Вы находитесь на странице: 1из 30
MTBMLE Rationale, Principles & Purposes
MTBMLE Rationale, Principles & Purposes
MTBMLE Rationale, Principles & Purposes
MTBMLE Rationale, Principles & Purposes

MTBMLE Rationale,

Principles & Purposes

MTBMLE Rationale, Principles & Purposes

Define the goals/purposes of

education as you see them.

Define the goals/purposes of education as you see them.  prepares students to be responsible, mature,
Define the goals/purposes of education as you see them.  prepares students to be responsible, mature,

prepares students to be responsible, mature, and

productive citizens who will

uphold the pride of the

nation and their parents.

What do parents say about the purpose of schooling?

What do parents say about the purpose of schooling?  “I send my child to school
What do parents say about the purpose of schooling?  “I send my child to school

“I send my child to school to learn English.”

How do teachers generally teach

English?

How do teachers generally teach English?  Through teaching reading of English.
How do teachers generally teach English?  Through teaching reading of English.

Through teaching reading of English.

What is the number one stated difficulty Filipino teachers find in

the number one stated difficulty Filipino teachers find in the classroom today?  Comprehension – lack
the number one stated difficulty Filipino teachers find in the classroom today?  Comprehension – lack

the classroom today?

Comprehension lack of reading comprehension.

Why do you think this is a difficulty?

Together read this paragraph

Together read this paragraph  Melek aksara adalah kemampuan untuk mengidentifikasi, mengerti, menerjemahkan, membuat,
Together read this paragraph  Melek aksara adalah kemampuan untuk mengidentifikasi, mengerti, menerjemahkan, membuat,

Melek aksara adalah kemampuan untuk mengidentifikasi, mengerti, menerjemahkan, membuat, mengkomunikasikan dan mengolah

isi dari rangkaian teks yang

terdapat pada bahan-bahan cetak dan tulisan yang berkaitan dengan

berbagai situasi.

Wikipedia

Learning a second language How long does it take?

Learning a second language – How long does it take?  It takes at least 2
Learning a second language – How long does it take?  It takes at least 2

It takes at least 2 years to learn basic communicative skills in a second language. According to studies, it takes 5 7 years minimum to learn a new language in order to use that language for learning new content (ie the curriculum).

What do you think happens if the mother tongue is not used?

What do you think happens if the mother tongue is not used?  Children’s understanding of
What do you think happens if the mother tongue is not used?  Children’s understanding of

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

Thomas and Collier Study

Thomas and Collier Study

School is an alien place

School is an alien place … “failure to engage young students in meaningful ways results in
School is an alien place … “failure to engage young students in meaningful ways results in

“failure to engage young students in

meaningful ways results in classroom

experiences that are incomprehensible and culturally invalidating. The result is that young children often lose interest,

under-perform and drop out, and remain trapped in conditions of deprivation.” (ICEF, 2006:22)

Mother Tongue Based Multilingual Education what is it?

Mother Tongue Based Multilingual Education – what is it? Mother tongue-based multilingual education is education,
Mother Tongue Based Multilingual Education – what is it? Mother tongue-based multilingual education is education,

Mother tongue-based multilingual

education is education, formal or non- formal, in which the children’s mother

tongue and the national language(s) 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.

What is the purpose of MTBMLE?

What is the purpose of MTBMLE? The purpose of a multilingual education program is to develop
What is the purpose of MTBMLE? The purpose of a multilingual education program is to develop

The purpose of a multilingual education program is to develop appropriate cognitive and reasoning skills enabling children

to operate equally in different

languages - starting in the mother

tongue with transition to Filipino

and English.

MTBMLE

MTBMLE  is a structured program of language learning and cognitive development providing  a strong
MTBMLE  is a structured program of language learning and cognitive development providing  a strong

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.

Multilingual Education

Multilingual Education  maintains local language and culture while providing state/national language acquisition and
Multilingual Education  maintains local language and culture while providing state/national language acquisition and

maintains local language and culture while providing state/national language acquisition and instruction promotes learners’ integration into the national society without forcing

them to sacrifice their linguistic and

cultural heritage.

“Education in a Multilingual World”

UNESCO Position Paper (2003)

in a Multilingual World” UNESCO Position Paper (2003) “ UNESCO supports mother tongue instruction as a
in a Multilingual World” UNESCO Position Paper (2003) “ UNESCO supports mother tongue instruction as a

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.”

