http://mothertongue-based.blogspot.com/2009/01/mle-primer.

html
What do Philippine stakeholders say about MLE?

The Department of Education, through Secretary Jesli Lapus: We find the bill (the Gunigundo
bill) to be consistent with the Basic Education Sector Reform Agenda (BESRA)
recommendations and the bridging model proposed by the Bureau of Elementary Education
where pupils were found to comprehend better the lessons in class.
The National Economic Development Authority, through NEDA Director General Ralph Recto:
From the economic and financial vantage points, we believe that adopting this education policy
(HB 3719), in the final analysis, is cost-effective...
The Philippine Business for Education (PBED), one of the largest associations of businessmen
in the country: English and Filipino are languages `foreign to most children and legislating
either as medium of instruction will do more harm to an already ailing system of education.
The Department of Foreign Affairs and UNESCO Philippines, through Secretary Alberto
Romulo: Multilingualism is the order of things in the UN and in the world. The unique richness
of the worlds national identities draws on the many traditions that make up different countries
and are expressed through local and indigenous languages. UNESCO supports mother tongue
instruction as a means of improving educational quality by building upon the knowledge and
experience of the learners and teachers.

https://mlephil.wordpress.com/2010/08/23/for-comment-revised-mle-primer/
20. What do Philippine stakeholders say about MTBMLE?
The National Economic Development Authority (NEDA): From the economic and
financial vantage points, we believe that adopting this education policy (MTBMLE), in the
final analysis, is cost-effective

The Philippine Business for Education (PBED): English and Filipino are languages
`foreign to most children and legislating either as medium of instruction will do more
harm to an already ailing system of education.

The Department of Foreign Affairs and UNESCO National Commission of the

Philippines: Multilingualism is the order of things in the UN and in the world. UNESCO
supports mother tongue instruction as a means of improving educational quality by
building upon the knowledge and experience of the learners and teachers.

The Linguistic Society of the Philippines (LSP): (T)he use of the mother tongue is the
best option for literacy and education in multi-lingual societies such as the Philippines.

http://mothertongue-based.blogspot.com/2014/01/statement-of-stakeholders-of-ilokano.html
STATEMENT OF STAKEHOLDERS OF THE ILOKANO LANGUAGE ON THE ILOKANO
ORTHOGRAPHY ISSUE
We applaud the decisive move of the present government to include Mother Tongue Based
Multilingual Education (MTBMLE) as a main component of the new K-12 Law (RA 10533).
Such education reform initiative recognizes the learners language and knowledge system as
effective starting points for further learning. We also affirm how RA 10533 and other existing
policies, especially those that address the educational needs of marginalized learners, value
contextualized and culturally-responsive materials developed through a dialogical process among
local stakeholders. This upholds not only our democratic values but also research-based and
additive MTBMLE practices all over the world.
Individual Stakeholders: Aurelio Solver Agcaoili, Alegria Visaya, Edna C. Nagtalon, Natividad Lorenzo,
Ferdinand N. Cortez, Lorenzo Garcia Tabin Sr., Sinamar Robianes Tabin, Eduardo Arellano Padaoan,
Felix R. Udasco, Franklin Macugay, Bonifacio Ramos, Elmer Agcaoili Palacio, Herdy La Yumul, Eugene
Carmelo Cabanilla-Pedro, Roy Vadil Aragon, Pearl Fontilla, Errol Abrew, Jordan Ang Oay, Melchor
Espeleta Orpilla, Ryan Pesigan Reyes, Carmencita Tomas Macatangay, Wilma Manzano, Mario Singson,
Ajarn Wu Hsih, Mark Gil Ramolete, Neyzielle Cadiz, Ronan Paul Dayot y Bulahan, Gloria Tuzon,
Josephine Lopez Agcaoili, Letecia Florendo, Orlando Rojas Agcaoili, Jayzl Villafania Nebr, Jose
Gonzalez, Ausbert Felicitas, Rex Alejandro, Terry Tugade, Joven Ramirez, Raymund Liongson, Peter
Julian, Ridel Tabian Cabulisan, Mario Tejada, Dennis Mendoza, Regie Tagavilla, Cristino Inay, Vilmer V.
Viloria, Freddie Padua Masuli, Jan Rich, Eufe Madariaga, Santago Vllafana, Ched Estigoy-Arzadon

Organizational Stakeholders: Nakem Conferences Philippines, Nakem Conferences

International, Guild of Ilokano Writers Philippines, Guild of Ilokano Writers America, Guild of
Ilokano Writers Global, Timpuyog ken Saranay Dagiti Ilokano, Chavacano Ethnolinguistic
Group, and Timpuyog Dagiti Mannurat nga Ilokano-Hawaii

URL: http://dx.doi.org/10.5539/ijel.v6n5p43
Children whose first language is not used at schoolexperience lower levels of
learning and are much less likely to be able to contribute to a countrys economic
and intellectual development (World Bank, 2006, p. 4).

https://sites.google.com/site/languageandmothertongue/home/research-on-mtb-mle-
implementation
Nolasco (2010) reiterates the Rights of the Child as mentioned in the United
Nations Convention (2003) by underscoring the belief that all the children
have the right to education and to learn and use the language of his family.
Therefore, all children have the rights to an education and to learn and use
the language of the family.

