1. THIS IS MAY ANN’S FIRST DAY IN CLASS. The teacher greets the children.

2. Magandang umaga, mga bata
Good morning, children.
Magandang umaga, mga bata
Sino ngata di ibagbagan, maam. Adak maawatan.
Naimbag nga agsapa yo ubbing.

5. "Language is not everything in education, but without language, everything is nothing in education." Prof. Ekkehard Wolff, 2006

6. What is MTB-MLE?
Multilingual Education typically refers to "first-language-first" in education, that is, a
child’s schooling begins in his or her mother
tongue and later transitions to additional
languages.
"Multilingual education helps linguistically marginalized communities
bridge to the broader society, allowing them to acquire
the national language without
losing their own identity." (Dr. Kimmo Kosonen, 2009)

7. Why MTBMLE?
According to June Jordan "You will never teach a child a new language by scoring and ridiculing and forcibly erasing his first language.“
By developing literacy skills in the first language, MTBMLE helps strengthen the first language and provides a smooth transition from L1 (First
language) to L2 (National language) or L3
(International language) to be used as a
medium of instruction.

8. Two lines of argument that support MTBMLE:
educational argument
cultural argument
MTBMLE needs to focus on providing quality education for children to support, promote, preserve and maintain both primary language and culture.

9. If children have an opportunity to begin their education in their own language and gradually transit to additional languages their learning achievement will be effective and sustainable.
It also helps to promote unity amidst diversity among the different language communities in the country and develop a congenial environment among them.
When people are started to respect each other language and culture, it automatically create the peace and prosperity in the society.

10. Advantages to Multilingualism
Gives status to ethnic and local community languages
Enables children to maintain links with their cultural backgrounds and to develop
a close relationship with their families and their communities
Increases people's employment opportunities in the modern world

11. Improves communication between different linguistic and cultural groups
Provides children with the ability to share in a wide range of intercultural experiences such as literature, entertainment, religion and interests
Work as a strong bridge to enable the students continue their education with good foundation and able to respect each others' language and culture.

12. MTBMLE supports the implementation of parent literacy activities.
Literate parents will eventually be able to support their children’s reading and writing at home.
Children learning achievements depends on whether they are able to get support
from their parents.

13. What are the Challenges of MTBMLE?
According to Dr. Susan Malone (2010),
· Multiple languages, many with multiple dialects
· Lack of practical orthographies
· Lack of mother tongue speakers with teaching credentials
· Lack of written literature
· Multiple mother tongues
· Large classes sizes
· Lack of curriculum and instructional materials

14. Additional challenges that may be faced during implementation
Misconception and differences in understanding about MTBMLE
Parents are confused about the concept of MTBMLE, thus are not supportive
Parents are eager to send their children to English medium schools

15. Conclusion
Aside from knowing the good implications of MTBMLE, we should also know failure stories (unsuccessful practices) for us to plan and implement a successful, effective and strong MTBMLE program.
The UNESCO paper, "Education in a Multilingual world", notes “… while there are strong
educational arguments in favour of the mother tongue
(first language) instruction, a careful balance also
needs to be made between enabling people to use
local languages in learning and providing access to
global languages of communication through
education.” (Catherine Young, 2010)

16. Mother Tongue Based Multilingual Education
So, we need to support to implement the MTB-MLE program of the K-12 Curriculum.
Mother Tongue Based Multilingual Education
© Pushker Kadel 1, LDC Nepal
9 December 2010

17. CARMELA G. LAPEÑA, GMA News January 24, 2012 12:50pm
“The decision to shift to using the mother tongue as the medium of instruction is based on studies showing this helps children learn not only their lessons, but second or third languages as well, said DepEd Assistant Secretary Tonesito Umali on GMA News TV.

18. "Iyan ay may mga matibay na pagaaral na may pinagbasehan, na kapag sa unang mga taon na nagaaral ang bata at tinuturo yung mga konsepto sa kanilang lenggwahe o dialektong kinagisnan, yan ang pinakamahusay na pamamaraan para matutunan ng bata ang nais nating ituro, una, at pangalawa para matuto rin siya ng ikalawa o ikatlong lenggwahe," said Umali.
Quoting DepEd Secretary Armin Luistro, Umali said the students are expected to be happier and more active in class.

19. "Ineexpect natin na mas masaya, mas maganda ang partisipasyon na inaasahan natin sa kindergarten at Grade 1 dahil puwede na silang magsalita sa kanilang mother tongue. Hanggang Grade 3 lang naman yan," Umali said.
Umali says one of the goals of the new curriculum is to align the country's basic education system with the rest of the world.

