POSITION

PAPER
Starting from where
the teachers are
By: Ricardo Ma. Nolasco / 2012, July 13

(Mother Tongue-Based
Multilingual Education)
Pereras, Nicolette Rein S.
Torio, Maria Jessica D.
CONTENTS:

Overview 1

Introduction 2
Context and Arguments 3-10

Conclusion 11
References 12-13

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 OVERVIEW:

The MTB-MLE program (Mother Tongue-Based

Multilingual Education) has established itself in the
Philippine educational system. Mother tongue-
based instruction is slowly being used in different
educational institutions. It has been proven to
provide a strong foundation and an effective
method for the students to obtain quality
education and have progress academically, as well
as acquire a second or third language easily. As
globalization engulfed our nation in the 21st
century, multilingualism has become vital for the
development of every individual and economy. So,
in order to adapt to the changes posed by
globalization, individuals must become multi-
literate, multilingual, and multicultural. This notion
has made the MTB-MLE become an effective
program for different students across the globe.
This position paper examines the implementation
of a mother tongue-based program and addresses
the challenges that teachers may encounter in
executing it, as well as their various teaching
strategies. Moreover, this paper is also designed to
help readers understand the context of MTB-MLE,
and scrutinize SIL International's proposals for
overcoming the challenges that teachers encounter
when administering Mother Tongue-Based
Multilingual Education.

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1
INTRODUCTION:
Over several years, there has been an issue on what medium of instruction should be used in
different educational institutions. As a result, the Department of Education (DepEd) created the
Mother Tongue-Based-Multilingual Education (MTB-MLE), and it has been implemented in all
public schools since School Year (SY) 2012-2013, specifically in Kindergarten, Grades 1, 2, and 3 as
part of the K to 12 Basic Education Program.

Establishing the right language to use in teaching is very important for it determines the success
of both teachers and the school in ensuring that all the students would learn effectively, and
would be able to have progress in understanding the second language. Teachers have employed
the official school language as a medium of instruction, yet even though a specific language is
used as the medium of instruction, students continue to have difficulty understanding lectures
and making progress even in secondary school. And so, after a series of experiments in using both
local and school language, it is proven that the student's mother tongue is a more efficient and
effective medium of instruction.

MTB-MLE has made a place in the educational landscape as a practical and effective approach. It
provides a plausible framework for preparing future generations to be more adaptable and even
wealthy contributors in a globalized and intercultural world. DepEd implemented the MTB-MLE
to ensure that the student's mother tongue will be the medium of instruction in the early years
of attending schools, from Kindergarten to Grade 3, while the Filipino and English are taught as
separate subjects. Although, MTB-MLE program is important and effective, there are still
underlying issues that need to be addressed. These different issues were discussed in the Bridging
between Languages Workshop of SIL International in Baguio City. The Workshop aims to enlighten
the educators on what is the real purpose of MTB-MLE, what it is all about, and what are the
solutions to the problems and challenges that teachers may encounter in using a mother tongue-
based program. MTB-MLE requires teachers to have the same level of fluency when it comes to
using the local and school language, but the teachers who are fluent in both languages are limited
in numbers. Moreover, this program would be more effective if teachers had access to a large
number of home-grown reading and teaching materials to use in conveying knowledge to
students.

At the outset, we clearly understood the aim of the Department of Education's MTB-MLE
program, thus we strongly agree that mother tongue-based programs can effectively help in
ensuring that the students will improve academically, as well as easily learn a second language.
MTB-MLE also provides children with access to social, political, economic, and physical
development processes. It assists students in developing confidence not only in expressing
themselves but also in learning new concepts in school. Furthermore, we avoid situations in which
children are teased for speaking a different language, which causes them to have negative feelings
about their culture and heritage. In addition, through MTB-MLE, children will be encouraged to
be confident, accepting, and enthusiastic about their cultural heritage.

