Recent dual-language immersion programs validate MTBMLE


[IMPORTANT NOTE: Bilingual education program as referred to here is one in which the child is taught using his own first language learned at home (L1 or mother tongue) and another language (L2), such as English, as MOI. In the bilingual Filipino-and-English education program in the Philippines, this is true for children coming from Tagalog-speaking families because Tagalog is basically the same as Filipino; these Tagalog children comprise over 20% of the entire student population. It’s meaning is entirely different for the more than 70% of all schoolchildren who are non-Tagalogs who are taught from first grade using what is the equivalent of TWO foreign languages, namely, Filipino and English. These non-Tagalog children do not learn in their own mother tongues; in some cases they are even prohibited or discouraged (fined in some cases?) from speaking their mother tongues in school. With the promulgation of DepEd Order No. 74 s. 2009 institutionalizing the use of mother tongue-based multilingual education during the initial years of the child’s education, the outlook especially on student performance as mentioned in the article below, is expected to change for the better. — JP]

In a Glendale public school classroom, the immigrant’s daughter uses no English as she conjugates verbs and writes sentences about cats.

More than a decade after California voters eliminated most bilingual programs, first-grader Sofia Checchi is taught in Italian nearly all day — as she and her 20 classmates at Franklin Elementary School have been since kindergarten.

Click here for the complete article.


Bilingualism good for the brain, researchers say



Should children learn a second language?




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