Content And Pedagogy In Mother Tongue Based Multilingual Education

ELE 16 Content and Pedagogy in Mother Tongue Based Multilingual Education

Questions: * What is mother tongue all about? * What are the legal bases of MTB-MLE? * Is there any problem that happened during the implementation of the language policy in the Philippines? If yes, what are those?

Language policy is what a government does either officially through legislation, court decisions or policy to determine how languages are used, cultivate language skills needed to meet national priorities or to establish the rights of individuals or groups to use and maintain languages.

Language Policy Flip-Flop in the Philippines!!!

Spanish Era On March 16, 1521, Portuguese navigator Ferdinand Magellan, attempting to sail around the world for Spain, reached the Philippine archipelago. Magellan and his expedition were the first Europeans to reach the Philippines, a stop on the first circumnavigation of the globe, though Magellan’s portion of that journey would soon end.

The Educational Decree of 1863 Established formal education in the Philippines, and declaring the use of Spanish in school.

1896 CONSTITUTION OF BIAK-NA-BATO

1898 MALOLOS CONSTITUTION

SPANISH

He ordered the teaching of local languages in schools but later decide to require the teaching of teaching of English in school for Filipinos to be taught about democracy and the American system. U.S. PRES. WILLIAM MCKINLEY

 In 1935, the Philippine Constitution mandated the adoptation of a national language. Tagalog was adopted as the national language.  National Language Institute was established in 1937, formulated a language policy that established a national language.

 But in 1939, after years of heated

debates, Tagalog was officially proclaimed as a national language.  The teaching of Tagalog as a subject became a must in all schools in 1940, but English remained to be the primary language of instruction.

JAPANESE PERIOD 1942-1946

 From this period, the use of English was prohibited after the Japanese forces invaded the Philippines in 1942.  Despite this prohibition, English and Tagalog were still taught in schools but Japanese became a mandatory foreign language until the end of World War II in 1945.

THE PHILIPPINES AFTER THE WAR

 In 1948, the Bureau of Public Schools started experimenting with local languages to put an end to language issue.

“ILOILO EXPERIMENT IN EDUCATION THROUGH VERNACULAR” (1948-1954)

USE THE LOCAL LANGUAGE AS MEDIUM OF INSTRUCTION SPECIFICALLY IN GRADE ONE AND TWO. ENGLISH SERVED AS THE LANGUAGE OF INSTRUCTION STARTING GRADE THREE AND WAS TAUGHT AS A SEPARATE SUBJECT STARTING GRADE ONE.

MARTIAL LAW REGIME 1974 -1986

 Bilingual Education Policy (BEP) was implemented in 1974 under DECS Order No. 25 entitled “Implementing Guidelines for the Policy on Bilungual Education”, where the use of Filipino and English language were used as a medium of instruction.

Pilipino Social Studies, Work Education, Character Education, Music, Health and Physical Education.

English Math, Science and Technology

The 1987 Constitution retained and further strengthened the policy on bilingual education through Department Order No. 53, s.1987, entitled “The 1987 Policy of Bilingual Education”. In 1991, the Congressional Comission for Education (EDCOM) was formed. They advice was all subjects must be taught in Filipino, of course except for English. However, the recommendation was not implemented.

Under Pres. Arroyo administration, English became the primary language of instruction in schools. She issued an order EO No. 210 on May 17, 2003 stating a policy to strengthen Englis as a second language in the educational system. *

* In 2008, Rep. Gunigundo proposed a multilingual education bill which call for the use of local language in teaching subjects in schools from Grades 1 to 6.

DepED Order No. 74, s. 2009 entitled “ Institutionilizing Mother Tongue-Based Multilingual Education (MTB-MLE) “ stating to use more than two languages for literacy and instruction effectively. This was strengthen by the declaration of President Benigno C. Aquino,Jr. during his term.

What do you think is the reason, why should the early graders be taught (in all their subjects) in their Mother Tongue first?

Let's read this: May 9 na gamgam sa sanga kan bayawas. Naglupad si 6 na gamgam. Pirang gamgam an natada sa sanga kan bayawas? There are 9 birds on the branch of a guava tree. 6 birds flew away. How many birds were left on the branch of the guava tree?

My Belief: All children CAN learn to READ with understanding within the first few years of schooling..... ...... in a language that they use ........in a language that they understand

In short, mother tongue enables the learners to:

LISTEN SPEAK

READ WRITE VIEW

WITH UNDERSTANDING

Major Languages or Lingua Franca in the Philippines • • • • • • • • •

Tagalog Kapampangan Pangasinense Iloko Bikol Cebuano Hiligaynon Waray Tausug

* Maguindanaoan * Maranao * Chabacano

Does Catanauan or Bundok Peninsula Area have their own Lingua Franca?

Let's have an activity! Make an inventory of the words in the mother tongue that you hear and read and are commonly used in your community.Do this using this format. Mother Tongue Words 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

English

Filipino

For Deepening and Mastery! In one half sheet of yellow paper, discuss why in the Philippines there has been flipflopping in language of instruction. What factors contributed to the many shifts? Answer the questions sussinctly.

Take Home Activity! Interview a teacher in the public school who is teaching mother tongue (Kindergarten to Grade 3). Use the interview form.

* Submit the paper on August 29, 2018.