mother tongue
Second Year Implementation of MTBMLE In
Selected Public
And Private Elementary Schools in La Trinidad Benguet
Guzman, Melvin S.
Batay-an, Jennifer S.
Colingey, Rhealyn G.
Lim, Rolly L.
Daluyen, Zaldy T.
Dackias, Ana Leah L.
ABSTRACT The study aims to know how the different elementary schools in La Trinidad on the implementation of Mother Tongue Based Multilingual Education Program and if the students perform higher on the assessment after the implementation of Mother Tongue Based-Multi Lingual Education (MTBMLE), compared to the Old Curriculum. The MTBMLE is now on its two years of its implementation. As conceptualized by the Department of Education, the MLE does not mean simply adding a third language to the existing bilingual policy nor will it be confined to mere code switching and translation. Rather, curriculum content as well as organizational structures are to be redesigned (Cardenas). Localization is the best word to define the DepEd MTBMLE Program, by bringing the learners mother tongue as a medium of instruction and as subject in the curriculum, or it localized the language of learning. This movement of localization constitutes a sharp departure in the public school system’s language in education policy that for too long privileged only the colonial language and the national languages as language of learning. “The localized curriculum content of the learner’s language and culture is considered as an important resource for their development and effective learning. This is not only aim for mother tongue mastery in writing original materials and translating borrowed ones, but also cultural relevance so that the local writings, they produce reflect local people, events and realities, and are appropriate to the culture of the learner”(Cardenas). It is being supported by Walter & Dekker, 2011. In their study at Lubuagan: “In this Lubuagan experience could provide instructive lesson, where teachers were bridged from reading and
Selected Public
And Private Elementary Schools in La Trinidad Benguet
Guzman, Melvin S.
Batay-an, Jennifer S.
Colingey, Rhealyn G.
Lim, Rolly L.
Daluyen, Zaldy T.
Dackias, Ana Leah L.
ABSTRACT The study aims to know how the different elementary schools in La Trinidad on the implementation of Mother Tongue Based Multilingual Education Program and if the students perform higher on the assessment after the implementation of Mother Tongue Based-Multi Lingual Education (MTBMLE), compared to the Old Curriculum. The MTBMLE is now on its two years of its implementation. As conceptualized by the Department of Education, the MLE does not mean simply adding a third language to the existing bilingual policy nor will it be confined to mere code switching and translation. Rather, curriculum content as well as organizational structures are to be redesigned (Cardenas). Localization is the best word to define the DepEd MTBMLE Program, by bringing the learners mother tongue as a medium of instruction and as subject in the curriculum, or it localized the language of learning. This movement of localization constitutes a sharp departure in the public school system’s language in education policy that for too long privileged only the colonial language and the national languages as language of learning. “The localized curriculum content of the learner’s language and culture is considered as an important resource for their development and effective learning. This is not only aim for mother tongue mastery in writing original materials and translating borrowed ones, but also cultural relevance so that the local writings, they produce reflect local people, events and realities, and are appropriate to the culture of the learner”(Cardenas). It is being supported by Walter & Dekker, 2011. In their study at Lubuagan: “In this Lubuagan experience could provide instructive lesson, where teachers were bridged from reading and
References: Calderon, Jose F. Ed. E et.al., (2004) Curriculum and Curriculum development. Educational Publishing House., Manila, Phillipines. Cardenas, Marilu N. (2012), Building Capacities for Mother Tongue Instruction. Department of Education, San Carlos City (Pangasinan) Division, Philippines Department of Education (2009), DepED No Department of Education. (2002). The 2002 Basic Education Curriculum (DepEd Order No. 32, Series 2002). Pasig City: Philippines Department of Education Paras, Janika Monick M. (2012) Mother Tongue-Based Multilingual Education and National-Democratic Movement Policies: A Clash in Ideologies. Department of Linguistics, Makati City Philippines Phillipson, R Walter, S. & Dekker, D. (2008). The Lubuagan Mother Tongue Education Experiment: A Report of Comparative Test Result. Summer Institute of Linguistics: Philippines.