2
CONTEXT and ARGUMENT:
The debate about what language should be used as a medium of instruction has been ongoing
for years. With the increase in globalization, and the drive of every country to participate in
the globalized community, new language policy and thorough investigation about language
planning have emerged. In addition, with the participation of the Philippines in the demands
of Globalization, schools are eager to prepare the students to be multilingual, multi-cultural,
and multi-literate. Their goal is to help the students easily acquire a second language, but this
goal has led the students to focus more on the second language, while slowly neglecting their
mother tongue. In addition, students also struggle to understand the learning materials for it
is written in a language that is far different from their local language. As a result, teachers saw
that students can't progress well, thus they don't improve academically the way they should.
Along with these factors, DepEd came to establish a new language policy and approach to
teaching in which the students would learn using their local language. This new program of
the Department of Education is the Mother Tongue-Based Multilingual Education (MTB-MLE).
The MTB-MLE is the approach to teaching wherein teachers use the students' mother tongue
as a medium of instruction. Many studies have shown that teaching children in their mother
tongue in primary school improves their ability to learn better compare to teaching them
using a second or foreign language (UNESCO, 2003; Rai et al., 2011 as cited by Lartec et al.,
2014). Strong MTB-MLE programs aim for students to become completely bilingual, bi-
literate, and bicultural, as well as receive a high-quality education (UNESCO, 2016). Teachers
implementing mother tongue-based program requires a different set of skills and knowledge;
more home-grown reading and teaching materials; and they should also be well-informed
about the said program. Despite the said program being a nice stepping stone for students to
improve academically and acquire a second language, underlying issues and challenges about
it is still presented and need to be addressed.

To be successful in acquiring a second language, one must have a strong foundation in their
first language (First Language Development, 2018). According to Clarke (2009), a strong first
language helps to develop a positive self-concept, strengthens existing family relationships,
and provides the opportunity to continue cognitive development while learning other
languages as a second language. Mother tongue-based program is a great help in ensuring
that the students will do well in school. In addition, this program would promote the use of
the local language or vernacular language which are often neglected now due to the high
demand in acquiring a second language. As a future educator, it is important to be aware of
what really is this program all about; how to implement it effectively; and how to improve
your fluency in both students' mother tongue or first language (L1), and the official school
language (L2). The 21st century is an era where countries are actively participating in
Globalization, which leads to different educational institutions implementing a language
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3
policy and program that will help the students acquire a second language while still being
fluent in their first language or mother tongue.

Mother Tongue-Based Multilingual Education is a learner-centered education. It was

generally implemented to start where the children are, that is, by expanding on what they
already know (Monje et al., 2019). MTB-MLE's goal is to begin where the children are, but its
effectiveness will still vary on the teaching strategies of teachers. In this program, teachers
are required to have a variety set of skills. So aside from starting where the children are, it is
also important to start from where the teachers are. SIL International conducts workshops
such as the Bridging Languages Workshop that will help the teachers be knowledgeable
enough about the program, as well as inform them on what they can do to improve their
skills. The child's first language is the springboard in acquiring a second language. This has
been proven in a number of experiments in which one group of students is taught in their
mother tongue while the other group is taught in the official school language. According to a
paper presented at the First Philippine Conference on Multilingual Education at Capital
University, children understood Science better when their mother tongue is utilized. Teachers
from many educational institutions are eager to implement the MTB-MLE program because
of its demonstrated effectiveness, therefore one teacher in a public school in Quezon City ran
an experiment and discovered that students responded better when Filipino was used as the
medium of instruction (Reyes, 2010). This is since L1 speakers learned L2 much easier when
it is similar to their first language (Monje et al., 2019), and Tagalog, which is the local language
in Quezon City is structurally similar to Filipino.

A child's "mother tongue" is the language to which he or she has been exposed since birth. It
is the child's primary language, and it is commonly spoken in their community. The mother
tongue is the language that a child speaks before starting school. With this being said,
educational institutions should consider employing the local language to prevent
overwhelming children with the use of a language that they are unfamiliar with.

To develop bilingual competency, the Department of Education first adopted the Bilingual
Education Program (BEP) at all levels of education. This policy utilizes English and Filipino as
the medium of instruction throughout all grade levels and subject areas. Teachers have an
easier way of implementing this policy because they are fluent in the official school language.
Students, on the other hand, are affected both positively and badly. Students are taught to
be bilingual and bicultural through the BEP, however, their proficiency in the second language
has resulted in a disregard of the first language and difficulty in comprehending the lesson.
BEP is not as effective as the MTB-MLE. So different schools have decided to adopt the latter
program and employ the child's MT as MOI in all subject areas starting from Kindergarten to
Grade 3. Since a multilingual setting affects the way students learn, the MTB-MLE became a
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4
program that involves teaching strategies that not only adapt to the interplay of several
cultures and languages but also value them (Lartec et al., 2014).

The mother tongue-based program heavily relies on teachers. Despite it being student-
centered, teachers still play a vital role in the implementation of it. Teachers must be fluent
in both local and school languages. They should broaden their expertise to guarantee that
they are passing on accurate information to the students. Teachers are responsible for the
success of the MTB-MLE since they're the ones who teach students; Therefore, schools should
provide various resources for instructional materials. Numerous teaching and reading
materials should be given to teachers to help them in the utilization of students' mother
tongue as MOI, but the availability of these resources is currently limited which has made it
difficult for the teachers to teach the students using their first language.

