Tag Archive | mother tongue as MOI

Traveling from the local airport to MTBMLE2 in Iloilo City?

For those who are going to the 2nd Philippine Conference Workshop on Mother Tongue-Based Multilingual Education (MTBMLE 2) which will be held February 16-18, 2012, at the Punta Villa Resort (Tel. # (63) 033-336-11-05 to 06 and (63) 033-337-72-53; email – info@puntavillailoilo.com; URL – http://www.puntavillailoilo.com/) , Sto. Niño Sur, Arevalo, Iloilo City, Philippines:

When you arrive at the airport and you are in a sharing mood with other participants going to the venue,  you can take a van together to Punta Villa Resort and pay 70 pesos each. Another option is to take a taxi and pay 300 pesos.

Should you plan to arrive on February 15, you can opt to check in at Punta Villa Resort and just pay the additional 200 pesos for the additional night lodging (you would also pay the same amount for each night that you may plan to stay after the conference). The conference registration fee will cover conference kit and certificate; lodging for February 16 and 17; breakfast, lunch, dinner and snacks for February 16 and 17; breakfast, morning snacks and lunch for February 18.

All facilitators and paper presenters should register as regular participants.  The registration table will open  at 4:00 pm February 15th. Should you arrive on the 16th, please register between 7:00-9:00am (opening program starts at 9am) or during lunch break.

Improving Learning Outcomes through Mother Tongue-Based Education

Girl reading in her mother tongue in the Strategic Method for Reading Success (SMRS) Program, South Africa. Photo: RTI project staff.

The following report is from eddata:

Determining what language will be used to teach children is one of the most important decisions that ministries of education make. The language(s) used in the classroom dramatically affects children‘s opportunity and ability to learn. Yet, this decision is often made without a careful consideration of implications for learning outcomes. Furthermore, education improvement efforts rarely consider the impact that the language of instruction will have when designing education projects. Instead, the use of mother tongue or familiar languages is dismissed as a “political” or national issue; considered a problem too complicated to tackle within the scope of a project; or overlooked due to a lack of understanding of the central role that language plays in facilitating access to schooling and academic achievement.

This brief provides educators, governments, donors, and project implementers with key information on mother tongue-based (MTB) education to assist them with the design and implementation of education policies and programs. First, the brief provides background information on MTB education. Second, it offers research-based evidence regarding the benefits and effectiveness of educating children in a language they use and understand. Finally, the brief includes an overview of factors to consider when developing and implementing an MTB program. 

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From Ched Arzadon: Our Peripatetic MLEr

Nothing amps up our heartbeats more than a meaty report from Prof. Ched Arzadon, our trusty, energetic MLE activist-reporter out there. Here’s her latest:

Davao City, 06 Sep 2011


I brought my 2 MA classes (UP College of Education), about 20 students, to Davao last September 4-6 to visit MLE and ALS classes in Tagum City and Davao City. They learned a lot and were so inspired with what we saw—-big and small books, primer, posters and instructional materials all in the local language. What encouraged them most was to see the very enthusiastic teachers and the most zealous of them, their division MLE Coordinator, Ms. Allen Guillaran. ALS department provided us the ride and while travelling and having lunch with ALS people, Ms. Allen kept on “preaching” about MLE to them. One mobile teacher who was working with the Higaonon community for adult basic literacy was convinced and said she would like to know how to create a primer for their ALS program.

I was really fascinated with Ms. Guillaran especially when she said that for 25 years she served as an English teacher and later as the English Program Supervisor for Tagum. It troubled her that students, though they can decode English text, couldn’t comprehend meaning and so when she learned about MLE she embraced it instantly. She tried thinking of a word to describe her experience and then she blurted, “It’s like being born again! And I am now repenting from what I did thru MTBMLE.” She is like a third generation MLE “convert.” She was trained by Mrs. Nini Del Rosario (another MLE champion) and her team who were trained in that 40-day training of trainers by Rose Villaneza and others who attended the MLE course at Payap University (Thailand) two years ago.

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Philippines: Multilingual Education (MLE) Mapping Data

Developed by the United Nations Educational, Scientific and Cultural Organization (UNESCO) Bangkok Office, the Multilingual Education (MLE) Mapping Data includes classroom language practises in pre-primary (PP) and primary/elementary (PR) levels in the following countries: AfghanistanBangladeshBhutanBrunei DarussalamCambodiaChinaFijiIndiaIndonesiaKiribatiLao PDRMalaysiaNepalPakistanPhilippinesSolomon IslandsThailandTimor-LesteVanuatu, and Vietnam.

