DepED Order No. 74 s. 2009

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July 14, 2009

INSTITUTIONALIZING MOTHER TONGUE-BASED
MULTILINGUAL EDUCATION (MLE)

To:
Undersecretaries
Assistant Secretaries
Bureau Directors, Directors of Services, Centers and Heads of Units
Regional Directors, Schools Division/City Superintendents
Heads, Public and Private Elementary and Secondary Schools

1.        The lessons and findings of various local initiatives and international studies in basic education have validated the superiority of the use of the learner’s mother tongue or first language in improving learning outcomes and promoting Education for All (EFA).

2.        Mother Tongue-Based Multilingual Education, hereinafter referred to as MLE, is the effective use of more than two languages for literacy and instruction. Henceforth, it shall be institutionalized as a fundamental educational policy and program in this Department in the whole stretch of formal education including pre-school and in the Alternative Learning System (ALS).

3.        The preponderance of local and international research consistent with the Basic Education Sector Reform Agenda (BESRA) recommendations affirms the benefits and relevance of MLE. Notable empirical studies like the Lingua Franca Project and Lubuagan First Language Component show that:

a.  First, learners learn to read more quickly when in their first language (LI);

b.  Second, pupils who have learned to read and write in their first language learn to speak,  read, and write in a second language (L2) and third language (L3) more quickly than those who are taught in a second or third language first; and

c.  Third, in terms of cognitive development and its effects in other academic areas, pupils taught to read and write in their first language acquire such competencies more quickly.

4.        Relatedly, the study of the Department of Education Region IV-B (MIMAROPA) entitled “Double Exposure in Mathematics: a Glimpse of Mother Tongue First” has provided the local validation of the fundamental observation that top performing countries in the Trends in International Mathematics and Science Study (TIMSS) are those that teach and test students in science and math in their own languages.

5.        All Regional Directors and Superintendents are hereby enjoined to promote and encourage local participation in the following essential support systems of the MLE within the framework of School-Based Management (SBM) with the support of the local government units:

a.  Formulation of region-specific schemes. to recognize and institutionalize the initiatives of schools and localities through appropriate incentives or policy support in bringing about and developing MLE towards financial and instructional self-reliance and excellence;

b.  Provisions of orientation and training opportunities along with exposure to successful models of MLE that have been developed. The gradual integration of MLE in all subject areas and at all grade levels (beginning in preschool and continuing by adding a grade level per year) in the school improvement plans (SIPS) and district ALS program is likewise enjoined effective immediately;

c.  The utilization of Maintenance and Other Operating Expenses (MOOE), school board funds, and other education improvement funds is hereby authorized for the planning and implementation of MLE programs in the following sequence of priority: (1) advocacy work and community mobilization; (2) development of a working orthography of the local language; (3) MLE orientation and teachers training; (4) developing, printing and distributing teachers’/facilitators’ guides; (5) reading materials and other instructional materials; (6) development of assessment tools; and (7) evaluation and monitoring of learning outcomes; and

d.  An MLE technical working group at the regional and division levels shall be established to facilitate MLE planning, monitoring and evaluation.

6.        During the first three years of implementation, the enclosed “MLE Bridging Plan” may be used for reference for both teaching and curriculum development. For the ensuing years, adjustments may be made based on monitoring and evaluation results.

7.        For all learning programs of the Alternative Learning System (ALS), the learners’ first language shall be used as primary medium and thereafter, depending upon the previous level of functional literacy and pedagogical requirements of accreditation and equivalency, the Bureau of Alternative Learning System (BALS) shall determine the suitable second and third languages that will maximize the educational benefits and competencies of the ALS clients. Enclosed is the Fundamental Requirements for a Strong Mother Tongue-Based Multilingual Education (MLE).

8.        This Department with the help of MLE specialists shall incorporate an MLE certification process and retain the privilege of establishing MLE certification procedures in order to maintain quality MLE programs wherever they may be implemented.

9.        All orders, memoranda, issuances, rules and regulations or parts thereof inconsistent with the provisions of this Order are hereby rescinded, amended, or modified accordingly.

10.      Immediate dissemination of and compliance with this Order is directed.

(Sgd.) JESLI A. LAPUS
Secretary

 


Enclosure No. 1 to DepED  Order No. 74, s. 2009

FUNDAMENTAL REQUIREMENTS FOR A STRONG
MOTHER TONGUE-BASED MULTILINGUAL EDUCATION (MLE)

For the long-term methodological, substantive and curricular guidance of teachers, school managers, instructional quality assurance staff and other education officials, an MLE Framework has already been prepared.  The Framework establishes that MLE is not merely changing the medium of instruction.  It is not about code switching or translation of materials.  Strong MLE entails the following 10 fundamental requirements.

