Mtb-Mle an Academic Essay

Mother Tongue Based – Multilingual Education can save the critical state of Philippine Education System

By
Jacquline Ann Amar
Aizel Castro
Kimberly Gellangarin
Clarice Federizo
Genevieve Serilo

Bachelor in Secondary Education Major in Social Studies and Filipino (1 – D)
West Visayas State University
La Paz, Iloilo City

Hazel P. Villa, MJour
Professor
Study and Thinking Skills in English (Eng 102)

(1, 843 words)
15 March 2012

Delivering an excellent quality of basic education is a vital commodity for a nation to render for its citizens and thus, the kind of language is undoubtedly the key to an effective communication inside a classroom. Language shapes thoughts and emotions, determining one’s perception of reality (Benjamin Whorf) and described as the “light of the mind" (John Stuart Mill) hence choosing what kind of language in teaching is an important aspect a nation should consider. However, for various developing countries, which are characterized by societal multilingualism, language is a major predicament in conveying an effective communication in teaching. According to UNESCO, ethnic and linguistic minority people face obstacles to access quality basic education. This leads to high illiteracy rates and a poor quality of life. It is also a threat to the survival of their language and culture. The Philippines is one of those developing countries that undergo a serious crisis in bringing a quality basic education because of multilingualism. According to TIMSS (Trends in International Mathematics and Science Study), the Philippines skip the 2007 and 2008 TIMSS tests because of the latest result which come out scoring only 355 compare to the international average of 500 and placing the country third from the bottom together with Morocco and South Africa in Mathematics and fifth from the bottom in Science. Moreover, the 2008 Functional Literacy, Education and Mass Media Survey results report that five million elementary graduates have no comprehension skills, as well as another 5.2 million of the 12.8 million students who reach high school. Similarly three out of 10 Filipinos do not understand what they are reading. These results reflect that multilingualism is a grave threat in bringing an excellent quality of basic education to every Filipino student.
Recognizing and responding to diversity is a key principle for quality education (UNESCO, 2008). International and local linguists, education advisors, lawmakers including former and recent Department of Education secretaries are pushing the Mother Tongue Based – Multilingual Education Program (MTB – MLE). MTB – MLE program use the learner’s first language, known as L1, to teach beginning reading and writing skills along with academic content (Benson, 2004) and gradually introduces second or third languages as subjects, transferring if necessary to the second language of instruction after at least six years (Aliduo, 2006). This educational program is being push for the reason that it provides a venue for students to acquire knowledge and clear understanding in a language they are comfortable with. According to Pinnock (2007) children build up a strong conceptual picture of the world and academic concepts through a language they understand first, and later on transfer that to a second or third language. In relation to that, bilingual as opposed to monolingual schooling offers significant pedagogical advantages which have been reported consistently in the academic literature (Baker 2001; Cummins 2000; CAL 2001). There is growing evidence from across Africa, Latin America and Asia that MTB – MLE program is the most appropriate solution for children who do not use national or international languages in their home life (Thomas and Collier, 1997; Benson, 2006). Furthermore, there is clear evidence that good quality MTB – MLE works, resulting in substantial efficiency savings to the education system and leading to better learning competencies and proficiency in both second languages and local language (Webley, 2006) thus give an apparent elucidation against the decisive status of Philippine Education System and to achieve the 2015 Education for All (EFA) goals.
Several research reports and studies confer that the use of learner’s mother tongue concludes an increase in mastery and understanding of subjects among students. A recent review of research reports on language and literacy concludes that becoming literate and fluent in one’s first language is important for overall language and cognitive development, as wells as academic achievement (Ball, 2010). An example of that are the results of MTB – MLE program in the Philippines, where children learning in their native tongue shows statistically significant improvements in all subjects compare to children who are learning only in Filipino (Walter and Dekker, 2011). Similar to that, longitudinal studies conduct by Diane and Greg Dekker, and Dr. Stephen L. Walter, under the auspices of SIL International and the Philippine Department of Education, in Lubuagan, Kalinga, Philippines are showing that children being educated using their mother tongue first are out-performing students being educated in Filipino-first and English-first, by a difference of 40 percentage points. Also, Norma Duguiang of the Department of Education in Kalinga and the Summer Institute of Linguistics International Literacy Specialist Diane Dekker confirm the efficacy of MTB-MLE program in Lubuagan, Kalinga which reflects in National Achievement Test results for Third Grade Reading, Lubuagan students do better than other schools in the province by 30 percent for both Filipino and English as well as in 2007 result, first to third grade students constantly outperform other schools in all subjects by over 20 percent (Wordpress, 2010). In addition to that, Iloilo Experiments (1948-54 and 1961-64), the Rizal Experiment (1960-66), the First Language Component-Bridging Program (1986-93) in Ifugao Province, the Lingua Franca Project (1999-2001), and the Culture-Responsive Curriculum for Indigenous People-Third Elementary Education Project (CCIP-TEEP) case study (2003-07) show that when teachers use the pupils’ mother tongue, the latter learn to read more quickly; learn better in Math and Science; and improve in cognitive skills (Quijano, 2010). In addition to that, noteworthy surveys and