MODELS OF
CHAPTER 5
MTB MLE
LEARNING OUTCOMES
After completing the chapter, the student expected
Compare the benefits and changes of various models from around the work
Contrast weak and strong forms of MLE
Explain the characteristics of successful MTB MLE programs
INTRODUCTION
Mother tongue-based multilingual education (MTB MLE) is a strategy
that focuses on teaching students their mother tongue (MT) as their first
language (LI) while also developing Filipino and English as second
languages (L2).
This approach builds a strong foundation for learning other languages and
academic content, fostering a sense of intelligence, creativity, and social
skills. In the Philippines, traditional language immersion approaches have
focused more on language learning than conceptual, academic, or social
development. MTB MLE aims to strengthen learning by officially
developing home languages, focusing on the child's thinking, creativity,
and social skills needed in a rapidly changing world. Research shows that
starting with the LI strengthens learning Filipino and English, rather than
inhibiting L2 learning.
HISTORY
Mother tongue-based education is the standard approach for dominant language
speakers, while second language immersion education is the dominant approach for
minority or non-dominant language speakers worldwide. This approach often
prioritizes English over local languages, leading to lower academic achievement and
the devaluation of local languages.
In the Philippines, bilingual education is different from that practiced in Western
contexts, where children learn through Filipino and English, both second languages
for most Filipino children. Mother tongue-based multilingual education (MTB MLE)
focuses on developing the mother tongue as a valuable resource for literacy,
analytical thinking, and academic success.
The aim is to develop fluent bilingual and multicultural learners who are confident in
their own identities and move freely between cultures. The English-only approach
Bilingual Education or (BE) supports the apposition of an English identity as more
empowering than the heritage identity, but valuing all entities is more empowering
than valuing one.
WHAT IS LANGUAGE
The foundation of every culture
An abstract system of word meaning and symbols for all aspects of
culture
Speech, written characters, numerals, symbols, gestures, and
expressions of non-verbal communication.
According to Sapir-Whorf Hypothesis, language does more than simply
describe reality, it also serves to shape the reality of a culture.
UNESCO’S PRINCIPLES ON
LANGUAGE AND EDUCATION
1. UNESCO supports mother tongue instruction as a means of
improving educational quality by building upon the knowledge and
experience of the learners and teachers
2. UNESCO supports bilingual and/or multilingual education at all levels
of education as a means of promoting both social and gender equality
and as a key element of linguistically diverse societies.
3. UNESCO supports language as an essential component of
intercultural education in order to encourage understanding between
different population groups and ensure respect for fundamental rights.
WHAT IS MOTHER TONGUE
It refers to one's native language; the language learned by
children and passed from one generation to the next.
WHAT IS MOTHER TONGUE
BASED MULTILINGUAL
EDUCATION
Multilingual Education typically refers to "first-language-first" education,
that is, schooling which begins in the mother tongue and transitions to
additional languages. MLE is the use of more than two languages for
literacy and instruction. It starts from where the learners are, and from
what they already know. This means learning to read and write in their
first language or LI. and also teaching subjects like mathematics,
science, health, and social studies in the LI..
WHAT IS MOTHER TONGUE
BASED MULTILINGUAL
EDUCATION
Typically, MLE Programs are:
"Strong Foundation" - Research shows that children whose earlyeducation is
in the language of their home tend to do better in the later years of their
education.
"Strong Bridge" An essential difference between MLE programs andrural
'mother tongue education programs is the inclusion of a guidedtransition from
learning through the mother tongue to learning anothertongue.
WHAT IS MOTHER TONGUE
BASED MULTILINGUAL
EDUCATION
Related to the emphasis on a child's mother tongue is the implicit validation of
her cultural or ethnic identity by taking languages which were previously
considered "non-standard" and making active use of them in the classroom.
Multilingual Education in that sense underscores the importance of the child's
worldview in shaping his or her learnings.
MODELS OF MULTILINGUAL
EDUCATUON
Multilingual education models focus on assimilation or language
maintenance.
Assimilation involves moving away from home languages to dominant
languages, while language maintenance focuses on supporting and
developing home language and cultural identity.
Static maintenance aims to prevent language loss, while developmental
maintenance aims to develop proficiency and literacy equal to dominant
languages.