  1. A working orthography (spelling) for the chosen local language that is acceptable to the majority of stakeholders and promotes intellectualization of that language;
  2. Development, production and distribution of inexpensive instructional materials in the designated language at the school, division, and regional levels with a special priority on beginning reading and children’s literature.  These materials should be as much as possible, original, reflecting local people, events, realities, and appropriate to the language, age, and culture of the learners;
  3. The use of the learner’s First Language (L1) as the primary medium of instruction (MOI) from pre-school until, at least, grade three.  During such period, L1 shall be the main vehicle to teach understanding and mastery of all subject areas like Math, Science, Makabayan, and language subjects like Filipino and English;
  4. Mother Tongue as a subject and as a language of teaching and learning will be introduced in grade one for conceptual understanding.
  5. The inclusion of additional languages such as Filipino, English and other local or foreign languages shall be introduced as separate subjects in a carefully planned pacing program, or no earlier than Grade two.
  6. In the secondary level, Filipino and English shall be the primary medium of instruction (MOI). The learner’s first language (L1) shall still be utilized as an auxiliary medium of instruction.
  7. Other than English, Filipino, or Arabic for Madaris schools, the choice of additional languages shall be at the behest of parents and endorsed by local stakeholders and as resources permit.  When the pupils are ready, Filipino and English shall be gradually used as MOI no earlier than grade three.  However, L1 shall be effectively used to scaffold learning.
  8. The language of instruction shall also be the primary language for testing in all regular school-based and system-wide examinations and in all international benchmarking and assessment exercises.  It shall be maintained that the focus of educational assessments shall be specifically on the learner’s understanding of the subject content and not be muddled by the language of testing;
  9. There must be a continuing in-service training (INSET) in partnership with MLE specialists on the effective use of L1 as language of instruction–to facilitate reading, Cognitive Academic Language Proficiency, and the development of cognitive and higher order thinking skills (HOTS) of the learner.  INSET shall likewise equip educators to develop cultural sensitivity and enhance appreciation for cultural and linguistic diversity; and
  10. Ensuring critical awareness, maximum participation, and support from the LGU, parents, and community for the implementation of the language and literacy program strategy.

36 thoughts on “DepED Order No. 74 s. 2009

  1. Paumanhin, pero hindi ko maintindihan ito. Ako ay signatory ng MLE petition. At sinusubaybayan ko ang bawat balita na natatanggap ko sa email mula sa inyo.

    Ang alam ko matagal nang opisyal na ginagagamit ng DepEd ang Filipino at English sa pagtuturo sa elementarya. At ang isinusulong natin ay ang MLE na kung saan mas angkop ang wikang bernakular bilang midyum ng pagtuturo. At sa tingin ko rin ang Filipino ay hindi pa isang bernakular, maari pa ang Tagalog at Tag-lish. Tungkol sa panukalang batas ni Rep. Gunigundo, hindi ko pa ito nabasa ng lubos pero ang pagkakaalam ko bernakular ang isinulong nito (Tagalog,Cebuano, Ilokano, FIlipino, at kahit English at Mandarin ay kasama dito.

    Kung kaya ipinagtataka ko kung ano ang mabuti sa bagong direktiba na ito ng Deped. Wala akong intensiyon na masamain ang ulat na ito ni Jeany. Medyo nalilito lang ako, ano ba ang talaga ang MLE at bakit ang FIlipino at English ang opisyal na ipapagamit ng Deped sa pagtuturo sa elementarya?

    Arven

    • It will take sometime before the full implementation of DepEd Order No. 74 s.2009 because of all the requisite training of all people involved and preparation of MLE resource materials. Hence, right now, you’re still under the old bilingual education system (English and Filipino as medium of instruction).

      Please read the details in Enclosure 2 of the Order (MLE Bridging Plan A and MLE Bridging Plan B) as to how the mother tongue (first language) is used as the medium of instruction, e.g., Cebuano in the Cebuano-speaking areas, Ilocano in the Ilocano-speaking areas, etc., during the first few years of the child’s schooling. English and Filipino are slowly introduced as medium of instruction with assistance using the mother tongue (called “scaffolding”) whenever necessary. This sequencing of learning has been proved by worldwide studies as the more effective approach to learning and developing learning skills in all areas as opposed to the child’s immersion in a language that’s foreign to him.