20. Language studies
In Lubuagan, Kalinga, studies conducted by Diane and Greg Dekker and Dr. Stephen Walter under SIL International and the DepEd show that children educated using their mother tongue perform better than those educated in Filipino-first and English-first.
The Lubuagan district has implemented the First Language Component program for approximately ten years, during which children are instructed in their first language for the first three years of school. They were found to be well prepared for learning in English and Filipino.
On the combined measure of all subjects, the Grade 3 children's comparative performance was found to be higher in those who were instructed in their first language. 

21. Through MLE, Lubuagan has become the top performer in the whole division of Kalinga. In a feature story on TV by Howie Severino, it was found that Lubuagan pupils even outperformed the pupils of Caloocan City, Metro Manila. When the teachers in Mabilong read for the first time a copy of the Department of Education Order No. 74 Institutionalizing Mother Tongue-Based Multilingual Education, they became jubilant upon discovering that the Lubuagan MTBMLE experience was mentioned in the first page of the said document. They said that they are happy that finally the government recognizes what they do. Now they have something to show to non-believers of the program. Indeed the road to MTBMLE has not been an easy path for teachers. Edilberto de Jesus described the teachers’ initiatives as a form of “dedication to a cause greater than themselves for the sake of national welfare of the country.”

22. Associate professor in linguistics Dr
Associate professor in linguistics Dr. Ricardo Nolasco explains that such research has consistently shown that students learn best when they are taught in the learner's first language.
"Cognitive development and language development are inextricably tied. We cannot think in a language that we don’t know. In developing deeper thinking skills, we must use a language that allows us to examine ideas and articulate our own thought processes," wrote Nolasco.

23. 1. REPUBLIC ACT NO
SECTION 1. Short Title. —This Act shall be known as the “Enhanced Basic Education Act of 2013″.

24. SEC. 5. Curriculum Development.
(f) The curriculum shall adhere to the principles and framework of Mother Tongue-Based Multilingual Education (MTB-MLE) which starts from where the learners are and from what they already knew proceeding from the known to the unknown; instructional materials and capable teachers to implement the MTB-MLE curriculum shall be available;

25. h) The curriculum shall be flexible enough to enable and allow schools to localize, indigenize and enhance the same based on their respective educational and social contexts. The production and development of locally produced teaching materials shall be encouraged and approval of these materials shall devolve to the regional and division education units.

26. Approved: MAY
(Sgd.) BENIGNO S. AQUINO III President of the Philippines

27. 2. REPUBLIC ACT NO
Section 1. Short Title. - This Act shall be known as the "Kindergarten Education Act".
SEC. 4. Enhanced Basic Education Program.
Basic education shall be delivered in languages understood by the learners as the language plays a strategic role in shaping the formative years of learners.

28. For kindergarten and the first three (3) years of elementary education, instruction, teaching materials and assessment shall be in the regional or native language of the learners. The Department of Education (DepED) shall formulate a mother language transition program from Grade 4 to Grade 6 so that Filipino and English shall be gradually introduced as languages of instruction until such time when these two (2) languages can become the primary languages of instruction at the secondary level.

29. For purposes of this Act, mother language or first Language (LI) refers to language or languages first learned by a child, which he/she identifies with, is identified as a native language user of by others, which he/she knows best, or uses most. This includes Filipino sign language used by individuals with pertinent disabilities. The regional or native language refers to the traditional speech variety or variety of Filipino sign language existing in a region, area or place.

30. f) The curriculum shall adhere to the principles and framework of Mother Tongue-Based Multilingual Education (MTB-MLE) which starts from where the learners are and from what they already knew proceeding from the known to the unknown; instructional materials and capable teachers to implement the MTB-MLE curriculum shall be available;

31. h) The curriculum shall be flexible enough to enable and allow schools to localize, indigenize and enhance the same based on their respective educational and social contexts. The production and development of locally produced teaching materials shall be encouraged and approval of these materials shall devolve to the regional and division education units.

32. Approved: MAY
(Sgd.) BENIGNO S. AQUINO III President of the Philippines

33. ‘K-to-12’ education now a law By TJ Burgonio Philippine Daily Inquirer 2:00 am | Thursday, May 16th, 2013
“This lays the foundations for a better future for every Filipino child,” President Aquino said Wednesday after signing the law which makes enrolment in kindergarten compulsory before children can begin the traditional six years of primary school and adds two more years to high school.

