Ilang Obserbasyon tungkol sa Implementasyon ng Mtb-mle

[NOTE: Reading Dr. Cena’s email reminds me of the reason why I decided to drop out of grade school after the first week in grade 1: English and later, Tagalog — the MOI — were both foreign to me. There I was, thinking it would have been soooo very much easier to teach me any thing at that point in my life if the teacher (who was an Ilocana herself) taught us in the language all of us in that grade 1 classroom already knew…  JP]

From: [] On Behalf Of Resty Cena
Sent: Friday, March 18, 2011 9:00 AM
Subject: Re: (MLE yahoogrp updates) Re: Executive Summary Mother Tongue-Based Multilingual Education (MTB MLE) – Philippines Strategic Plan

Tumusok sa ulo ko ang minsa’y narinig kong sinabi sa isang komperensya, na kailangang pagbutihin ang implementasyon ng Mtb-mle, sapagka’t kung pumalya, aabutin na naman ng ilang dekada bago uminit uli ang tubig at bisitahin ang isyo. Sang-ayon ako. 70ng taon bago natin natanggap ang kakulangan ng edukasyon na ang wika ng pagtuturo ay banyaga sa mga bata. Mga 35ng taon pa ang nagdaan bago natanggap na hindi rin sapat ang ani sa bilingual education: ilang klase sa inang wika at ilan pang klase sa banyagang wika (sa mga hindi Tagalog, sa bilingual education, dalawa sa halip na isang foreign language ang ginamit sa pagtuturo: Filipino at English). Sa aking palagay, ang nakakatakot kung hindi magtatagumpay ang kasalukuyang pagtatangka, o kung malaki ang kulang ng resulta sa inaasahan: Ano ang susunod? Continue reading

2011 Kabikolan Conference on Language and Education

Following are links (some are still being uploaded) to papers in their original format presented at the 2011 Kabikolan Conference on Language and Education (EDUKASYON PAUSWAGON, SADIRING TATARAMON AN GAMITON) held at the La Piazza Hotel and Convention Center, Tahao Road, Legazpi City, Albay, on February 24-26.2011:



New MLE Curriculum (Dr. Rosalina Villaneza –DepEd Natl MLE Coord)

Two Track Method- Developing meaning and mastery (Dr. Rosalina Villaneza –DepEd Natl MLE Coord)

Development and production of materials- part 1 (Translators Association of the Phil)

Siisay an Bikolano? A Workshop on Cultural Markers (Dr. Francisco Datar – Anthropology Dept, UPD

Crafting Low Cost and Creative Manipulatives (Narcisa Sabian-DepED CAR / Diane Dekker – SIL)

Development and production of materials- part 2 (Translators Association of the Phil)

Family Literacy:  Training Parents To Help  Their Children Learn to  Read and Write (Dr. Felicitas Pado – College of Education, UP Diliman)

Total Physical Response (handout) (Diane Dekker – SIL)
Math-Saya(presentation) (Cultural Math) (Prof. Aleli Domingo –Inst. of Math, UPLB)

Primer writing in LI (part 1) (Xinia Skoropinsky – SIL)
Bridging Strategy from L1 to L2 (Prof. Pamela Razon – UP Integrated School)

Planning and Managing an ECCD Program (Save the Children)
Designing An Integrated Approach in Teaching Beginning Reading (Dr. Felicitas Pado – Education, UPD)

Writing Bicol Songs (Meriam Tandog, DepEd Region 5)
Community Mobilization for MTBMLE (Bona Duron – Save the Children)

Language fun and games (Diane Dekker – SIL)
Teaching Science in the Mother Tongue (Dr. Amelia Punzalan – NISMED)

Intellectual Property Rights for Book Authors
Continue reading

Invitation to Make MLE Content Open

No. 2 on the Enclosure to DepEd Order No. 74 approved by former Sec. Jesli Lapus on July 14, 2009 — more than a year ago — requires the “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.

After more than a year of MLE training and content development, there has to be a body of work out there waiting to be made public, put to test, analyzed, improved or pedagogically repurposed.  Multilingual Philippines and a companion website,, are waiting eagerly to publish whatever MLE content (big books, procedural info, white paper, etc.) which has been developed in fulfillment of the requirements of DepEd 74.

We would like to see all the MLE content developed in various participating mother tongue (L1) communities so that stakeholders in those communities — subject matter experts or just simple folks — have the opportunity to examine the stuff, critique it, or recommend ways to improve it. It would be nice to fashion a model for every conceivable type of MLE content for each L1 community so that stakeholders in the community could keep on improving it to make it something of a standard the rest in the community could copy or emulate. There’s very skimpy resource to waste in re-inventing the wheel.

Multilingual Philippines and will be glad to serve as repository for all the MLE content, freely accessible 24/7 by everyone who has a need to access it.

First, LET’S MAKE ALL MLE CONTENT OPEN! The actual MLE assessment questions may be left out for MLE teachers; however, MLE assessment theories and procedures could be kept open, leaving them available for continued discussion to search ways to make them even more effective.

