines, in which it modeled a system of teaching using the mother tongue. SERQUINA, G.P. This study aimed to determine the reactions and attitudes of the teachers and the problems they encountered on the implementation of the Multilingual Education and the Teaching of Mother Tongue in the Philippines. Its significance is underscored by the passing of Republic Act 10523, otherwise known as the “Enhanced Basic Educatiion Act of 2013.” The current initiatives to establish mother tongue-based education reconfigure the terms of engagement in Philippine postcolonial language politics: it must account for the fact that the mother tongues could be the rightful media of instruction. In general, however, the longer a child is able to learn in and through his or her mother tongue(s) the greater the educational benefits that can be expected. As a medium of instruction, the mother tongue is used in all learning areas from Kindergarten to Grade 3, except in the teaching of Filipino and English subjects. Subordinating the mother tongues while overcoming foreign languages is the manner by which Filipino underwrites what the Komisyon regards to be the cultural vitality of the nation-state. As a medium of instruction, the mother tongue is used in all learning areas from Kindergarten to Grade 3, except in the teaching of Filipino and English subjects, the report said. Medically reviewed by University of Illinois — Written by Mary Ellen Ellis on March 26, 2019. A blog that tackles issues on basic education (in the Philippines and the United States) including early childhood education, the teaching profession, math and science education, medium of instruction, poverty, and the role of research and higher education. NOLASCO, R.et.al. Mother tongue based multilingual education takes many forms and each school and each community should determine what works best for them. 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