10 DIFFERENT AIMS OF MTB MLE
1. to assimilate learners or communities into mainstream (Filipino) society.
2 to create unity within a multi-ethnic and multilingual society
3. to develop proficiency in the global language forcommunicating with outsiders
4. to develop marketable language skills
5. to preserve ethnic and religious identity
6. to reconcile and mediate different linguistic and political communities
7. to spread the use of the colonial/global language. socializing the population into the
colonial/global existence
8. to strengthen elite groups and preserve their societal positions
9. to create equal status by law to two socially unequal languages
10. to strengthen understanding of language and culture
STRONG FORMS OF MLE
Strong MLE programs emphasize the importance of developing the learner's first language
(MT) to facilitate learning. By using the MT as the language of instruction, learners can
process lessons, develop literacy, creativity, and higher- level thinking skills.
MT is seen as a resource that contributes to second language development, supporting
literacy, academic, and social identity without losing the first language and its culture and
identity.
WEAK FORMS OF MLE
Weak forms of multilingual education often focus on the learner's mother
tongue for short periods, focusing on code-switching or strengthening second
language learning. This approach is not considered necessary for higher levels of
thinking or academic subjects, but rather as an auxiliary language for initial
second language learning.
The assumption that the second language is more important than understanding
and thinking with one's first language is not effective for many students of low
socio economic status. Research shows that students achieve higher scores and
stay in school longer when learning in a multilingual environment that builds on
their first language while developing second languages. Without the mother
tongue as the language of instruction, learners often take more time to master
content, leading to a common perspective of assimilation.
DIFFERENT FORMS
OF MLE
MOTHER TONGUE-BASED
INSTRUCTION
Mother tongue education focuses on teaching learners through their
mother tongue so that learning occurs naturally and easily and is
focused on the subject matter (conceptual development) rather than
on language learning alone (memorization and repetitive learning).
Students learn within the framework of their everyday knowledge
and experiences, where their home culture and prior knowledge are
valued. This builds strong academic achievement and self-
confidence.
BILINGUAL EDUCATION
Bilingual education, also known as dual language
instruction, involves teaching two languages, one being
the mother tongue (MT) and the other a second
language. This type of instruction promotes
bilingualism by ensuring equal representation of both
groups in the classroom.
However, in the Philippines, bilingual education often
leads to a double barrier for students, as they often
prefer English over other languages and are unlikely to
serve equal numbers of students from different
mother tongues.
MOTHER TONGUE-BASED
BILINGUAL EDUCATION
Mother tongue-based bilingual education is a common type of
bilingual education outside of the Philippines where two languages
are used for instruction and one of the languages is the MT of the
learners Generally LI used the primary language of instruction while
L2 is taught as a subject through elementary school.
Students transition into 12 instruction in some of the basic
academic classes. The aim is to develop both languages for
academics, biliteracy and learning, and thus MT teaching continues
through at least six years of schooling.
MULTILINGUAL EDUCATION
In multilingual education three or more
languages are used in formal education, aiming
to produce multilingual and multi cultural
citezens.
TRANSITIONAL
MULTILINGUAL EDUCATION
Transitional Multilingual Education starts with the learner's
mother tongue in early years to enhance second language
learning. Critics argue this approach perpetuates inequality
and valuing dominant society.
The DepEd policy suggests a gradual transition to Filipino
and English in grades four to six, but further development of
a framework and teacher training is needed.
MAINTENANCE
MULTILINGUAL EDUCATION
Maintenance multilingual education focuses on
academic development in multiple languages (MT)
through school years, contributing to second
language, cognitive, academic, and cultural identity
development.
This policy supports ethnic minority groups and may
become a maintenance MLE program in the
Philippines.
IMMERSION OR FOREIGN
LANGUAGE INSTRUCTION
Immersion education is a program aimed at
enhancing second language proficiency.
In the Philippines, traditional bilingual education
involves learners in both Tagalog and English, without
their own MT support. This approach was developed
in Canada.
CORE FEATURES OF
CANADIAN IMMERSION
PROGRAM
The L2 is a medium of instruction.
The immersion curriculum parallels the local L1 curriculum.
The program aims for additive billingualism. Overt support exists for the L1.
