Yolanda S. Quijano, ED.D.

1
MLE in the Philippines History and
Possibilities

• Yolanda S. Quijano, ED.D.
• Director, Bureau of Elementary Education
• Department of Education, Pasig City

2
Promoting (MLE) Multilingual Education Including
the Excluded MLE refers to learning which
begins in the first language/mother tongue and
transitions to additional languages.
3
Language Issues

• Date back from Spanish and American
  colonization and continue to the present
• Proficiency in English will enhance global
  competitiveness, prepare Filipinos for employment
  overseas and provide better access to scientific
  and technical knowledge
• Filipino is more culturally relevant and
  practical and has the value to foster national
  unity

4
Language Issues

• Child learns best when
• primary education is in
• their first language
• or mother tongue.
• Child is most comfortable learning in ones
  first language and begins to conceptualize rather
  than merely memorize formulae and codes as one
  does when the language is not familiar.

5
History of MLE in the Philippines

• First Iloilo Experiment 1948-54
• Use Hiligaynon as MOI in Grds.1 2
• Children learning in Hiligaynon outperformed
  English-taught students in reading, math and
  social studies at end of 1st year
• Children were able to transfer what they had
  learned to English after six months of exposure

6
History

• Second Iloilo Language Experiment (1961-64)
• Test hypothesis that it is best to introduce only
  one non-native language at a time
• Result shows that using both English and Filipino
  in Grade 1 was preferable to using only one
  language in Grds.1 2
• Introducing two languages as subjects in Grade 1
  follows the educational psychology principle that
  spaced practice and review is usually more
  effective than concentrated practice

7
History .

• Rizal Experiment 1960-66
• Purpose identify most effective time to begin
  teaching English as a subject and as MOI in elem.
  schools in which Tagalog was the MOI in Grd. 1
• Conclusions
• the longer English is used as the MOI, the more
  proficient the pupils were in using the language
• little practical difference if written English
  will take place in Grds. 1 or 2
• good IMs are important

8
History .

• First Language Component-Bridging Program
  (FLC-BP) 1986-93
• 6-year pilot project in Ifugao province that used
  Tuwali as MOI
• Hypothesis Children who acquire reading and
  writing skills in first language, accompanied by
  structured program of language arts that provides
  bridge to Filipino and English will be more
  competent in all areas of study than those who
  learn in the two official languages

9
History

• First Language Component-Bridging Program
  (FLC-BP) 3
• Three principles of the program
• Use the childrens first language for teaching
  and learning in Grds. 1 and 2
• Use childrens own cultural model of world to
  help them process information, understand
  concepts and form new ones
• Introduce new concepts and skills by building on
  existing knowledge structures

10
History .

• Results
• Children who began school in first language
  (Tuwali) with careful bridging to two second
  languages, were significantly more competent in
  all areas of study than children who did not
• Use of Tuwali in bridging to Filipino is more
  effective than bridging to English

11
History .

• Lingua Franca Project 1999-2001
• Defines and implements a national bridging
  program to develop initial literacy
• Lingua Franca or spoken language of region or
  community was used as bridge language

12
History .

• Lingua Franca Project1999-2001
• Experimental groups used three lingua francae
  Ilokano, Tagalog and Cebuano as MOI in Grds. 1
  and 2
• Control groups used English and Filipino in
  designated areas (bilingual policy)

13
History ..

• Lingua Franca Project
• Results in Second Year of Implementation
• Experimental groups had numerically higher mean
  scores in Math, Science, Sibika at Kultura and
  Filipino than control groups except in English
  due pupils exposure in English for two years
• Greater change shown in increased enthusiasm and
  self-confidence of pupils to participate in
  different classroom activities
• Parents and community support was evident in
  preparation of local materials and in following
  up pupils assignments

14
History

• Other Regional Lingua Franca or First Language
  Programs 1970s- 1980s
• First language literacy projects in non-formal
  sector sponsord by Summer Institute of
  Linguistics (SIL)-Philippines and by Translators
  Association of the Philippines (TAP) established
  in thirty Philippine languages
• NGO-supported Lingua Franca projects for youth
  and adults
• Variety of instructional and supplementary
  reading materials have been developed in lingua
  francae and first languages

15
History ..

• Lubuagan MLE Program The First in the
  Philippines, 1998 to Present
• Goal higher achievement, stronger English and
  Filipino acquisition, and lower drop out rate
• 3 experimental class schools implementing Mother
  Tongue-Based MLE approach (use of MT to teach
  curriculum content and to teach English and
  Filipino as second and third languages) compared
  with three control class schools implementing the
  bilingual policy or using Filipino and English as
  MOI in designated areas

16
History .

• Lubuagan MLE Program
• Results
• significant differences in the achievement levels
  for the different learning areas (Reading Math,
  English, Filipino, Makabayan) of pupils in
  experimental classes compared to the control
  groups
• use of the MT strengthens the acquisition of the
  second and third languages

