REVIEW!
Objectives
a. identify the implementation, success
and challenges of MTB-MLE program in the
country.
b. Formulate potential solutions to the
challenges identified.
YOU ARE NOW A
TEACHER
Hello Ma’am! Hello Sir! Kumusta?
Success
TEACHER, WHAT
SHOULD YOU DO?
problems/scenarios
YOU ARE DISCCUSSING A LESSON IN
FRONT OF your student and YOU
SENSE THAT YOUR LEARNERS ARE
NOT INTERESTed, WHAT SHOULD
YOU DO?
one of your student is having a
hard time expressing his/her
ideas in front of the class. what
should you do?
the instructional material
provided by the deped is not
applicable for the learners,
what should you do?
Implementing
MTB-MLE IN
THE PHILIPPINES
Successess, Challenges, and
Potential Solution.
Implementation of MTB-MLE
To read and understand a simple text is
one of the most fundamental skills a child can
learn. Evidence indicates that learning to read
both early and at a sufficient rate are essential
for learning to read well, and consequently
understanding what is read.
Implementation of MTB-MLE
In the year 2012, the Department of
Education (DepEd) implemented the use of
Mother Tongue-based Multilingual Education in
all public schools, specifically in Grades 1, 2,
and 3.
DepEd order NO. ____ S. 2009 INSTITUTIONALIZING OF
MTB-MLE IN THE PHILIPPINES
Successess
implementation of MTB-MLE
successses
Implementation of MTB-MLE
In 2009, the Department of Education (DepEd)
recognized the benefits of teaching children using their
mother tongue or first language. Local and international
research has found that children learn to speak, read,
and write more quickly in their first language, and
can pick up a second and third language more easily if
taught in their first language.
successses
Implementation of MTB-MLE
According to a Teacher from Davao City, Region XI, who uses
Cebuano as a medium of instruction, makes the teachers comfortable in
the thorough explanation of their lessons. It also helped both teachers
and students in a broader understanding of the lessons since it is
exemplified using MTB-MLE. She also mentioned that children are given
the opportunity to be more oriented in their native dialect, they can
share and express their thoughts at an early age during a discussion
of the lesson. Also, the reading level of pupils developed now that
MTB-MLE is used compared to days when it was not yet implemented.
successses
Implementation of MTB-MLE
A teacher from Region II (Nueva Vizcaya) who
uses Tagalog as a language of instruction reiterated
that, some learners can easily understand the
content in the learning areas which are being taught
in MTB-MLE and that learning in regional languages
during the early grades helped improve students’
understanding of lessons thus quickly grasping the
lessons being taught.
successses
Implementation of MTB-MLE
In Region VII (Central Vizayas), Cebuano
is the language of instruction. According to one
of their teachers, MTB-MLE helped in the
process of letting the learners know what to
understand and that it is easier for the
teachers to transmit what needs to understand
by the learners.
successses
Implementation of MTB-MLE
In Region II (Cagayan Valley), particularly in
Cagayan Ybanag is the language of instruction.
According to one of the Teachers there, when in their
first language learners learn to read more quickly,
made the lessons more interactive and that this
enhances the pride of the learners’ heritage,
language and culture.
successses
Implementation of MTB-MLE
Cabansag (2016) Expressing Better Ideas, Building
Confidence, Better Retention and Promoting Friendly
Environment.
Calinawagan (Professor From University of The Philippines) “The
success of the MTB-MLE in the Philippines truly depends on the
ingenuity and innovativeness of teachers in their pedagogy as well
as their commitment to the program”
successses
Implementation of MTB-MLE
DepEd : The MTB-MLE strengthens the development of the
appropriate cognitive and reasoning skills enabling children to
operate equally in different languages—starting with the mother
tongue.
successses
Implementation of MTB-MLE
How about you
Ma’am & Sir?
cHALLENGES
implementation of MTB-MLE
challenges
Implementation of MTB-MLE
Multilingual
Environment
multilingual environment
cHALLENGES ON mplementation of MTB-MLE
The multilingual environment is a problem on
the strict compliance of the mother tongue-
based instruction policy not only on the part of
the learners but also on the part of teachers
who cannot speak well the first language of
their class.
multilingual environment
cHALLENGES ON implementation of MTB-MLE
Given the circumstances, if you were the
teacher in the previously stated class,
what might be the best approach to
address this type of challenge in
accordance with MTB-MLE?
challenges
Implementation of MTB-MLE
Difficulty in
translation
difficulty in translation
cHALLENGES ON mplementation of MTB-MLE
Translating lesson content in the local languages and even
the dialects as a way of addressing the use of mother tongue for
non-speakers of Tagalog is a big challenge to teachers.