  2. Congratulations to the MLE consortium!

    Let us encourage the national DepEd to initially invest in MLE implementation as this is an effective way to convince LGUs to make similar moves at the local level. The current national budget deliberations can be one opportunity to raise this issue.

    Cecilia “Thea” Soriano
    E-Net Philippines

    • Yes, I think this is a good suggestion!! While I agree that LGU’s must partner with Dep Ed, if we leave the cost entirely up to them, it will be hard to get things moving ahead. Somehow there needs to be this investment by Dep Ed more than the MOOE funds.

  3. MLE ‘welcome development’ sa edukasyon ng RP

    Opisyal nang ipapa­gamit ng Department of Education (DepEd) na u­nang wika ng mga bata at bilang panturo sa elementarya ang Filipino at English.

    Tamang hakbang ito base sa mga pagsusuri ng eksperto dahil mas mara­ming bata ang madaling matututo.

    Para sa amin ay welcome development ang DepEd Order No. 74S 2009 o ang “Institutiona­ lizing mother tongue based multilingual education”, na ipinanukala ni Valenzuela Rep. Magtanggol ‘Magi’ Gunigundo.

    Sa totoo lang, napaka­gandang batas ito dahil mas magiging competitive na ang mga susunod pang henerasyon.

    Ang ganitong klaseng mga batas ang dapat na pinagbubuhusan ng suporta sapagkat sa pamamagitan nito ay higit na tataas ang antas at kalidad ng ating edukasyon.

    Sa klase ng mundo ngayon na punumpuno na ng kumpetisyon, napaka­importanteng malaman ng iba’t ibang bansa ang lengguwahe ng iba’t ibang bayan.

    Sino ba ang mag-aakalang mapapabilang ang bansang China sa mga super power na bansa.
    Bilang pruweba ay halos lahat ng estudyante sa buong mundo ay nag-aaral na ng Mandarin at Fokein, kasi ang iniisip nila ay baka sampu hanggang dalawampung taon mula ngayon ay ang China na ang mangungunang bansa sa buong mundo. O mas mangunguna pa sa Estados Unidos, Great Britain at Japan dahil sa napakabilis na development.

    Kaya kung ang Pilipinas ay papasok sa MLE, hindi tayo magtataka kung madali nang magkakaunawaan ang bawat bayan at higit na magiging madali ang anumang negosasyon na magreresulta ng mas mabilis na asenso.

    Ang DepEd Order na ito ay isang totohanang malasakit sa mga mag-aaral na Pinoy at magandang senyales na ang sistema ng edukasyon sa Pilipinas ay patungo na sa isang napakagandang estado sa tulong ni Cong. Gunigundo at suporta ni DepEd Secretary Jesli Lapus.

    Dapat sana ay maisama na ito sa curriculum simula pre-school dahil ang pormal na edukasyon ay nagbibigay ng magandang edukasyon kapag naitanim sa murang isipan pa lamang at kapag natuto ng maraming lengguwahe sa iba’t ibang bayan.

    Ang makabagong direktibang ito ng DepEd ang magbibigay sa atin ng kaunlaran bilang isang maliit na bansa na handang sumabay sa kompetisyon sa iba pang maunlad na bayan.

    • Hi Ched,

      Thanks for sharing this information. We are working with DepEd Bukidnon for integration of local culture to public elementary school. They have started to implement this in pilot sites. The new MLE memo will help local DepEd personnel have a basis within their mandate. It is now easier as an advocacy—Popoy

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  5. ang tagal naming hinintay ‘to… T-T
    salamat at at least may maayos na step nang ginawa ang DepED
    whoohooo! can’t wait for it to be implemented fully =)
    Aahon di tayo… weeee!

      • Now that you know, I think the more important thing to do now is to see to it that DepEd Order 74 gets properly implemented. However you can help is greatly appreciated.

        You may want to follow through with what happens at the forthcoming MLE gathering in Cagayan de Oro City. From there, I hope something will truly begin to move in the MLE arena, considering that DepEd is involved in there. We hope and wait…

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  7. I am the point person of MLE Implementation in our Division, after I attended my very first MLE exposure at Cagayan de Oro , I proposed to start implementing the program in our division with my superintendent’s approval in two pilot school implementers, we are about to conduct a workshop on IM’s production. but I do not the input from our department, I only got readings from the internet, could you please suggest some sources ? What about the assessment materials ,will all of this be in the verncular? I will very grateful for any comment and suggestion from your end.

