Intervention Program for MTBMLE Implementationin the Bicol Region

Rationale:

Mother Tongue-Based Multilingual Education is one of

the salient features of the K to 12 Curriculum. It is a

program which aims to develop communicative competence among

learners with the use of the mother tongue before

transitioning to a second (L2) or third (L3) language.

Hopefully, the gained competence would help the child learn

lifelong learning skills. In addition, the use of the mother

tongue in teaching other learning areas contributes

immensely to concept formation and cognitive development as

a whole.

To date, MTBMLE is on its second year of implementation

in the regular public schools and on the third year for the

pioneer schools. With this study inquiring into the program,

it was construed that different factors affect its

implementation. A number of these hinder its effective and

sustainable implementation thus, this program of

To enhance knowledge, skills and attitudes of

teachers and school heads about MTBMLE

for improved learner’s performance

To improve practices of implementers

to effectively deliver MTBMLE in schools

intervention activities. The intervention program

encompasses the identified components of a successful MTBMLE

implementation in the region. In each component, the

implementers would be engaged in different activities and

mechanisms that would enable teachers to effectively deliver

instruction, instructional leaders to competently manage,

supervise and provide technical assistance, parents to ably

provide support and for pupils to benefit from all of these.

 

GOALS

To enhance knowledge, skills and attitudes of

teachers and school heads about MTBMLE

for improved learner’s performance

To improve practices of implementers

to effectively deliver MTBMLE in schools

Objectives

Discuss the elements that make up an orthography Explain the different factors and issues that

influence the making of an orthography

Language andOrthographyDevelopment

This intervention is anattempt on developing anorthography that would be abasic tool for materialsdevelopment in the mothertongue. With the help of alanguage specialist,implementers would engage inlanguage analysis,description of existing

Prepare a draft of the language group’s orthography

Strategy/Activities/Content

An introduction to language systems (sounds, phonemes, suprasegmentals, grammar, discourse, etc.)

Principles of orthography design Considering orthographic choices (alphabets, syllabaries,

choosing the symbols, writing words, syllables and sentences) Socio-linguistic considerations (national policy, contact

with other languages, attitudes of people, size of language group, effect on communication)

Psycho-linguisticconsiderations

Pedagogicalconsiderations

Testing theorthography

Output

WorkingOrthographies

MaterialsDevelopment/Contextualizatio

This interventionactivity would opendoors for literaturedevelopment. Schoolimplementers would beengaged in various waysof coming up withmaterials i.e,creatingown materials from

Objectives

Explain the underlying principles and considerations for MTBMLE materials development and contextualization

Produce culturally-relevant materials Plan for a scheme on continuous materials development

Strategy/Activities/Content

Principles in developing MTBMLE materials and contextualization

Curriculum development process Elements of developing MTBMLE materials ( language and

culture of learners, government standards and competencies) Graded reading

materials Oral to written

literature

Pilot testing

Output

Teaching-LearningMaterials

Objectives

Prepare teachers for MTBMLE implementation

Develop a personal and professional development plan

Strategy/Activities/Content

Inclusion of MTBMLE in the pre-service curriculum

Pre-assessment

The What, Why and How of MTBMLE (principles, theories, legal

bases)

Teaching approaches and strategies

Classroom assessment in MT

Developing teacher-made instructional materials

Post assessment

Feedback

Enhancement and follow up trainings

Output

Capability-Building ofTeachers

This interventionseeks to build the capacityof teachers and even would-be teachers. In trainingactivities, they would begiven enable teachers tobuild and share a visionfor their classes, exchangeideas, share experiences,

Portfolio

Journal of Learning

Communities of Practice (COP)

Objectives

Inform community and stakeholders with the basic knowledge and rationale of MTBMLE

Gain support for materials development efforts

Strategy/Activities/Content

Partnerships/Linkaging (barangay and community leaders, local government unit, non-government organizations)

Inventory of local literature Encouraging stakeholders’ support Inclusive and participatory writing of working

orthography Support for materials development and training

Output

Awareness-Buildingfor Community and

StakeholdersThis intervention

seeks to involve parentsand community members inadvocacy activities thatwould inform them aboutthe advantages of MTB-MLEand that learning inone’s mother tongue doesnot preclude—but actually

Memorandum of Agreement

Objectives

Develop assessment practices that would strengthenoverall program implementation

Increase the capacity of the Department of Education(DepEd) to support and monitor MTB-MLE programs.

