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Guidelines on the Implementation of the Mother Tongue-Based Multilingual Education (MTB-MLE)
The Lingua Franca Project (1999-2001) and the Lubuagan Project (1999 to present) have provided valuable inputs in the implementation of the MTB-MLE. Nine hundred twenty-one (921) schools including those for children of indigenous people have been modeling MTB-MLE with support from the following:
Enclosed are the guidelines on the nationwide implementation of the MTB-MLE for the K to 12 Program.
For more information, all concerned may contact:
Dr. Rosalina J. Villaneza
GUIDELINES ON THE IMPLEMENTATION OF THE MOTHER TONGUE-BASED MULTILINGUAL EDUCATION (MTB-MLE)
The Mother Tongue-Based-Multilingual Education (MTB-MLE) aims to develop the following areas:
The MTB-MLE shall be implemented in two (2) modes: as a learning/subject area and as a medium of instruction. The Mother Tongue (MT) as a subject will focus on the development of beginning reading and fluency from Grades 1 to 3. The learners' Mother Tongue (L1) shall be used as the medium of instruction (MOI) in all domains/learning areas from Kindergarten through Grade 3 except Filipino (L2) and English (L3). The L1 will continuously be used as MOI in a transition or bridging process (L1-L2-L1 or L2-L1-L2) through Grade 3.
The L2 will be introduced in the first semester of Grade 1 for oral fluency and reading and writing will be introduced in the 2nd semester of Grade 1. The four (4) macro skills, namely: listening, speaking, reading, and writing will continuously be developed from Grades 2-6.
Oral fluency in L3 will be introduced in the 2nd semester of Grade 1, while reading and writing in L3 will start in the 1st semester of Grade 2. The four (4) macro-skills will be developed starting 2nd semester of Grade 2 until Grade 6.
C. Teaching and Learning Process
The MT shall be used as MOI in any of the following models:
Model 1: Ideally, the Kindergarten or Grade 1 class shall be taught in the children's MT which has been modeled in public schools. The MTs include the eight (8) major languages (LF) and four (4) others namely: Tausug, Maguindanaoan, Maranao, and Chabacano.
Model 2: In schools where there are three (3) or more MTs or variations of the LF without an approved orthography spoken by the pupils, the Lingua Franca in that area shall be used as the MOI. Special classes offering the children's MT may be held twice a week if a teacher is available for the development of oral fluency. The oral fluency skills shall be bridged to any of the LF languages and the four (4) other languages cited above in the development of reading and writing.
When an approved orthography of the MT is available and learning resources have been developed with trained teachers, the schools are encouraged to use the desired MT. In such situation, the school head (SH) shall inform the Division Office (DO) so that technical assistance could be provided and learning resources could be evaluated to meet the national standards for learning resources.
D. Teachers' Training and Development
The existing MTB-MLE regional training team organized for the model schools shall be the same team that will be responsible for the division and school-based training of teachers on the MTB-MLE for the K to 12 Basic Education Program (BEP). The members shall be expanded to include trainers in the Kindergarten. All of these teachers shall have undergone not only the Training of Trainers (TOT) for MLE but also the K to 12 BEP.
E. Preparation of Learning Resources
The Regions, divisions and schools MTB-MLE trained writers shall continuously update their knowledge and skills in the development of indigenized materials thus, providing the students with variety of learning resources. These learning resources shall be submitted to:
Dr. Socorro A. Pilor
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