17
History ..

• A CASE STUDY from CCIP-TEEP (Culture-Responsive
  Curriculum for Indigenous People-Third Elem.
  Educ. Proj.)2003-2007
• Objectives
• use mother tongue as bridge language for
  instruction to improve pupil performance
• inculcate spiritual and civic values and take
  pride in ones culture, traditions and values

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History

• A CASE STUDY from CCIP-TEEP
• 2 multigrade schools used Minanubu as MOI in
  Grds. 1 and 2 with subjects in Filipino and
  English while English and Filipino were the MOI
  in Grds. 3 6.
• Results
• Pupils learning achievement show consistent and
  significant increases in Mean Percentage Scores
  in Division and National Achievement Tests.
• Drop-out and repetition rates also decreased.

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What did we learn from these studies?

• Children learn to read more quickly and learn
  better in Math and Science when the MOI is their
  mother tongue.
• Their cognitive skills continue to build,
  enabling greater ability to handle cognitively
  demanding tasks.
• Children in classes that used mother tongue as
  MOI were observed to be actively participating in
  different classroom activities.

20
What did we learn from these studies?

• Children who have learned to read and write in
  their first language, learn to speak, read and
  write in the second and third languages more
  quickly.
• Learning first language or mother tongue
  strengthens acquisition of second and third
  languages.
• Children who begun school in their first language
  with careful bridging to the two second languages
  were more competent in all areas of study than
  the children who did not.

21
Possibilities of MLE in the Philippines

• Expanded Lingua Franca Project to Mother
  Tongue-Based Multilingual Education, a work in
  progress
• Goal
• Develop lifelong learners who are proficient
  in the use of their first language (L1), the
  national language (L2) and other languages (L3
  and L4) and who take pride of their heritage and
  culture.

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Possibilities ..

• MT-Based MLE
• Objectives
• i) improve schools performance indicators
  dropout, repetition, retention and completion
  rates among elementary pupils,
• ii) increase pupils academic performance
  through acquisition of oral fluency, reading and
  writing skills in their first language that
  provide them a bridge to learning Filipino and
  English enabling them to become more competent in
  all areas of study, and

23
Possibilities .

• iii) demonstrate self-confidence and pride in
  ones culture, tradition and values.
• 104 schools reported implementing MLE for SY
  2009-2010
• 53 teachers from Luzon Visayas handling
  classes trained in Summer 2009 at UP
• 8 major languages/mother tongues are being used
  Ilocano, Pangasinense, Kapampangan, Tagalog,
  Bikol, Cebuano, Hiligaynon, Waray-Samar

24
Possibilities ..

• DepED Policy Issuances
• DepED Order No. 60, s. 2008
• No. 3 The use of the mother tongue as
  the language of instruction beginning grade 1 is
  now recognized as the most effective way to
  improve student learning and shall also serve as
  a strong bridge language to learn a second
  language better and faster.
• No 4 All Bureau Directors are hereby
  directed to provide the field offices through the
  regional offices successful models of language of
  learning that have been developed and have
  resulted in the students/learners higher
  cognitive development and faster acquisition of
  basic literacy.

25
Possibilities of MLE in the Philippines

• DepED Order No. 60, s. 2008
• No. 5 The utilization of MOOE, School
  Board Funds and other funds is hereby authorized
  for the following expenditures that may be
  required during the planning and implementation
  phases of using the mother tongue as a language
  of instruction
• a) developing, printing and distributing
  teachers/facilitators, students/learners
  workbooks, and other IMs
• training of teachers and hiring of specialists
  and
• other auxiliary services including advocacy work
  and community mobilization and evaluation and
  monitoring of learning outcomes.

26
Possibilities

• DepED Order No. 74, s. 2009 Institutionalizing
  Mother Tongue-Based Multilingual Education
• No. 2. Mother Tongue-Based Multilingual
  Education, herein referred to as MLE, is the
  effective use of more than two languages for
  literacy and instruction.
• Enclosure No. 1 Fundamental Requirements for a
  Strong MLE
• Enclosure No. 2 MLE Bridging Plans A B

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Possibilities ..

• Technical Support from experts 13 Educ. Supvs.
  from RO and DO and EPS from BEE trained on MLE
  at Payapa University, Thailand
• Prepared STRATEGIC PLAN IN MLE by DepED and its
  partners, the 171 Talaytayan Multilingual Inc.,
  SIL, TTIs and other organizations who will also
  assist DepED for its implementation
• Gunigundo Bill on MLE in Congress

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One principle of MT-based MLE is that
Students learn best when they use what they
already know (knowledge and experience of their
own language) to learn what is new (new facts,
new concepts, new languages). So MLE
programmes focus on helping students build a good
educational foundation in their first language
and a good bridge to the new language.

UNESCO, Bangkok, 2007