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Road Map of the MTB MLE Program - MTB MLE Networkmlenetwork.org/sites/default/files/Philippines...

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DEPARTMENT OF EDUCATION Road Map of the MTB MLE Program
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Page 1: Road Map of the MTB MLE Program - MTB MLE Networkmlenetwork.org/sites/default/files/Philippines MTB-MLE Road Map... · In Kinder to Grade 3, ... Upgraded the implementation of MTB-MLE

DEPARTMENT OF EDUCATION

Road Map of the

MTB – MLE

Program

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DEPARTMENT OF EDUCATION

Context

- Biggest agency in the country

with :

with a workforce of more

than half a million, out of

which are 377,831

Elementary & 169,743

Secondary School Teachers

working in 46,404

Elementary & 12,878

Secondary Schools

managed by 17 regional

offices

serving 23,823,120

students from K - 12

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DEPARTMENT OF EDUCATION

DepED Order No. 74 “ Institutionalizing Mother – Tongue Based Multilingual Education (MTB-MLE)

11 selected DepED officials where sent as scholars to Payap University, Shiang Mae, Thailand on MTB-MLE

100 teachers were MTB-MLE scholars in the University of the Philippines

In 2009

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DEPARTMENT OF EDUCATION

Challenges

Executive Order 210 – “The use of English as medium of Instruction” is still in place

No law that will safeguard DepED Order # 74

Resistance from select law makers – proponents of English as the MOI

Resistance from parents – who believed that

implementing MTB-MLE is going backward –

our ability to speak English is already our

advantage

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DEPARTMENT OF EDUCATION

Challenges

• Resistance from Teachers – they believe that they can’t teach using the mother tongue

• Resistance from other stakeholders

• Lack of resources

a.Financial

b.Reading Materials

c. Literature and other textbooks

• The Complexity of the Philippine languages and the context

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DEPARTMENT OF EDUCATION

Massive advocacy and synergy with the

a. Teacher Educational Institutions (TEI)

b. Local Government Units

c. Non- Government Organization

d. Senate and the Congress

Crafting of Strategic Plan

Extensive 40 days training of teachers in the

pioneer schools (10 days in 4 phases)

Development of materials

Milestone from 2009 to 2010

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DEPARTMENT OF EDUCATION

STATEMENT FROM PRESIDENT NOYNOY AQUINO………

“My view on this is larger

than just the classroom. We

should become tri-lingual

as a country;

Learn English well and

connect to the world.

Learn Filipino well and

connect to our country.

Retain your mother

tongue and connect to

your heritage.

In 2010

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DEPARTMENT OF EDUCATION

Mandates:

EFA/MDG Goals BESRA Policy Recommendations for the National Language and Literacy Learning Strategies - 2005 DepED Order No. 16, s. 2012

“Guidelines on the Implementation of

MTB-MLE”

RA 10533 “ Basic Education ACT of 2013” (K to 12 Basic Education Program)

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DEPARTMENT OF EDUCATION

Mandate:

From the 10 point agenda of Pres. Aquino # 5 states that: “Every Child a Reader” by Grade 1

At the core of our children’s non-learning is the inability to read properly. By the end of the next administration (SY 2015-16), every child passing pre-school MUST be a reader by Grade 1.

Essential to this, we must build a library infrastructure in our schools, procure reading books (from our Philippine publishing industry to support local authors and

publishers) and TRAIN our elementary teachers on how to TEACH READING.

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DEPARTMENT OF EDUCATION

10

We are multilingual

We are by virtue of

our geography and

history, a

multi-lingual people. This gift has for too

long been viewed as

a liability.

Usec. Dina S. Ocampo

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DEPARTMENT OF EDUCATION

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DEPARTMENT OF EDUCATION

In Kinder to Grade 3, the child’s dominant language is used as

the language of learning.

Mother Tongue-Based Multilingual Education

(MTB-MLE)

DEPARTMENT OF EDUCATION

The learners retain their ethnic identity, culture, heritage and

values.

Children learn better and are more active in class and learn a

second language even faster when they are first taught in a

language they understand.

Filipino and English language proficiency is developed from

Kinder to Grade 3 but very gradually.