MTB MLE StratPlan Updated

Executive Summary

Mother Tongue-Based Multilingual Education (MTB MLE) – Philippines
Strategic Plan
(13 Feb 2010)


The Benefits of MTB MLE

The preponderance of local and international research consistent with the Basic Education Reform Agenda (BESRA) recommendations affirms the benefits of Mother Tongue-Based Multilingual Education (MTB MLE).

MTB MLE Institutionalized in DepEd

Convinced of this overwhelming evidence showing the advantage of learners who undergo learning in their first language, the DepEd issued DO 74 on July 14, 2009, and thus institutionalized MTB MLE “as a fundamental educational policy and program” within the DepEd “in the whole stretch of formal education including pre-school and in the Alternative Learning System (ALS).”1 To this end, the DepEd, along with partners both in government and in non-government organizations, have joined together to support DO 74 by strategically planning for the implementation of MTB MLE country-wide. This is a summary of that Strategic Plan. Continue reading

2010 MLE Initiatives: A Review

It’s always heartwarming to learn about the initiatives of our fellow educators and MLE advocates to promote the use of the local language in education. For example during the MLE Conference in CDO last February, I was so amazed to see how DepEd Region 4-A and Region 5 filled up the whole room assigned to them with books and instructional materials they made in the local languages. The Lubuagan and the Valenzuela City teachers also displayed a lot of their own original works. Continue reading

Multilingual Philippines

In response to my suggestion in an earlier post to have our own MLE Training Centers in the Philippines, instead of sending our own teachers to attend MLE training in Thailand–which is not a cheap option, Ched Arzadon of 171+ Talaytayan MLE sent the following email:

About the training, if you refer to our MLE strat plan, training is included both for inservice and pre-service. The inservice training has started with the national mle trainers training last month. It will go in 4 phases. We are also exploring the possibility of including it in the DepEd regional educators academy program and its national counterpart. For pre-service, we have explored integrating MLE in teachers education curriculum. PNU has started doing it. An MLE diploma program is being discussed with PNU, too. Another one is shaping up in the North. I will give you updates once I hear from the various proponents.

What I am thinking right now is to come up with an online project that will feature beginning reading stories for each language. It’s pretty much like the Pepe and Pilar series we read when we were young. It is not to translate stories but produce stories that speak about the unique places, food, practices, dances, etc., of each specific language group. For the higher grades, we can write stories about other places. We can call this something like  stories in every Philippine language project. The idea is we have a website with the following features:

  1. Guidelines in writing a beginning reading story
  2. Guidelines for illustrating a story
  3. Guidelines in how to use each story
  4. Orthography for each language
  5. Procedures in submitting a story
  6. Editorial procedures for stories submitted
  7. Uploading stories and categorizing them according to grade level
  8. Encouraging volunteers to illustrate each story
  9. Potential users are made aware they can freely download and print the text of the story and/or the text with drawings
  10. Providing English translation of some stories so that other language groups can adapt them for their own use

I thought of this project because I found out that no matter how elaborate our MLE training would be, teachers would end up asking for materials. The logical sequence should be to start producing MLE materials and then training teachers how to use them. The best claim we have for MLE is that it promotes early literacy skills and so we need materials.   We can also upload in the same site a primer for each language group.

Typically, a project like this would require funding and the inclusion of experts. I thought that this collective effort would achieve the best results as a “bayanihan project” involving our kababayans, including those abroad.

Well, I told Ched and the Talaytayan group that I already have a ready-to-deploy website (see preliminary design above) with the domain name,, and requisite web hosting paid for.  I, therefore, suggest that those interested souls start sending in the MLE materials/stories/articles to your talaytayan-mle Moderator <> who should then do the job of shifting through them according to the above guidelines.  I will help with uploading the selected materials in our Multilingual Philippines website.

Reforms first or K+12 means nothing

By Ricardo Ma. Nolasco, Ph.D.
Philippine Daily Inquirer, Posted date: October 16, 2010

R. Nolasco

MANILA, Philippines—The results of the 2008 Functional Literacy, Education and Mass Media Survey (FLEMMS) are finally out. As expected, there are good tidings as well as bad. Among Filipinos between 10 and 64 years old, the ability to read, write and compute went up from 84.1 percent in 2003 to 86.5 percent in 2008. Comprehension skills likewise increased from 66 to 70 percent.

This means that the number of those who cannot compute went down slightly from 16 percent in 2003 to 14 percent in 2008. The percentage of those who cannot understand what they read went down from 34 to 30 after five years. This is the good news.

The bad news is that the number of individuals lacking in counting and comprehension skills actually grew. This was due to a higher population base of 67 million in 2008 compared to only 57.6 million for 2003. Translated into absolute figures, non-numerate Filipinos in 2008 stood at 9.1 million, which was almost the same as in 2003. Those who lack comprehension abilities increased from 19.6 million in 2003 to 20.1 million individuals in 2008.

Computation and comprehension skills were tested in the FLEMMS survey through a self-administered questionnaire accomplished by a sample of around 70,000 individuals throughout the country. Continue reading