Strategy/Activities/Content

Program’s context in the region Current assessment practices Creating assessment tools Administering the MLE assessment Documenting and evaluating the program Giving feedback Continuous assessment

Assessment/Monitoring & Evaluation

This intervention wouldallow implementers to engagein and see the benefit ofassessing each component,its strengths andweaknesses. Doing such wouldallow them to have informed

Outputs

MTBMLE Assessment Tool

Monitoring Tool

Objectives

Discuss the benefits of research to program implementation

Utilize research findings for program sustainability and effectiveness

Build a culture of research among program implementers

Research

This intervention wouldallow implementers and programplanners to extensively look intothe implementation of theprogram. They would be given theopportunity of conducting inquiryon: historical, geographic,demographic, socio-economical,

Strategy/Activities/Content

Conduct of action research Case studies, field study, focus group discussions Formal and informal research Benefits of research Utilization of research findings

Outputs

Action Researches/Preliminary research COPs

RECOMMENDATIONS FOR POLICY GUIDELINES1. Support parents as children’s ‘first teachers’ by

raising awareness of parent’s need to be informed aboutthe program so that they can provide appreciation andsupport towards it.

2. Underscore the goal of mother tongue-based multilingualeducation program and clarify the number of yearsrequired to become proficient in a language, thus, theneed to thoroughly look into a sound transitionprogram.

3. Continue to support the development of proficiency inL1 through a period of quality formal instruction inthe language as a separate learning area.

4. Promote family and community involvement in planning,implementation and evaluation processes because for amore relevant and responsive programs

5. Support the development of resources for parents,teachers and pupils which are not only developmentallyappropriate but culturally suitable.

6. Provide follow-up and enhancement training to teachers.

7. Continue efforts on contextualization and localizationof the curriculum and teaching-learning materials.

8. Support the development of orthographies for mothertongues where written forms do not exist. Working withlinguists is encouraged to develop alphabets andstandardize terminologies and spellings acrossvarieties of the language.

9. Conduct or support researches that tackle language-in-education issues as well as practices of teachers intheir everyday encounter with pupils.

10. Develop a monitoring system that would gatherevidences of cost effectiveness especially afterinvestments in teacher training and resourcedevelopment have been made at the initial stages ofimplementation.

11. Conduct continuous assessment and feedback on theimpact of the program to its beneficiaries.

NOTES

Ronald Morren, The Development Of Writing Systems: A Guide Institute for Curriculum Development and Research, Ministry Of Education, Addis Abeba, 1992

Rebecca Paulson Stone, A Professional Development Program For The Mother Tongue- based Teacher: Addressing Teacher Knowledge And Attitudes About MTBMLE, University of Massachusetts Amherst, May 2012

Susan Malone, Planning Mother Tongue-Based Education Programs In Minority Language Communities, SIL International—Asia Area, 2004

Haley De Korne. Guidelines for context-embedded assessment of Mother Tongue-based Multilingual Education programs. Save the Children SUPER Fellow .University of Pennsylvania .hde@gse.upenn.edu

Package of InterventionProgram and Policy

Recommendations for MTBMLEImplementation in the Bicol

Region

Grace Urlanda-Rabelas

TABLE OF CONTENTS

Rationale

Intervention Framework

Action Plan

Curriculum /Activity Briefs

Policy Recommendations

Notes

Action Plan

Intervention Framework

Curriculum/Activity Briefs

About the Author

The author is an education programsupervisor at the Department ofEducation, Region V. She is theregional coordinator for Mother Tongue-based Multilingual Education (MTBMLE)and the Every Child-A-Reader Program(ECARP). Such assignments engage her in