This document discusses mother tongue-based multilingual education (MTB-MLE). It defines key terms like mother tongue and outlines the principles and stages of an MTB-MLE program. MTB-MLE aims to produce learners who are multilingual, multicultural, and multilitterate by using the students' native language as the primary language of instruction and gradually introducing additional languages. Research shows that students who receive early education in their home language tend to perform better overall and that MTB-MLE programs can be more cost effective than systems that use only the secondary language.

1. MOTHER TONGUE BASED-MULTILINGUAL
EDUCATION
(MTB-MLE)
PREPARED BY:
ARISA M. MENDOZA AND
JOSEFA R. ABESA

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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. ESSENTIAL FEATURES OF A
STRONG MLE PROGRAM
(SUSAN MALONE, SIL)

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. 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. THANK YOU!
