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2012 Training-Workshop on Bridging between Languages in Mother Language-Based Education under the New K-12 Curriculum

A two-week training-workshop will be held at the St. Louis University, Baguio City, Philippines, on May 14-26, 2012, in an effort to mesh Mother Tongue-Based Multilingual Education (DepEd Order No. 74, s. 2009) with the new K to 12 Basic Education curriculum that will be implemented in all public schools starting SY 2012-2013 per DepEd Order No. 16, s. 2012.

The training-workshop is being held under the auspices of SIL International, St. Louis University, and the 170+ Talaytayan MLE Inc. The resource speakers are Dr. Susan Malone and Dr. Dennis Malone of SIL, DepEd officials and experienced professors from UP, SLU, PNU and ADMU.

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MTB-MLE Training Guidelines

About a year ago, Deped Secretary Armin Luistro issued DepEd Order No. 18, s. 2011 (Feb. 23, 2011), otherwise known as “GUIDELINES ON THE CONDUCT OF MOTHER TONGUE-BASED MULTILINGUAL EDUCATION TRAINING”, in preparation for the implementation of DepEd Order No. 74, s. 2009, which institutionalized MTB-MLE.

The participants were to have been selected from the schools implementing MTB-MLE, kindergarten and Grade I teachers for last summer (2011), Grade II teachers for this school year (2011-2012), Grade II teachers for the coming school year and thereafter, and teachers who are native speakers of the language to be taught.

The topics for the training are four-fold:

  1. Theoretical Foundations to MTB-MLE: (a) learning theories: Piaget’s Developmental Theory, Anderson’s Schema Theory, Bandura’s Social Theory, and Vygotsky’s Social Constructivist Theory; (b) language acquisition theories: Krashen’s 5 Theories, Cummins’s’ BICS and CALP, and Cultural Transmission Model of Learning.
  2. Pedagogical Foundations to MTB-MLE consisting of (a) Strong Foundations of MTB-MLE, (b) Adapting the Curriculum, (c) Bridging Process, (d) Teaching Strategies using the unique feature of MTB-MLE (The Two-Track Method, Interactive Strategies, Use of Manipulative Games, and Experiential such as small group discussions, Total Physical Response, etc., and (e) Demo and Return demo teaching.
  3. Topics for Teaching – Learning Materials Development consisting of (a) Listening Story, (b) Small Books, (c) Big Books, (d) Experience Story, (e) Primer Lessons, and (f) Lesson Examplars.
  4. Awareness Building/Advocacy were to have been taken up during the Orientation-Training.

The above training contents are mighty impressive. We’re wondering how the evaluation of the training, trainees and trainers looks like. We know some of those involved are busy with applying their training with MTB-MLE learning materials development.

For the development of certain MTB-MLE learning materials (e.g., stories, books, etc.) in those languages which boast of an already existing and, in most cases, vibrant body of literature, language grammar and dictionaries, I cannot understand why DepEd did not see the practicality of engaging writers and subject matter experts in these languages — those who are not currently employed by DepEd — instead of trying to reinvent the wheel with its own staff who were selected for MTB-MLE training and who are mostly not experienced writers. Why, Sec. Luistro?