Teachers are born with practicality and critical thinking, and so, they use different teaching
strategies to overcome this issue. Since teachers' main concern is the student’s welfare, they
came up with various effective strategies in the implementation of MTB-MLE. In the findings
of phenomenological analysis of data, it is shown that the teachers employed teaching
strategies such as translation of the target language (L2) to mother tongue; Utilization of
multilingual teaching; Utilization of lingua-franca; Improvisation of instructional materials
written in the mother tongue; Remediation of instruction; and Utilization of literary piece
written in the mother tongue as motivation (Lartec, et al., 2014).

 The translation is extremely beneficial when it comes to learning through the

students' mother tongue because it serves as a bridge between the students and the
lesson. It is regarded as the most crucial social skill since it encourages strangers to
communicate and understand one another (Ross, 2000; Kavaliauskiene, 2009 as cited
by Larter et al., 2014). According to the teachers in Baguio City, translation enables
them to meet the demands of students who speak different languages. Teachers need
to translate the lesson into the students' first language for better understanding.
Teachers translate the teaching and learning materials into their mother tongues, and
it has been shown efficient since their students respond positively by actively
participating in the discussion (Lartec, et al., 2014).
 Utilization of multilingual teaching. This is another teaching strategy to overcome the
shortage of home-grown resources for instruction. In this, teachers use a variety of
languages over the entire period of class to accommodate students who do not
understand nor speak the local language, as well as to include them in the
discourse (Milambiling, 2011 as cited by Lartec et al., 2014).

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5
  Utilization of lingua franca. Teachers use the dominant language spoken by the
majority of the students as MOI, then use translation method for those who do not
speak the language is also an effective teaching strategy in MTB-MLE.

The shortage of books written in mother tongue is one of the major issues in mother
tongue-based programs, despite this, teachers still assure the parents that their children
will have the quality education they must have. So, teachers require students to stay after
class for remedial instruction.

 Remedial instruction. In this strategy, the teacher tutors the students, particularly
those who are having problems with the lessons or are falling behind.
 Utilization of literary pieces written in the mother tongue as motivation. The
literary piece is utilized as a springboard by teachers to teach other concepts or
ideas that are helpful to the students. Teachers incorporate the previously
translated literary works using the students' mother tongue into lectures. The
main reason for the utilization of literature in the classroom is because of its
valuable authentic material, cultural enrichment, language enrichment, and
proposal involvement (Collie & Slater, 1990; Hişmanoğlu, 2005 as cited by Lartec,
et al., 2014). All of these teaching strategies in employing MTBMLE help to ensure
that kids learn best in their mother tongue, despite the limited accessibility to
home-grown teaching and learning resources.

Regardless of the fact that the MTB-MLE program has been in place for several years, there is
still a shortage of teachers who are fluent in the local community language or the mother
tongue of the students. This isn't just a problem with the MTB-MLE program's implementation
in the Philippines. According to SIL International's prominent MLE experts, Dr. Dennis and
Susan Malone, this is a major concern in most countries. They asserted that there are only a
few qualified teachers in the local community who have the same level of fluency required in
order to successfully use both mother tongue and school language in classrooms. On the
other hand, some teachers who can speak the students' mother tongue aren't that literate
when it comes to the local language; which means that their vocabulary is not enough to
accommodate all the students' language. This problem arises as a result of a lack of teacher
training. The lack of teacher preparation confuses students because they do not fully
comprehend the context of the lesson, and it also causes challenges for teachers because they
are unprepared to educate their students using the mother tongue as the medium of
instruction (Lartec et al., 2014).