Exposure to L2 is largely confined to the classroom.
Students enter with similar (and limited) levels of L2 proficiency.
The teachers are bilingual.
The classroom culture is that of the local L1 community.
THE CONDITIONS THAT MADE THIS PROGRAM
SUCCESSFUL DO NOT EXIST IN THE PHILIPPINES:
There traditionally has not been a local L1 curriculum in the Philippine
BE program
There was support for the L1 only as an auxiliary (helping) language
Classroom culture traditionally supported English only policies Filipino
and English are not two equally prestigious dominant languages
Filipino (and other languages) are still developing academic terminilogy
Filipino teachers generally do not have a wide variety of materials in
any language
Teachers are not traditionally trained in bilingual pedagogies
Canadian Immersion Education Philippine educational contest
Canadian Immersion Education fully Varying degrees of language fluency and confidence exits among Filipino
bilingual teachers confident in teaching both teachers.
French and English for all subjects. Teachers Some teachers are MT speakers of filipino but few teachers are MT
generally were MT speakers of either French speakers of English.
or English.
First language literacy held an important place First language literacy in all languages, except Filipino did not exist in the
immersion education. Philippine Bilingual Education
Teachers were trained in bilingual pedagogies. Teachers were instructed to teach through the required language of instruction
but training in bilingual education strategies was not common.
Schools had extensive materials in both School have limited materials in all languages and traditionally no materials at
languages all in local language.
Parents valued both languages for education. Parents tend to value English only for education.
SUBMERSION BILINGUAL
EDUCATION
The submersion metaphor describes education as holding
learners under water without access to life-sustaining air,
similar to using L2 as the medium of instruction without
LI support. This metaphor highlights the weak bridge
created by using an unknown language as the medium of
instruction, while the mother tongue is allowed as an
auxiliary language
MAINSTREAM WITH FOREIGN
LANGUAGE TEACHING
Mainstream education in the Philippines uses the majority
group's language as the primary and teaches a second
language, such as English. This approach benefits Tagalog
mother tongue speakers, who have access to a unique form
of education. Non-dominant language speakers, such as
Aklanons, Bikolanos, Ilocanos, Kalingas, Maguindanaoans,
and Tausugs, are not traditionally educated in their mother
tongue.
MOTHER TONGUE BASED
MULTILINGUAL EDUCATON
Mother tongue-based multilingual education (MT
MLE) enhances cognitive, academic, linguistic, and
social development by teaching lessons in the
learner's mother tongue, positioning them in their
world-view and their first language. This approach
increases school success and parental involvement.
EXPERIMENTAL MT
PROGRAMS IN THE
PHILIPPINES
Since 1904, studies in the Philippines have shown that English as
the primary medium of instruction has not always benefited non-
dominant language speakers. However, the main difficulty for
Filipino students is learning the native language to learn academic
content. Since 1939, the Department of Education (DepEd) has
allowed teachers to supplement English with the learner's mother
tongue, leading to several experiments showing significant
academic and identity benefits. This led to the DepEd implementing
MT-based language learning in the largest languages of the
archipelago.
CHARACTERISTICS OF
SUCCESSFUL MTB MLE
PROGRAMS
A successful MTB MLE program requires strong
understanding and support from teachers, school
leaders, parents, and the community. Facilitating
ongoing advocacy and dialogue among stakeholders
is crucial for widespread support and successful
implementation.
SUMMARY
MLE programs around the world are either additive, aiming to develop the mother tongue or
subtractive programs, focusing only on second language development. In the Philippines, the
DepEd has changed its language-in-education policy from a subtractive policy to the additive
MTB MLE. DepEd's MTB MLE policy contributes to a more equal society by valuing the
languages, knowledge, world-view and identities all Filipino children bring to the classroom.
MTB MLE contributes to strong conceptual development, language development, academic
development, social development and personal identity formation while fostering joy in
learning. One intended result is enjoyment of learning that will contribute to building
confidence in one's own heritage rather than sacrificing identity, language and culture in order
to fit in, or assimilate into wider society. The implementation of such a strong MLE program
through the basic education years in the Philippines will contribute to a more productive
country by strengthening Filipino identity, thinking, creativity, multilingualism and
multiculturalism.
THANK YOU