Another issue with academic language is that lessons create
impractically long terminologies, such as counting numbers and
place value charts spoken in Filipino. In one study, an elementary
school teacher recognized terms in mathematics spoken in
Tagalog as being lengthy or wordy.
difficulty in translation
cHALLENGES ON implementation of MTB-MLE
The teacher stated : “For me in Grade 2, I use mother
tongue in all subjects except in English. At first, I
encountered difficulty in teaching Mathematics like
those lessons in place value chart translating ones,
tenths, hundredths including counting numbers. But on
the part of the learners the use of mother tongue in
teaching Mathematics makes them easily understand
the lesson.”
difficulty in translation
cHALLENGES ON implementation of MTB-MLE
As a future language teacher, what could
be a possible solution to this kind os
problem? Do you prefer code switching
as one of the possible solution for this?
challenges
Implementation of MTB-MLE
Inadequacy of
instructional material
inadequacy of instructional material
cHALLENGES ON implementation of MTB-MLE
The most frequently raised issue regarding MTB-MLE
implementation is the lack of or inadequacy of textbooks and
learning materials that can facilitate the proper delivery of the
program. The government did not provide materials immediately
following the issuance of a memorandum on the implementation of
MTB-MLE; rather, Department of Education officials distributed
curriculum guides embedded with core competencies during week
three of classes.
inadequacy of instructional material
cHALLENGES ON implementation of MTB-MLE
The MTB-MLE program has not been criticized as regards
its relevance to instruction, but the availability of needed
instructional materials poses great challenge in its right execution.
Despite MTB-MLE’s popular claims of success, Ambatchew (2010)
argued that “unless adequate learning materials like books, ICTs,
software, print and broadcast media are provided in the medium or
media of instruction, the pupils are threatened to failure”.
inadequacy of instructional material
cHALLENGES ON implementation of MTB-MLE
What do you think is the best course of
action for the government to take in order
to avoid experiencing this problem again?
challenges
Implementation of MTB-MLE
Mandatory compliance
to DEPED ORDER
MANDATORY COMPLIANCE TO DEPED ORDER
cHALLENGES ON implementation of MTB-MLE
According to stakeholders, the DepEd
order must be implemented because it is a
national policy in the education sector. They
have explained that compliance with the
program entails meeting its goals and
objectives.
MANDATORY COMPLIANCE TO DEPED ORDER
cHALLENGES ON implementation of MTB-MLE
This manifests the adjustments done by
teachers in the classroom in order to satisfy the
DepEd order and deliver the needed services
to the learners. Generally, these actions exhibit
the strategies of the teachers in differentiating
an order against their views of its results.
MANDATORY COMPLIANCE TO DEPED ORDER
cHALLENGES ON implementation of MTB-MLE
As a future educator, what might be a possible
solution to this problem that teachers frequently
encounter?
challenges
Implementation of MTB-MLE
Lack of teacher’s
trainings and seminars
lack of teacher’s training and seminars
cHALLENGES ON implementation of MTB-MLE
Training and seminars are important for teachers who are
teaching multilingual learners because they need to be oriented
and guided on how to handle learners with different languages.
Also, through training and seminars, the teacher’s knowledge is
enriched because they are being involved in various workshops
during seminars. Seminars and training also served as an
opportunity for the teachers to learn and interact with the different
participants.
lack of teacher’s training and seminars
cHALLENGES ON implementation of MTB-MLE
Do you think that collaborating with other
teachers consider as an aid for this kind of
problem?
Potential solution
implementation of MTB-MLE
Multilingual
Environment
Difficulty in
Translation
Inadequacy of
Learning Materials
Mandatory
Compliance to
DepEd Orders
Lack of Teachers
Training and Seminars
Potentital solution
Implementation of MTB-MLE
CHALLENGES POTENTIAL SOLUTION
Multilingual Environment Utilization of National Language
Filipino or Tagalog.
Difficulty in Translation Materials provided by DepEd shouls
be made by local experts.
DepEd should provide references
written in mother tounge.
Inadequacy of Learning Materials DepEd should provide more learning
materials.
Mandatory Compliance to DepEd Modify the Policy and Encourage
Orders Participation of the grassroots sectors
in crafting language policy.
Lack of Teachers Training and Teachers should be explicitly exposed
Seminars more to seminars and trainings.
challenges and potential solution
Implementation of MTB-MLE
in A 30 SECONDS video, answer this question
“As a future teacher what is the best way to aid the
problem of this existing challenges of MTB-MLE”
Criteria Score
Organization of thought 5
grammar usage 3
Delivery 2
Thank you!
[Link]
sources! citations!
Mother Tounge-Based Multilingual Education in the Philippines : Its success and struggle. (2021,
March 18). MeridiE. [Link]
education-in-the-philippines-its-success-and-struggle/amp/
DIFFICULTIES AND CHALLENGES ENCOUNTERED BY TEACHERS IN TEACHING MTB-MLE.
(n.d). [Link]. Retrieved April 25, 2022, from [Link]
[Link]
Lartec, J.K., Belisario, A. M., Bendanillo, N. O., & Cammagay, J. L.W. (2014) Strategies and
Problems Encountered by Teachers in Implementing Mother Tounge-Based Instruction in a Multilingual
Classroom. IAFOR Journal of Language Learning, 1 (1) [Link]