assessments in the country demonstrate a superb result in mastery and conceptualizing of students. TIMMS, a global assessment of student achievement in Mathematics and Science, show that achievement is highest with more than 90 percent among students having language of test in their native language (Sunstar, 2012). The same as true with international studies result such as the recent evaluation of a mother tongue education program in Cameroon which reveals that children who are taught in their mother tongue, Kom, perform significantly better as 125 percent on average in multiple subjects than a control group of peers who attend schools where English is the medium of instruction (Chuo and Walter, 2011). Other studies find positive differences in test scores favoring bilingual schooling (CAL 2001), and a relatively study in Niger that tests bilingual and non-bilingual students in both L1 and L2 (Hovens 2002, 2003) clearly demonstrates that those who does best are bilingual students tests in the L1, while those who does least well are non- bilingual students tests in the L2. Similar to that, 68 percent of grade one students in Vietnam under mother tongue program achieve the level of “excellent” compare to only 28 percent of students not learning in their mother tongue (UNICEF, 2011).
Remarkable information worldwide is bearing out differences between class participation of learners who use their mother tongue and to those who do not. In contrast to students in monolingual programs who sit listening or reciting, mother tongue learners participate more often in the classroom and demonstrate greater self-confidence and higher motivation (ADAE, 1996; Dalby, 1985; Dutcher, 1995). The learner’s first language allows children to express their full range of knowledge and experience and demonstrate their competence, which pedagogical approaches like Piaget and Vygotsky would support as productive for learning (Richardson, 2001). Remarkable records pose these dissimilarities between the uses of mother tongue compare to monolingual education in numerous countries. Modiano’s (1973) study in the Chiapas highlands of Mexico find that indigenous children competently transfer literacy skills from the learner’s first language to the second language and out-perform monolingual Spanish speakers in classroom discussions. Furthermore, Papua New Guinea’s mother tongue multilingual education system bestows a progressive result, as classes begin; the adults are thrill that the younger generation is now speaking their mother tongue more fluently while adults eagerly begin joining literacy classes (SIL, 1995). Likewise, TIMSS results account that top performing countries achieve high results in Mathematics and Science among students who use native language in tests, depicting a higher motivation for them to study (Department of Education Region IV – B (MIMAROPA) study entitled; "Double Exposure in Mathematics: A Glimpse of Mother- Tongue First", 2012). FLEMMS (Functional Literacy, Education and Mass Media Survey) results report that high comprehension skills of students are depending on the language of instruction especially the use of learner’s mother tongue. Further, positive classroom affect is essential to good second language learning, as Krashen (1999) has established.
Excellent comprehension of the language of instruction triggers the students to enter school and attend classes regularly resulting to less drop-out and non- completion rates. Significant findings of various local initiatives present this outcome. MTB – MLE program in Lubuagan, Kalinga and Summer Institute of Linguistics report that parents are already asking for their children to enroll in experimental classes because they find that children learn faster and better from the very beginning using the mother tongue and they also begin talking regarding the implementation of the program in the whole district. Besides that, Philippine Information Agency (2009) writes that students in Titulok Elementary School in Bagumbayan, Sultan Kudarat in Mindanao have lost interest in going to school because they are teach in a language they do not understand. Speaking in T’boli and Ilonggo, the schoolchildren, the report says starts to troop back to school as their teachers begin teaching lessons in Ilonggo, their native tongue. Meanwhile, international studies shore up that from 22 developing countries and 160 language groups, children who have access to instruction in their mother tongue are more likely to enroll and attend school, while a lack of education in first language is a main reason for children dropping – out (Smits, 2008). In addition to that, significant study in Guatemala shows that grade repetition is half that of traditional schools, with drop-out rates 25 percent lower, despite children in bilingual schools being from more ‘at-risk’ groups (World Bank, 2005). Bolivia’s intercultural education approach also reports lower failure and drop-out rates (Webley, 2007). Additionally, another study in Mali shows that students in classrooms that makes use the children’s first languages as the language of instruction are five times less likely to repeat the year and more than three times less likely to drop-out (Bender, 2005).
In conclusion, countless evidences can support the effectiveness of Mother Tongue Based-Multilingual Education in saving the critical state of Philippine Basic Education System. It does not only improve the skills and intelligences of students but also giving an excellent quality of basic education by easing classroom interaction, able students to conceptualize and think deeply, easy for the learners to acquire new knowledge, not just about memorizing but profound understanding and straightforwardly develop a strong foundation of life-long skills. Through certain efforts of the government, private sectors, the Department of Education, communities, teachers and parents MTB – MLE program can create a strong bridge that allow the Filipino students to cross the mountainous terrain to get in touch with the world beyond. Moreover, it is not too late for the nation’s education system to recover from its critical state, through effective implementation of MTB-MLE program the nation can reach the Education for All goals and can help achieve a progressive development in education, particularly in making every child a reader.