The use of the same language spoken at home, in early grades, helps
improve the pupils language and cognitive development in addition to
strengthening their socio-cultural awareness. Local and international studies
have shown that early use of mother tongue inside the classroom produce
better and faster learners. It makes them adept at learning a second
(Filipino) and third language (English) too. Secretary Armin Luistro cited by
Delon Porcalla (The Philippine Star) Updated May 16, 2013 12:00am)

August and Hakuta (1997); Collier (1987); Cummins (1984) as cited by Banks
and Banks (2007) cited that whatever the earners first language, students
who are literate and bare had prior formal schooling in their first language
have been found to outperform students who have not been taught in the
mother tongue.

Furthermore, the Lubuagan experience has shown that using mother tongue
contributes to the performance of pupils. The overall result of the tests
shown that the experimental class scored nearly 80 percent mastery of the
curriculum, while at control class scored just over 50 percent mastery. The
results provide crucial evidence that mother tongue instruction strengthen
learnings Nolasco (2010).

The declaration of policies concerning the use of mother tongue entails well-
crafted and supported language policies in three areas (Cooper, 1989):
status planning on the uses of the language, corpus planning about the
language itself which includes material preparation, and acquisition planning
about the users of the language. These areas require intensive work on the
part of the policy makers to come up with a well- crafted and supported
policies.

implementing mother tongue based programs would be too expensive,

especially when multiple languages are involved (Spolsky, 2010).

https://www.academia.edu/23350185/Gaps_and_Challenges_in_the_Mother_Tongue_Based_Mu
ltilingual_Education_MTBMLE_Implementation_in_Philippines_Basic_Education_A_Policy_Is
sue_Paper_on_Language-in-Education_Policy
In the pre-K12 MTBMLE, the teachers were oriented on the full breadth and principle
ofMTBMLE, and the conditions for its successful implementation. It was inculcated among
themthat MTBMLE is not a mere strategy or pedagogy. It is a shift in paradigm. MTBMLE is,
andcould have been, the fundamental education reform that the Philippines has been waiting
fordecades. In fact, according to Dr. Edilberto de Jesus, Professor Emeritus at the Asian Institute
ofManagement (AIM) and former DepEd Secretary, the only thing new and innovative about the
Philippines K12 program is its MTBMLE feature.

https://www.academia.edu/11535888/_Binisaya_Instruction_Facing_the_MTB-
MLE_Challenges_Head-on

In one of the review of related studies cited above, two studies by Guskey (2002) andMalone
(2012) pointed out that most challenges in the MTB-MLE happened after observinghow easily
the pupils were learning in the MT class. The effectiveness of the MT teaching
ischanging the learning experience of the children, which in turn is shaping the attitudes
andbeliefs of the person involved.

Having asked their views about the

Binisaya instruction and
MTB-MLE program in general, they cited, among others, the following views:
Teacher Bebs
:

I feel very, very confident in using MTB-MLE and I will stand for it. Iknow this is
the way for my pupils to progress. However, we still needintellectualized learning materials for
our class. As observed, currentMT materials we use in class would seem to be mixed up or not
inconsonance with the teacher manual

.
Teacher Ivy:

As with my previous experiences in teaching, it was very difficult forchildren to

understand their lessons because we had to teach inEnglish or Filipino. Now I am happy to see
how the children are able tounderstand and follow my instructions easily. Yes, it would be
betterif we can get hold of the contextualized MTB books with completeactivities and
exercises

.
Teacher Beverly:

It helped me to develop and trust in myself as an elementaryschool teacher. This MTB-MLE is

not only good for the children butalso for me as a teacher. Looking for more training
to enhance myskills

.
Teacher Roda:

With more materials and good books in MTB, the more that you canget closer to the pupils
because they can communicate their feelings. Apart from using the mother tongue,
we use strategies that can makethe students participate. The teacher has become like
a facilitator who guides the children. With the support of the parents and thecommunity, the
more it can make learning easy and fun

https://en.wikipedia.org/wiki/Multilingual_Education
Research shows that children whose early education is in the language of their home tend to do
better in the later years of their education (Thomas and Collier, 1997)