The last item, Materials in classroom, for each organization/institution is an estimate of the number of titles developed and/or number of issues in print in the mother tongue (MT) for the classroom. We would recommend that the materials now in use be made public so that they are properly scrutinized with the end-in-view of improving them where they need improvement. This blog would welcome all implementers to publish their classroom materials right here. If there are some things common for certain languages, there just seems to be no point “reinventing” the teaching and learning materials being developed by each implementer (organization/institution). Let’s put together all the Ilocanos. Let’s put together all the Cebuanos, etc. See where each language group has some common characteristics among its implementers and then unify them wherever possible — instead of “rebooting” the experience whenever one group decides to come along. In other words, where it is possible to share valuable collective experience, by all means, let’s share.

Following is the reformatted version (to suit space requirements in this blog) of the UNESCO MLE Mapping Data for the Philippines:

Name of Organization/Institution:   LAKAS – Lakas ng Alyansa ng Katutubong Ayta sa Zambales (Alliance of Indigenous Ayta in Zambales)
Level of  Schooling:  Primary/elementary
Formal or Non-formal:  Non-formal education
Public or Private:  Private (community organization)
Which Languages:  Botolan Sambal (sbl)
Number of Children reached by level of schooling:  30 (SY 2010-2011)
Location:  Botolan, Zambales
Use of language in classroom:  Language of instruction is the mother tongue only.
Materials in classroom:  Sample farming tools, visual aids

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MTBMLE Clearing House

On 4/28/2011, Maya P. Nayo (mnayo@savechildren.org) from Save the Children, wrote:

What is the process after we have developed, say an Alphabet Primer? Do we still get a clearance or approval from national office before its actual use in schools? Is there like a clearing house for all these mother tongue-based educational materials that local teachers/organizations have developed, prior to reproduction?

On April 28, 2011, Greg Dekker (Greg_Dekker@sil.org) from SIL responded with the following clarification:

The DepEd Strategic Plan calls for a Certification Process, or an “Endorsement” by the DepEd of all MTB MLE educational materials such as this (as well as MTB MLE trainers and training programs). Rose Villaneza will have instruction for us on this process. However, I suggest something like an “MTBMLE Certification Committee” be established under the USEC Programs and Dr. Rose Villaneza to formally review and certify MTBMLE materials to be used in DepEd educational settings.

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How To Have A Guilt-Free Life Using Cantonese In The English Class


Dr. Martin

On Friday, January 28, 2011, Dr. Isabel Pefianco Martin of the Department of English, Ateneo de Manila University, relayed an email to Ched Arzadon, et al., which email was promptly relayed to MTBMLE/Talaytayan Group. It called attention to an article about teaching English using Cantonese. Dr. Martin wrote that “This is something that I’d really like to work on soon–teaching English using the mother tongue. I haven’t read the handbook yet, but I thought you might want to do so first.” To help shed light on where Dr. Martin is coming from, I recommend to the reader to check Dr. Martin’s commentary, “Fearing English in the Philippines“, published more than two years ago in the Inquirer. For the reader’s information, “Fearing English in the Philippines” drew a rebuttal from Dean Jorge Bocobo of Philippine Commentary on April 16, 2008, and the rebuttal itself generated a number of comments.

Well, here’s the English-using-Cantonese article:

How To Have A Guilt-Free Life Using Cantonese In The English Class

By Merrill Swain, Andy Kirkpatrick, and Jim Cummins

In Hong Kong, English language teachers are urged to use English “in all English lessons and beyond:    teachers should teach English through English and encourage learners to interact with one another in English” (Curriculum Development Council, 2004, p. 109).

So, it is not surprising that teachers of English in Hong Kong feel a sense of guilt every time they use Cantonese in their English classes. How many times have English teachers (particularly teachers-in-training) been warned that Cantonese must not be used in English classes? How many times have English teachers been told that every time Cantonese is used, an opportunity for students to learn English is lost? And how often do English teachers (guiltily) use Cantonese in spite of these warnings?Our goal in writing this brief “guidebook” for the use of Cantonese (L1) when teaching English (L2) is to rid English teachers of their guilt! Students’ L1 is not an enemy to the development of high levels of English.    Cantonese, used judiciously in the English classroom, can serve to scaffold English language learning.

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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