“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

tongue is critical for cognitive development and as a basis for learning the second language .”
tongue is critical for cognitive development and as a basis for learning the second language .”

learning the second language .” Tucker (1997)

Mother Tongue Based MLE

moving beyond the known

Mother Tongue Based MLE – moving beyond the known  maintains local language and culture while
Mother Tongue Based MLE – moving beyond the known  maintains local language and culture while

maintains local language and culture

while providing state/national language

acquisition and instruction

promotes learners’ integration into the national society without forcing them to sacrifice their linguistic and cultural heritage.

LANGUAGE: KNOWN UNKNOWN CONCEPT: Language Learning KNOWN KK KU UNKNOWN Academic Learning UU UK
LANGUAGE:
KNOWN
UNKNOWN
CONCEPT:
Language Learning
KNOWN
KK
KU
UNKNOWN
Academic Learning
UU
UK

Access to education

Learners whose mother tongue is the language of instruction and the language of literacy.

is the language of instruction and the language of literacy. Minority language learners who do not
is the language of instruction and the language of literacy. Minority language learners who do not

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?

Why do we need to begin with the mother tongue? “The level of development of children's
Why do we need to begin with the mother tongue? “The level of development of children's

“The level of development of

children's mother tongue is a

strong predictor of their second

language development…

Thomas and Collier, 2001

“Children…with a solid foundation in

“Children…with a solid foundation in their mother tongue develop stronger literacy abilities in the school language.
“Children…with a solid foundation in their mother tongue develop stronger literacy abilities in the school language.

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).

KNOWN UNKNOWN Greg Dekker, 1998 Child’s Knowledge Structures Child’s World View Child’s First Langauge
KNOWN
UNKNOWN
Greg Dekker, 1998
Child’s Knowledge Structures
Child’s World View
Child’s First Langauge

in using L1, L2 and L3

for everyday

communication & for learning new

concepts

Continue to build fluency & confidence

Introduce reading and writing in L3

Continue to build oral and written L1 & L2 Introduce oral L3

Continue to build oral and written L1 and oral L2

Introduce reading and writing in L2

Continue to build oral and written L1 Introduce Oral L2

Continue to build oral L1

Introduce reading and writing in L1

Build small children’s fluency and confidence in oral L1

ADD other languages
ADD other languages

A strong foundation in the

mother tongue is necessary to

learn L2 Never stop using the MT Build a strong bridge to L2

Lubuagan, Kalinga MTBMLE Program

Lubuagan, Kalinga MTBMLE Program     Controls Experimentals   N Percentage N Percentage
Lubuagan, Kalinga MTBMLE Program     Controls Experimentals   N Percentage N Percentage
   

Controls

Experimentals

 

N

Percentage

N

Percentage

Grade 1

73

53.47

69

75.87

Grade 2

94

[1]

56.9

42

77.8

Grade 3

60

53.9

56

75.1

   

Grade 1

 
 

Controls

   

Experimentals

N

Percentage

N

Percentage

Reading

73

52.76

 

69

75.47

Math

73

48.94

 

70

82.12

   

Grade 2

 

Reading

94

54.9

 

42

78.3

Math

94

61.9

[1]

 

42

80.3

   

Grade 3

 

Reading

60

53.4

 

56

79.2

Math

60

49.5

 

56

76.2

   

Grade 1

 
   

Controls

 

Experimentals

N

Percentage

N

Percentage

Filipino

73

57.08

 

70

 

68.42

English

73

52.76

 

70

 

72.41

   

Grade 2

 

Filipino

94

51.9

 

42

 

81.4

English

94

54.9

 

42

 

62.1

   

Grade 3

 

Filipino

60

62.9

 

56

 

70.6

English

60

53.4

 

56

 

77.1

Conclusion

Conclusion As evidenced, using the Mother Tongue will not hinder the learning of second and third
Conclusion As evidenced, using the Mother Tongue will not hinder the learning of second and third

As evidenced, using the Mother

Tongue will not hinder the

learning of second and third

languages. Rather, use of the

mother tongue strengthens the

acquisition of other languages

while respecting the learner.

6 Questions

6 Questions  MTBMLE – what is the primary premise?  What will MTBMLE do for
6 Questions  MTBMLE – what is the primary premise?  What will MTBMLE do for

MTBMLE what is the primary premise?

What will MTBMLE do for the problems of low attendance, high drop out and low achievement? Why?

How can MTBMLE help schools be a child friendly environment?

What will it do to help the Filipino child’s learning processes?

Оценить