34. Mother Tongue- Based Multilingual Education (MTB-MLE)
One of the  changes in Basic Education Curriculum   brought about by the  new  K-12 program  is the  introduction of Mother Tongue- Based Multilingual Education (MTB-MLE) specifically in Kindergarten, Grades 1, 2 and 3 to support the goal of “ Every Child- A- Reader and A –Writer” by Grade 1.”

35. MTB-MLE refers to “first-language-first” education that is, schooling which begins in the mother tongue and transitions to additional languages particularly Filipino and English. It is meant to address the high functional illiteracy of Filipinos where language plays a significant factor. Since the child’s own language enables her/ him to express him/herself easily, then, there is no fear of making mistakes. It encourages active participation by children in the learning process because they understand what is being discussed and what is being asked of them. They can immediately use their mother tongue to construct and explain their world, articulate their thoughts and add new concepts to what they already know.

36. K-12 for all, use of mother tongue now law By Delon Porcalla (The Philippine Star) | Updated May 16, :00am
The law also mandates the use of the mother tongue as the medium of instruction from kindergarten to third grade before English is introduced.

37. Recto, one of the principal authors of the Senate version of the K to 12 bill, lauded the signing of the measure into law.
Recto cited latest global studies which confirmed that learning through the use of the mother tongue results in “quicker comprehension.”
“Scientific studies and global trends point to multilingual-based education using the mother tongue as becoming the standard teaching method for basic literacy all over the world,” Recto said.

38. "The use of the same language spoken at home, in the early grades, helps improve the pupils’ language and cognitive development in addition to strengthening their socio-cultural awareness," Education Secretary Armin Luistro said in a statement.
Local and international studies have shown that early learners' use of mother tongue inside the classroom produce better and faster learners. It makes them adept at learning a second (Filipino) and third language (English) too.

39. Sec. Luistro: Using mother tongue makes it easier for students to learn Published: August 9, 2013.
According to Luistro, “Mas madaling matutunan ‘yong konsepto ‘pag ang ginagamit ay ‘yong kanilang nakagisnang wika… Kahit ano ‘yung kanilang karunungan sa bahay, ito po ‘yung ating tinatanggap, na ito po ‘yung kanilang initial nakaalaman at walang mali doon.”

40. The mother tongue as a subject focuses on the development of reading and speaking from Grades 1 to 3. As a medium of instruction the mother tongue is used in all learning areas from Kinder to Grade 3 except in the teaching of Filipino and English subjects.
“Eto talaga ay para naman ma-aware ang bata kung saan siya galing, ang roots niya, ang culture niya, ang sarili niyang kwento at songs, ang pagka-Pilipino niya,” Quijano says.

41. More than improving the comprehension skills of students, the mother language education also aims to address another long-standing problem in the country’s educational system – the increasing dropout rate among the youth.
“Ang isa kasing reason kung bakit nagda-drop out ang mga bata as early as grade 1, wala kasi tayong preparedness for formal schooling,” Quijano says.

42. “Para pagpasok ng mga bata sa grade 1, hindi naman sila mabigla na ito pala ang gagawin kung papasok na sila. Kasi 'yun ang isang cause ng tinatawag nating dropout,” Quijano says. - OMG/KG, GMA News
DepEd Undersecretary Yolanda Quijano explains that the MTB-MLE will help students understand their lessons better, at the same time infuse a sense of nationalism that she adds is still lacking among the youth.

43. These languages are about to disappear
These languages are about to disappear. This is one reason why teaching the mother tongue as a subject in schools is important. It is to preserve a cultural treasure. Asking that a mother tongue be offered as a subject is asking a lot less than asking for a mother tongue to be used as a medium of instruction. MTB-MLE, because of its cost, can only select a fraction of the languages. Otherwise, it is prohibitive. These are real issues that Philippine basic education faces. The country is indeed a colourful tapestry in terms of spoken languages as depicted in the following figures:

45. "My view: We should become tri-lingual as a country
"My view: 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 dialect and connect to your heritage." -Philippine president Benigno Aquino III

46. "Bear in mind that the wonderful things you learn in your schools are the work of many generations, produced by enthusiastic effort and infinite labor in every country of the world. All this is put into your hands as your inheritance in order that you may receive it, honor it, add to it, and one day faithfully hand it to your children. Thus do we mortals achieve immortality in the permanent things which we create in common." - Albert Einstein

47. Salamat sin anos yo ay nange sin inbag-bagak.