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Mother tongue based multilingual education

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Mother tongue based multilingual education

  1. 1. MOTHER TONGUE BASED-MULTILINGUAL EDUCATION (MTB-MLE) PREPARED BY: ARISA M. MENDOZA AND JOSEFA R. ABESA
  2. 2. Language is in fact the foundation of every culture, language is an abstract system of word meaning and symbols for all aspects of culture. It includes speech, written, characters, numerals, symbols, and gesture and expression of non verbal communication. According to Sapir Whorf hypothesis, language does more than simply described reality; it also serves to shape the reality of a culture.
  3. 3. UNESCOS PRINCIPLE OF LANGUAGE AND EDUCATION  Principle 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. Principle 2: - Supports bilingual and/or multi lingual education at all level of education as means of promoting both social and gender equality and as a key element of linguistically diverse societies.
  4. 4. Principle 3: - UNESCO supports language as an essential component of inter cultural education in order to encourage understanding between different population groups and ensure respect for fundamental rights. MOTHER TONGUE means ones native language; the language learned by children and pass from one generation to the next.
  5. 5. WHAT IS MOTHER-TONGUE BASE MULTI LINGUAL EDUCATION OR MLE  Multi lingual education typically refers to “first- language-first “education, that is schooling which begins in the mother tongue and transition to additional languages.  MLE is the use of more than two languages for literacy and instruction. It starts from where the learners are , from what they already know. 
  6. 6. TYPICALLY MLE PROGRAMS ARE: • *Strong foundation- research shows that children whose early education is in the language of their home tend to do better in the later years of their education.(Thomas and Collier, 1997) • * Strong bridge- as essential difference between MLE programs and rural “Mother Tongue Education” programs is the inclusion of a guided transition from learning through another tongue. •
  7. 7. STAGES OF AN MLE PROGRAM (UNESCO, 2003, 2005)  Stage1- learning takes place entirely in the child’s home language .  Stage2- Building fluency in the mother tongue. Introduction of oral L2.  Stage3- Building oral fluency in L2.  Stage 4- Using both L1 and L2 for life long learning.
  8. 8. WHEN WILL CHILDREN START LEARNING FILIPINO AND ENGLISH?  -- As they develop a strong foundation in their L1, children are gradually introduced to the official languages Filipino and English a separate subjects, first orally then written form  . Continue building fluency and confidence in using L1, L2 and L3 for everyday communication and for learning new concepts. Introduce reading and writing L3. Continue building oral and written L1 and L2 . Introduce oral L3 . Continue building oral and written L1 and L2 . Introduce reading and writing in L2. Continue building oral and written L1 . Introduce oral L2. Continue building oral L1 . Introduce reading and writing in L1.. Build small children's fluency and confidence in oral L1.
  9. 9. WHAT KIND OF LEARNER’S DOES MLE INTEND TO PRODUCE  - MLE aims to produce learner’s who are:  Multi-Literate they 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 they can use this languages in various situation and interaction for learning in school.  Multi-Cultural they can live and work harmoniously with people of cultural backgrounds and are different from their own, they are comfortable living and working with people from outside their community while maintaining their love and respect for their home culture and
  10. 10. WHY USE THE MOTHER TONGUE OR THEE FIRST LANGUAGE L1 IN SCHOOL?  One’s own language enables a child to express him/her self easily, as there is no fear of making mistakes.  MLE encourages active participation by children in the learning process because they understand what is being discussed and what is being asked of them.  Children can immediately use the L1 to construct and explain their world, articulate their thoughts and add new concepts to what they already know.
  11. 11. IS IT COSTLY TO PRACTICE MLE?  Contrary to popular belief, L1-based education may actually cost less than a system that is base on L2.  If we consider the money wasted on drop-outs, repeaters, and failures, as well as added costs, studies show that L2-based education system are more costly than L1 systems.  A Guatemalan study, for instance, showed that it is more expensive to produce a grade level passer(in Grades 1-6) in Spanish medium school($6,013) than in a Mayan school($4,496).
  12. 12. THE IMPORTANT TASK IN FORMULATING A COMMUNITY –BASED MLE PROGRAM INCLUDE THE FOLLOWING:  1. Conduct preliminary research.  2. Mobilize resources and develop linkages .  3. Recruit and train staff.  4. Develop a writing system.  5. Develop curriculum and instructional materials.  6. Develop literature .  7. Evaluate the program and document progress .
  13. 13. EDUCATIONAL IMPLICATIONS  The learners must be exposed to meaningful use of the L2 outside the classroom situations. The meaningful exposure which comes from:  1. Meaningful reading in a variety of genres.  2. Focusing in the language itself-how it works, it is used.  3. Using the language orally and in writing.
  14. 14. However the problem in most school situations (L1, L2,andnsible input L3), there is not enough time given for comprehensible input( oral and written) The use of MTB-MLE should result to children who are multi lingual , multi-cultural and multi-literate and children who are confident and capable in the languages and who maintain their love and respect for their linguistic and cultural heritage.
  15. 15. ESSENTIAL FEATURES OF A STRONG MLE PROGRAM (SUSAN MALONE, SIL)
  16. 16. Preliminary research to collect information for planning the programme Awareness- racing and Essential features of a strong and sustained MLE Programmed mobilization at local, state, national and international levels Orthographies/ writing systems that acceptable to the speakers and to the appropriate government agencies Teaching and learning materials that build on the learners language and culture and ensure that they achieved grade level competencies in each subject. Graded reading materials in the learners home language and in the official language. Supportive political environment. Cooperation among supporting agencies . Evaluation and documentation of each component of each programme, including learners academic progress. MLE staff with the training and support needed for long-term success.
  17. 17. WILL USING THE MOTHER TONGUE AS LANGUAGE OF INSTRUCTION HINDER THE LEARNING OF A SECOND LANGUAGE LIKE ENGLISH?  No. Many studies indicate the student first taught to read in their L1, and then later in an L2, outperform those taught to read exclusively in an L2. Learning to in one’s own language provides learner with a solid foundation for learning to read in any L2.
  18. 18. THANK YOU! 

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