  8. I am teaching English Subject in high school students..honestly we are not fully aware of this memorandum and in fact we are strictly mandated in our division to use English as medium of instruction…lots of trainings/seminars encourage us to really use English specially in English, Science and Mathematics subjects. I think there’s no strict implementation of this dep.order…I observe that this time, other school are not following/implementing this dep.order…

  9. i am a teacher .. im sure one of the problem of a teacher is as he/ she deliver his lesson it must be in a standard procedure following the SMART lesson plan…. the question is How could it be done???? in our school were we have only one section per grade and we can only see 3 to 5 out of 50 pupils who can really participate in the class and the rest are on the level frustration……..even in the unlocking of difficulties as part of the lesson we only have 5 or less word to unlock which in fact almost of the world needs to be unlock.. as the lesson go on.. do you think it would be easy for a teacher to felt that he/she is doing well? that part alone is soooo much frustrating … i had experience teaching in a private school were i have a very rich pupils, they can talk better like me as teacher so I don’t have a serious problem but in the public school wher it is mixed with different standard of living as of of below the poverty line,, our felling too is mixed with different felling like sad, dismay, exhausted …..

  10. Thanks sa SALARY INCREASE even though this salary is not enough but this still a very great help .. thank i hope there will be more increase to come…

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  13. Buo ang paniniwala ko na talagang kailangan ang multilingual na edukasyon sa bansa natin nang sa gayon ay muling maibalik ang nasyonalismo sa bansa natin sa tulong ng wikang bernakular at wikang Filipino. Naniniwala rin akong ang pagkatuto sa pagbasa sa wikang bernakular ay madaling hakbang sa pagkatuto ng wikang Ingles dahil wala namang pagkakaiba sa tunog ng titik ng wikang Filipino at Ingles.

  14. It’s good that vernacular is allowed to be used in the class in order for the students to comprehend well as I understand in the memo.
    But, we, the English teachers in our school, here in Davao City had just heard this memo yesterday, February 16, 2011 during our meeting and we were required to conduct activities related to this memo and required to submit documentation reports not later than February 23.
    Is this memo applicable only to English teachers?
    I’m open for the conduct of meetings with the stakeholders but time does not merit.
    We were informed of this MLE for the celebration this February 21 not for the implementation, I guess.
    Thank you!

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  16. Sang-ayon ako sa panukalang ito ng DepEd. Hindi lang mga mag-aaral na Pilipino ang nakararanas ng ganitong pagkalito. Nung ako’y nasa Al Ain, UAE, may estudyante ako na nagreklamo na wala siyang maintindihan sa itinuturo sa school. Bakit daw kasi hindi na lang sila turuan gamit ang Arabic sa lahat ng subjects lalo na sa MAth and Science. Kaya mas nakikita ko nga na epektibo na turuan ang mga bata sa kung ano ang una nilang wika nang sa gayon ay mas maging madali para sa kanila ang pagkatuto.

  17. Maganda ang maidudulot nito sa mga kabataan dahil inilalapit nito hindi lamang sa isipan kundi pati sa utak ang mga bagay may bahid ng pagkabanyaga, maging interaktibo na rin ang mga kabataan dahil wika ng tahanan ang gagamitin sa mga paaralan. Salamat sa nagpanukala nito.

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  21. I am a student so mostly, we prepare to learn using our language because we understand more the subjects especially math and science in explaining them.
    Thanks for implementing it.

  22. sa sarili kong pananaw bilang baguhan sa pagtuturo, makabubuti ang MTBLE sa ating mga mag-aaral. isipin natin, matutuwa ang mga mag-aaral na ginagamit ang kanilang katutubong wika sa pagtuturo ng math, science at iba pa. sa bagay na ito, mabibigyang laya ang mga mag-aaral na munawaan ang isang dayuhang konsepto sa katutubo nilang wika, sa kanilang pag-iisip at hindi sa isa pang dayuhang konsepto, ang English. isipin natin, ang English ay hindi katutubo sa mga Pilipino, dayuhan ito, ang math, science at iba pa ay mga dayuhan din sa mga Pilipino, tinuturuan natin ang mga bata ng isang dayuhang konsepto gamit ang isa pang dayuhang konsepto, dahil sa kautusang ito, ang dayuhang konseptong ioto ay magkukulay at mag-aamoy Pilipino na kaya naman mapapadali ang pagkaunawa.

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