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6
Teachers' lack of training can be a hindrance in implementing mother tongue-based
programs, so findings suggested that teachers need to undergo methodology training in order
to take advantage of the benefits of teaching in a language that children understand (Dutcher,
2004). The SIL International addressed this issue by providing Language Workshops for the
teachers. As a part of the organization's Bridging between Languages Workshop, Dr. Dennis
and Susan Malone presented courses of actions as a solution to the serious shortage of
teachers who are fluent in both local and school language, and these courses of action are
also meant to address the issue regarding the lack of teacher training. The implementation of
MTB-MLE in schools is an effective way to help the student develop skills and acquire a second
language without neglecting their first language, and so, in preparation, there will be an
incorporation of MTB-MLE into 2-, 3-, 4-year teacher certification programs. This will be a
good bridge for the teachers to focus on MTB-MLE, and they will learn how to have expertise
in reading, writing, and speaking the local language, as well as on how they can teach their
students to do the same. Fluency in the local language is a must especially in employing the
mother tongue as a medium of instruction. Moreover, students will rely on the teacher's
discussion and method of explaining each lesson, so as the source of information, teachers
are required to be fluent in their mother tongue. The Malones of SIL International proposed
the "Fast-track" program for graduates with a non-teaching bachelor's degree. The fast-track
program from the word itself "fast," is a one-year certification program that will give trainees
the pedagogical knowledge and skills necessary for standard teacher certification in MTB-MLE
classrooms. According to the Malones, recruiting fluent mother-tongue speakers from
students' home communities and giving them the necessary training to serve as 1LA teaching
assistants is more effective than expecting teachers to become fluent in the local language
over a 1-year training. The 2LA teacher or the teacher who is expert in the school's second
language, together with the 1LA teacher will have a teaching-assistant relationship in
consideration of the students' quality education. In addition, teachers should also take part
in several workshops related to the mother tongue-based program. They should participate
in these types of workshops, which may take 2-4 weeks since they will gain a lot of knowledge
and it will help them develop the skills and competency they need to be effective in MTB-MLE
classrooms. Teachers who teach multilingual students need to be orientated and guided on
how to deal with students who speak multiple languages, hence training and seminars are
essential. Teachers must be trained in using the first language in the classroom, and resources
must be relevant, easily accessible, and engaging for students (Dutcher, 2004). Furthermore,
these training and seminars are important because it will give teachers an insight on how
mother tongue-based program works.

MTB-MLE primarily targets students who have difficulty understanding languages other than
their native language. The majority of these students are entering kindergarten and the first

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7
three years of grade school. MTB-MLE primarily targets students who have difficulty
understanding languages other than their native language. When children do not understand
their school lessons, it is very common for them to lose interest in going to school because
their parents are from different parts of the country or the world, it is expected that they will
speak and understand what they learn from their parents. Not every student understands
English or other languages. A lot of them will struggle to keep up with the lessons at the start
of the semester because they are unable to understand what the teachers are saying.

MTB-MLE aims to produce learners who are:

 Multi-literate – who can read and write competently in the local language, the
national language, and one or more languages of wider communication, such as
English;
 Multi-lingual – who can use these languages in various situations; and
 Multi-cultural – who can live and work harmoniously with people of cultural
backgrounds that are different from their own (Nolasco, 2013).

In Mother Tongue-based Multilingual Education, students are taught in their native language
for a period of time. On the other hand, English is treated as a second language, taught side
by side. Multilingual education is technically and simply put, an educational system that favors
education in more than one language. According to its supporters, the most important
advantage of this system is that a student from a non-English speaking background can easily
learn English due to his language development in both his native language and English. Isn’t
it advantageous to be fluent in several languages? What is the problem if a student is fluent
in both English and his mother tongue? Aside from that, a child who is exposed to multiple
languages will be able to develop a stronger sense of appreciation for different cultures and
a better understanding of societies. After all, we now live in a global world, and being
multilingual is always an asset in businesses and firms. In addition to these benefits, the child
can easily use his native language in groups and will not be embarrassed by it. If he only knows
one language, he may experience difficulties expressing himself. It’s a lovely form of
education because minority speakers can learn English while also strengthening their cultural
bonds by being fluent in their mother tongue (Pandey, n.d.).

But, when we have the advantages we have also the disadvantages, and here are some of
them:

 Unsuccessful Attempt at Integration into Society. Multilingual education was

deemed to assist children of immigrants and minorities in society. The multilingual
education system required separate teachers and classrooms, and it

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8
 allows children to receive education in their native language for three or more years.
Separate teachers and classrooms, according to proponents of a single medium of
instruction, would widen the already existing gap between citizens and immigrants.
They also proposed that encouraging children to interact within their community for
three years would postpone the process of adjusting to life in a new country.



 School Dropout Rates. Over the years, the dropout rate in various schools across Asia
has reduced significantly. The medium of instruction in the above-mentioned schools
is English. However, there has been no reduction in the dropout rates for schools
offering multilingual education. Most people feel that a dropout rate of 35% doesn’t
justify the costs involved in providing this form of education.
 Unavailability of Teachers. Multilingual education requires several trained teachers
who are proficient in both English and their native language, assuming that English is
one of the mediums of instruction. There is a wide gap between the demand and the
supply for teachers, who are both confident and capable of handling the intense
pressure associated with managing a class of students requiring special attention.
 Lack of Classrooms. There is a dearth of classrooms that can accommodate students,
who require instructions in both English and their native language. Students are
expected to sit together in one class regardless of their age and the variations in the
required level of education. This poses a great problem for teachers, who, in addition
to being well versed in two languages, have to exhibit a certain level of comfort in
handling different levels of education, simultaneously.
 Lack of Funds. The mentioned issues bring us to the tip of the problem: lack of funds
to promote multilingual education. Bilingual Education Is Costly Education becomes
unobtainable when a language that is not dominant in nature is to be taught. The
scenario becomes economically feasible, when multiple languages commonly used,
are taught. An education system ought to be aware that the noble sap of education
and literacy lies in understanding the language in which knowledge is imparted. The
content and context of the subject become oblivious if the student is not well
acquainted with the language employed (Lyer, n.d.).