Mother Tongue is used in instruction and learning materials of

other learning areas.

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DEPARTMENT OF EDUCATION

MTB-MLE Bridging Framework

DEPARTMENT OF EDUCATION

Mother Tongue

Literate in

L1

Filipino

English Literate in

L1 and L2

A multi-literate

Filipino learner

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DEPARTMENT OF EDUCATION

Our BEST EFFORTS ……………

Pioneered in 921 schools all

over the 17 regions in 12

language in 2011-2012

Capacitated 136 Trainers @ 8 per

region who in turn trained 2,312 grade

1 teachers in the pioneer schools

Produced TG, LM and other reading

materials (big books, small books)

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DEPARTMENT OF EDUCATION

Our BEST EFFORTS ……………

Working Orthography

of the 12 languages

made available in

partnership with

Komisyon sa Wikang

Filipino (KWF) in 2011

Pioneered to 921

schools in 17 regions

in Grade II

SY 2012-2013

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DEPARTMENT OF EDUCATION

Our BEST EFFORTS ……………

Contextualized

Teacher’s Guide

(TG) and Learner’s

Materials (LM) in all

learning areas in 12

languages

Implemented to all

grade I (Nation-wide)

SY 2012-2013

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DEPARTMENT OF EDUCATION

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DEPARTMENT OF EDUCATION

Our BEST EFFORTS ……………

Upgraded the implementation of MTB-

MLE to grade 3 in the pioneer schools in

2013 - 2014

Expanded to at least 7 other languages

Developed TG, LM, and other learning

materials in these 7 additional

languages

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DEPARTMENT OF EDUCATION

Our BEST EFFORTS ……………

Implemented to all Grade II SY 2013-

2014

Developed an Early Grade Reading

Assessment (EGRA) and Early Grade

Mathematics Assessment (EGMA) tools

in 12 languages through the USAID -

Research Triangle Institute (RTI) and the

World Bank

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DEPARTMENT OF EDUCATION

Our BEST EFFORTS ……………

USIAD - BASA Pilipinas worked on the

four (4) major languages (Ilokano,

Sinugbuanong Binisaya, Maguindanaon,

Tagalog) in selected divisions in 3 big

regions (Region II, 7 and ARMM)

Strengthen synergy with local

government and non-government

organizations

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DEPARTMENT OF EDUCATION

Anecdotal observations and reports

Pupils are more participative and the class is very interactive

Pupils actively participate in story reading and telling - they can retell the story listened to in their own words.

Most of the pupils are reader

Pupils not only answer questions but they also ask questions.

Reduce absenteeism

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DEPARTMENT OF EDUCATION

• 19 languages is only more or less 11% of the more than 171 languages spoken in the country

• The demand for the inclusion of their language/s from the LGU/NGO and native speaker is huge

• Reading materials are very limited – need more local writers.

Challenges ……………

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DEPARTMENT OF EDUCATION

Challenges

• Need to establish a benchmark on the student’s reading ability level in these languages

• Need to establish a standardize reading materials in these languages

• Need to set reading standards on these languages

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DEPARTMENT OF EDUCATION

• Upgrade nationwide implementation in all

Grade III SY 2014 – 2015

• Continuous development of reading materials

• Language mapping

• Enhance existing teacher’s guide and learner’s materials based on feedback

• Conduct research and evaluation of the program

Next steps ……………

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DEPARTMENT OF EDUCATION

Advocacy is a MUST – do it extensively

Develop orthography in collaboration with the stakeholders and language experts

Develop and produce more teaching and learning materials – reading materials

Have enough courage and be passionate

Strengthen synergy

Encourage NGO, LGU, and other stakeholders to support materials development

Recommendations ……………

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DEPARTMENT OF EDUCATION

Thank You!

Maraming Salamat Po!

Balbaleg Ya Salamat Ed Sikayon Amin!

Daghang Salamat Sa Inyong Tanan!

Dios Mabalos!

Agyamanak Unay Kadakayo Amin!

Madamo Gid Nga Salamat Sa Inyo Nga

Tanan!

Muchas Gracias!

Sukran!

ROSALINA J. VILLANEZA, Ph.D.

Head, NEPP/ MTB-MLE

Department of Education - CO


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