References
Advocacy for Mother Tongue in Papua New Guinea. (n. d.). Retrieved March 6, 2012 from http://www.sil.org/literacy/advocacy_mt_png.htm
Benson, Carole (2005). Paper commissioned for the EFA Global Monitoring Report, The quality Imperative: The importance of Mother Tongue Based Schooling for Educational Quality. Retrieved February 24, 2012 from http://unesdoc.unesco.org/images/0014/001466/146632e.pdf DepEd Order No.74 s. 2009: Institutionalizing Mother Tongue – Based Multilingual Education (MLE). (14 July, 2009). Retrieved March 6, 2012 from http://mlephil.wordpress.com/2009/07/18/deped-order-no-74-s-2009/ EFA News: The Philippines institutionalizes mother tongue-based multilingual education. UNESCO Bangkok. (20 August, 2009). Retrieved March 11, 2012 from http://www.unescobkk.org/education/learning-throughout-life/efa/efanews/news-details/article/the-philippines-institutionalizes-mother-tongue-based-multilingual-education/ Improving Learning Outcomes through Mother Tongue – Based Education. Eddata (2011, September 22). Retrieved March 6, 2012 from http://mlephil.wordpress.com/2011/09/22/improving-learning-outcomes-through-mother-tongue-based-education/ Llaneta , Celeste Ann Castillo. The Language of Learning: Mother Tongue-based Multilingual Education in the Philippines. (n.d.). Up Forum. Retrieved February 24, 2012 from http://www.up.edu.ph/upforum.php?issue=36&i=318
Malone, Susan E. (2007). Mother Tounge-Based Multilingual Education: Implications For Education Policy. Retrieved February 27, 2012 from http://www.resources.wycliffe.net/pdf/MT-Based%20MLE%20programs.pdf
Mother Tongue-First, Multilingual Education. SIL Philippines. (n.d.). Retrieved March 12, 2012 ` from http://www.sil.org/asia/Philippines/ovw_mle.html Philippine Information Agency. DepEd pushes for use of mother tongue to develop better learners: Pangasinan - Pangasinan language. (2009, April 14). Retrieved March 6, 2012 from

http://www.pia.gov.ph/?m=12&sec=reader&fi=p100414.htm&no=87

Pinnock, Helen (2007). Mother tongue based multilingual education: how can we move ahead? Retrieved February 27, 2012 from http://www.seameo.org/_ld2008/doucments/Presentation_document/Helen_Pinnock_mle_how_do_we_move_ahead.pdf TIMMS results for the Philippines. (n.d). Retrieved March 6, 2012 from http://eduphil.org/forum/timms-reult-for-the-philippines-t-1162.html

Valenzuela, Bulacan Lawmaker pushes Mother Tongue Based Elementary Education. (2012, February 17). Sunstar. Retrieved February 24, 2012 from http://www.sunstar.com.ph/iloilo/local-news/2012/02/17/mother-tongue-based-elementay-education-pushed-206652

References: Advocacy for Mother Tongue in Papua New Guinea. (n. d.). Retrieved March 6, 2012 from http://www.sil.org/literacy/advocacy_mt_png.htm DepEd Order No.74 s. 2009: Institutionalizing Mother Tongue – Based Multilingual Education (MLE). (14 July, 2009). Retrieved March 6, 2012 from http://mlephil.wordpress.com/2009/07/18/deped-order-no-74-s-2009/ Improving Learning Outcomes through Mother Tongue – Based Education. Eddata (2011, September 22). Retrieved March 6, 2012 from http://mlephil.wordpress.com/2011/09/22/improving-learning-outcomes-through-mother-tongue-based-education/ Llaneta , Celeste Ann Castillo. The Language of Learning: Mother Tongue-based Multilingual Education in the Philippines. (n.d.). Up Forum. Retrieved February 24, 2012 from http://www.up.edu.ph/upforum.php?issue=36&i=318 Malone, Susan E. (2007). Mother Tounge-Based Multilingual Education: Implications For Education Policy. Retrieved February 27, 2012 from http://www.pia.gov.ph/?m=12&sec=reader&fi=p100414.htm&no=87 Pinnock, Helen (2007)