The use of mother tongue in classrooms is similar to the language policy existing in European
schools wherein they use the children's dominant language as a medium of instruction. This
advocates a student's right to learn in his or her local language or mother tongue, inclusion,
and linguistic diversity (Monje et al., 2019).

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9
The utilization of one's mother tongue is a necessary component of learning (UNICEF,
1999), and a good bridge for acquiring second or multiple languages. The Philippines is one of
the many countries that actively participate in the globalized society, in this case, schools are
being competitive when it comes to ensuring that students will properly learn foreign
languages especially English, which leads to the disappearance of native languages. If the use
of the student’s mother tongue is abandoned in favor of a new unfamiliar language, the
student will lose interest in his/her studies because there will be a disconnection between the
language used at home and the language used in school. It may also lead to low self-esteem
because their culture and experiences will be excluded from classroom interactions.

The MTB-MLE policy nullifies the usual practice of many Filipino children and students of
abandoning their local language to successfully study a second or third language in school.
Students are denied the right and chance to learn in their mother tongue as a result of this
prevalent practice. MTB-MLE program is not only beneficial to students but to teachers as
well for they are given the chance to expand their knowledge and vocabulary. The common
practice of schools and students of using a second language as the medium of instruction does
more harm than good. Nolasco (2008) asserted that the use of school language such as English
or Filipino in classrooms is not practical because these languages are considered "foreign" to
a lot of children who attend school in the Philippines. Linguistic diversity in classrooms will
lead to inactive participation of the students in discussions, thus according to Ethnologue, the
presence of many languages in the Philippines is the reason why students are left behind and
don't show progress even in high school. This problem is an indication of the efficiency in the
implementation of MTB-MLE. Mother tongue as MOI will encourage the student to enroll and
will give them a higher chance to succeed in school (Kosonen, 2005). Furthermore, it is well
known that parents play a significant role in their children's learning; and with the help of
MTB-MLE, parents will be more willing to communicate with teachers and engage in their
children's learning (Benson, 2002). Moreover, a mother tongue-based program ensures that
the students will learn with the help of their MT, as well as have an active interaction with
their classmates. Bilingual Education Policy (BEP) was mentioned in the first part of the
argument, and results of the findings of the effectiveness of this policy show that the use of
both Filipino and English as MOI is a failure because it leads to weak performance among
students in the subject Math and Science. Therefore, the use of official school language is
ineffective whereas MTBMLE or the employment of mother tongue as MOI is more
sustainable and efficient.

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CONCLUSION:
Language is one of the most valuable gifts passed down to children. It is a strong instrument
a person possesses. When a person speaks and understands a language well, nothing can stop
him from achieving his goals. In the 21st era, knowing how to speak multiple languages is a
great advantage and will open a wide range of opportunities. Educational institutions are
providing quality education that ensures that the students will acquire a second or third
language. Although acquiring a second language is essential, the child's first language must
still be used and developed. The first language is more important for it serves as the
foundation for subsequent language advancements. It is the key in succeeding to opening up
a child’s mind about acquiring new languages. The mother tongue or the first language is part
of children's learning and is especially important for the development of a positive self-
concept and well-being.

Teachers are the "trainers" who prepare the child to learn new things, develop skills, creativity
and make them fluent in speaking a second language, and at the same time, ensure that their
first language won't be neglected. With this being said, we can conclude that teachers should
know how to properly communicate with students using a language that is familiar to them.
The early years of children attending school are very crucial for it is the beginning of their
journey, so the teachers should step up their game and enrich their knowledge in order for
them to adapt to the child's culture and speak the child's mother tongue.

The paper focused on the implementation of MTB-MLE in classrooms. As mentioned in the

main content of the paper, the student's mother tongue plays a vital role in the child's
learning. The goal of the mother tongue-based program is to ensure that students would be
multilingual and will be prepared to acquire e second language while still developing the use
of their first language. Establishing a good foundation in the students' mother tongue is a
good bridge in acquiring a second language. In the end, we agree that MTB-MLE is efficient
and sustainable, and so, it should be further developed, as well as employed in classrooms.

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