MTBMLE: A Convenient Approach to Language Aquisition

Upon hearing Mother Tongue-Based Multilingual Education (MTBMLE), I

really had no idea of what is meant by it. After reading some articles, I came

up with a lot of information which I think are significant to me as a language

learner and a future language teacher.

MTBMLE is the use of more than two languages for literacy and

instruction. It starts from where the learners are, and from what they already

know. This means learning to read and write in their first language or L1, and

also teaching subjects like mathematics, science, health and social studies in

the L1.

In simple words, it is how the Mother Tongue is used as a medium of

instruction like Cebuano in the Cebuano-speaking areas, Ilocano in Ilocano-

speaking areas, and so on, in the first few years of child’s schooling.

As the students develop a strong foundation in their L1, children are

gradually introduced to the official languages, Filipino and English, as

separate subjects, first orally then in the written form.

The program brings benefits to students specially those who came

from non-dominant language communities. It enables them to build a strong

educational foundation in the language they know best—their MT or first

language (L1)—and a good bridge to the official language—the school (L2)—

and other languages of learning (L3, L4, etc.) and then encourages them to

use both or all their languages for life-long learning.

Through this education, the students will be motivated to participate in

the class discussion having no worries in committing mistakes with the

language that they are using. They will be encouraged to describe, explain,

analyze, ask questions, exchange ideas—to talk rather than sit passively

while the teacher talks at them.

MTBMLE empowers the teachers as well, particularly when they are

more fluent and proficient in the local language than in the languages of

wider communication. Because the students can express themselves, the

teachers can more accurately assess what has been learned and identify

areas where students need further assistance.

It creates the conditions for the integration of the people’s community

knowledge—the knowledge that informs their lives and give them meaning—

into the school system. MTBMLE makes it possible for the community to

produce its own culturally relevant reading materials and teaching aids,

together with the local writers, illustrators, cultural groups and other

stakeholders in the community.

It also gives opportunity to the parents to teach their children or help

them with their home works since their language is also the language used in

schools.

Currently, in our country, the Department of Education issued DepEd

Advisory No. 241 s. 2011 on May 25, 2011, scheduling a series of national

seminars on Mother Tongue-Based Multilingual Education (MTBMLE) that will

be conducted by the Southeast Center for Training and Development

(SECTD) in July, October, and December in different parts of the country.

The said seminars aim to: 1)Identify social, cultural and legal issues of

making the mother tongue as the medium of instruction in the early grades;

2) Present experiences of other countries’ educational system where the

mother tongue is used as the medium of instruction; 3) Discuss theories

supporting the use of mother tongue in teaching and learning; 4) Prepare

teachers in designing instructional materials using the mother tongue; and 5)

Equip them with skills in handling lessons using the mother tongue of

learners.

The principals, district and education supervisors and elementary

teachers from both public and private schools are invited to attend this

activity.

On the other side of the story, MTBMLE affects one second language

acquisition. The student will realize that the same patterns he/she used to

learn his/her language: listening and comprehension, reading and writing,

conversation, repetition, audiovisual aids, charts, maps, signs, role-play; are

also used to teach the new language, and he begins to realize that there is

nothing weird or impossible about another language.

The student of a second language will realize that in all languages,

people express ideas, needs, and desires; make jokes; give descriptions; use

idioms and vernacular language. What they need to know is to observe

caution in how the second language operates, and that some things are

called by different names in different languages.

Most language books start by giving students some hope by pointing

out to them that there are similarities in languages.

Native language can encourage errors. Most of the time, these errors

are caused by students attempting a literal translation of phrases.

Another way in which the native language affects the second language

adversely, is the student’s native accent. The beginner student automatically

attempts to pronounce the new language as it is written, or in a way similar

to his own. This could cause a lot of embarrassment and misunderstanding.

Sentence constructions and rhythm are another common failure

because they use the literal translation of words, respectively in their

languages, to construct a sentence.

Students of second languages need adequate guidance in addition to

their discipline, motivation, and the will to succeed. They need to pay careful

attention to detail. However, acquiring language is not all stressful. The role

of native language in second language acquisition can be entertaining and

enjoyable, not to mention that the end result of being able to communicate

with another person in his language can be exhilarating.

Having understood the changes that might happen when Mother

Tongue -Based Multilingual Education is fully implemented, I certainly believe

that this program will transform every young shy student to a confident

educated person. Slowly, everyone will master his or her native language

then adapt the second language and utilize the other languages that he or

she will be learning in schools as time pass by.

Being a kind of trilingual person may be a good asset in the future

since a lot of local and international businesses and works require good

communication skills. With this, we are not limiting ourselves or we are not

giving ourselves boundary when it comes to showing our skills, using our

knowledge and utilizing our languages. As what our President Benigno

“Noynoy” Aquino III said in his 10-point basic education agenda, “We should

become trilingual nation: Learn English well and connect to the world. Learn

Filipino well and connect to our country. Retain your dialect and connect with

your heritage”.

Works Cited

“Noynoy Aquino’s 10-point basic education agenda”. Barrio Siete. 30 March

2010. http://barriosiete.com/noynoy-aquinos-10-point-basic-education-

agenda/. 20 June 2011

Audrey Alleyne, Linda M. Rhinehart Neas . “Native Language Role in Learning

a New Language”. 10 Feb. 2011

http://www.brighthub.com/education/languages/articles/70839.aspx 20 June

2011

Joe Padre . “DepEd Announces National Seminars on Mother Tongue-Based

Multilingual Education”. Multilingual Philippines. 26 May 2011.

http://mlephil.wordpress.com/2011/05/26/deped-announces-national-

seminars-on-mtbmle/. 20 June 2011

Ricardo Ma. Duran Nolasco, Ph.D. “21 Reasons why Filipino children learn

better while using their Mother Tongue”.http://8877053409552888360-a-

1802744773732722657-s-sites.googlegroups.com/site/mlephilippines/

Home/mle-resources/21reasons-MLEPrimer.pdf?attachauth=ANoY7coVo-

Fa6TpO1ReEBn51j03fJAhUfdI_DPsvy7W3rA27A9mhqvZnOPbtbi-hD-

JGlor5bU9hQ5kW1srnF7OCykmNGvHsJ3QluQWyqIETAR5CYWa_4aM97bE3vnz

mpLstWEJS6nzVVnEmVNVe7-zBtN7CAQt7VdxOqkXFJGVlu-

txWOg6Dke0i0VwvocxWUzOzCC2zgIN_kDHSp_1FcnMwNcEpVKRt_mIx2e04D7

_Wwld_z6gsSc9knEiYDvlI7s2EbNsnW5E&attredirects=0. 20 June 2011

Susan Malone. “Mother Tongue-Based Multilingual Education: Implications for

Education Policy”. http://resources.wycliffe.net/pdf/MT-Based%20MLE

%20programs.pdf. 20 June 2011