Tag Archive | MTB-MLE

‘Castrated’ MTB-MLE

Dr. Ricardo Nolasco

Dr. Ricardo Nolasco

By Ricardo Ma. Duran Nolasco, PhD
Philippine Daily Inquirer
Friday, September 13th, 2013
Associate Professor, UP Department of Linguistics




The term “castration” refers to the removal, by surgical or other means, of the reproductive organ of an animal. The intention is to prevent the animal from spreading an “undesired” genetic trait in succeeding generations.

This is precisely what the implementing rules and regulations of Republic Act No. 10533 (otherwise known as the K-to-12 Law) appear to be doing to the Mother Tongue-Based Multilingual Education (MTB-MLE) provisions of the original law.

The IRR provide, albeit illegally, foreign and local lobbyists of the discredited bilingual-education policy with enough escape clauses for them to continue defying the law.

This introductory clause in Rule II, 10.4 circumscribes all the other language provisions: “The curriculum shall develop proficiency in Filipino and English, provided that the learners’ first and dominant language shall serve as the fundamental language of education.”

This provision, absent in the original law, confirms suspicions that the government’s language-in-education policy is MTB-MLE in name but L2 bilingual education in practice.

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K to 12 and MTB-MLE: An Indispensable One-Stop Reference

Judging from comments or requests for information/clarification regarding the K to 12 and MTB-MLE programs — which reached a fever pitch the last few weeks as the new school year, 2012-2013, rolled in — there is quite a heap of confusion regarding the implementation of both programs. But rather than curse the darkness, let’s light some candles.

The apparent cause of the confusion among teachers and students alike appears to be that the appropriate info and implementation guidelines on both the K to 12 and MTB-MLE programs have not properly filtered down to those teachers out there in the field on whose shoulders rest the burden of implementing an ocean change in the basic education system.

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K to 12 + MTB-MLE: It’s “Hail Mary Pass” time

A Hail Mary pass or Hail Mary route in American football refers to any very long forward pass made in desperation with only a small chance of success with very little time left in either half, but usually toward the end of a game. It was made famous in describing the game-winning touchdown pass by Dallas Cowboys quarterback Roger Staubach to Drew Pearson in a December 28, 1975 NFC Divisonal playoff game against the Minnesota Vikings. Afterwards, it was reported that Staubach (a Roman Catholic) said, “I closed my eyes and said a Hail Mary.” (Wikipedia)

Prior to the “Hail Mary pass”, the team usually uses a huddle to map out strategy to give any of its qualified receivers as much chance to catch the ball and to thwart the competition from intercepting the ball. The 2012 Training-Workshop on Bridging between Languages in Mother Language-Based Education under the New K-12 Curriculum scheduled for May 14-26, 2012, takes the place of that all-too-important huddle before DepEd Order No. 16, s. 2012 kicks off the implementation of MTB-MLE (per DepEd Order No. 74, w. 2009) in all public schools, specifically in Kindergarten, Grades 1, 2, and 3 as part of the K to 12 Basic Education Program starting June 2012 (SY 2012-2013).

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K+12 & MTB-MLE: Make haste, lay waste

Ricardo Nolasco

By Ricardo Ma. D. Nolasco
Philippine Daily Inquirer, March 17, 2012

People in the know are flabbergasted by the headlong rush of the Department of Education to implement mother tongue-based education in ALL public schools in the coming school year.

First of all, the new curricula for kindergarten and Grade 1—which integrate the learners’ first language (or L1) as subject and medium of instruction—have yet to be finalized and pretested by planners. Teachers are being herded by the hundreds into weeklong camps only to be trained haphazardly by instructors who are mostly unfamiliar with MTBMLE (Mother Tongue-Based Multi-Lingual Education) concepts. Materials in the local languages are being produced, graded according to levels of difficulty and evaluated for quality, again without benefit of pretesting. No systematic assessment and evaluation of the programs in the so-called 921 MTBMLE pioneer schools have been undertaken.

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An Open Letter to Ilocanos


Hi Fellow Ilocanos,

This Open Letter is one of those things we collectively have to address to ensure that Ilocano Literature survives and thrives all the way from Kindergarten.

This pertains to my post in Multilingual Philippines entitled “DepEd Order No 16, s. 2012: God and the Devil in the details“. In that post I wanted to focus your attention to what I consider is a landmark action by the Department of Education as contained in DepEd Order No. 16, s. 2012 (DO 16) addressed to DepEd

Assistant Secretaries
Bureau Directors
Regional Directors
Schools Division/City Superintendents.


The operative paragraph of DO 16 is: “1. Starting School Year (SY) 2012-2013, the Mother Tongue-Based-Multilingual Education (MTB-MLE) shall be implemented in all public schools, specifically in Kindergarten, Grades 1, 2 and 3 as part of the K to 12 Basic Education Program.” Yes, to repeat, “Mother Tongue-Based-Multilingual Education (MTB-MLE) shall be implemented in all public schools, specifically in Kindergarten, Grades 1, 2 and 3″ in compliance with DepEd Order No. 74, s. 2009, which institutionalizes the implementation of Mother Tongue-Based Multilingual Education (MTB-MLE) for the benefit of our children.

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MLE Training of Trainers Scheduled

According to DepEd Memorandum No. 495, s. 2010, issued on December 8, 2010, the Department of Education (DepEd) shall conduct Phases III and IV of the National Training of Trainers (TOT) on the Mother Tongue-Based Multilingual Education (MTB-MLE) Program at the Elementary Level on the following dates and venues:

Dates and Venues



Jan. 26-Feb. 4, 2011
Zamboanga City
(10 days)

A. Phase III – MTB-MLE
Pedagogical Concepts and
Materials Development

Pre-elementary and
elementary teacher-

Feb. 17-26, 2011
Philippine Normal
University (PNU),
Manila (10 days)

B. Phase IV – MTB-MLE
Research, Monitoring
and Evaluation and
Sustainability Mechanisms

Pre-elementary and
elementary teacher-


The goals for these activities are to:

  1. design the training materials for results-driven capacity development, and instructional leaders in the MTB-MLE; and
  2. craft or develop the monitoring and evaluation tool to track the development of the teacher-trainers’ MTB-MLE activities.

For more information, please contact Dr. Rosalina J. Villanez, Head, NEPP Secretariat at (02) 633-7202.