Week 1.

Foundations of Mother Tongue Based-Multilingual Education

Learning Outcomes:

a. Explain the application of the philosophical foundation of teaching mother tongue by noting the
significant historical development;
b. Discuss the legal bases of mother tongue by summarizing each of them in a form video
presentation; and
c. Synthesize researches on teaching and learning in the mother tongue by identifying the major
findings of the study and other relevant information found in the activity sheet.

LET’s LEARN THIS

Lesson 1: Philosophical Foundation

During the Spanish period, Spanish was the primary language in Schools. The
Educational Decree of 1863, which established formal education in the Philippines, decreed the
use of Spanish in schools. Due to an elitist education system, only a few people learned to speak
Spanish (Gonzales, 2003). In effect, local languages were widely spoken in most regions of the
country.

The 1896 Constitution of Biak-na-Bato maintained Spanish as the temporary official

language along with the local languages. The 1898 Malolos Constitution recognized Spanish.

During the American colonial period (1898-1946), President MCKinley ordered the
teaching of local languages in schools but later decided to require the teaching of English in
schools for Filipinos to be taught about democracy and the American system. In his Instruction
to the Philippine Commission on April 7, 1900. President McKinley stated “ In view of the great
number of languages by the different tribes, it is specially important to the prosperity of the
islands that a common medium of communication may be established and it is obviously
desirable that this medium should be the English Language" (Cena, 1958). Beginning 1900, all
Philippine schools used English as medium of instruction. The use of Philippine languages was
prohibited in schools (Sibayan, 1985).

The Monroe Commission of 1925 reported that: "In adopting English as a medium of
instruction, the Philippines has organized system of education unique in the world." (Cena,
1958). The report of the UNESCO Educational Mission to the Philippines in 1949 may shed
more light on the meaning of "unique" education system. UNESCO wrote: "The difficulties
created by the use of a foreign language as the primary medium of instruction in the schools...
have confronted educators with a most perplexing problem". (Cena, 1958).

In 1935, the Philippine Constitution mandated the adoption of a national language.

Tagalog was adopted as the national language, although the intention was to create a new
language that should evolve from the various Philippine languages which would be a difficult
process. It was only in 1937, when the National Language Institute was established under the
Romualdez Law, the National Language Law of 1936), that the colonial government began to
formulate a language policy that established a national language. In 1939, after years of heated
debates about the matter, Tagalog was officially proclaimed as the national language. By an
executive order, the teaching of Tagalog as a subject became a must in all schools in 1940 but
English remained to be the primary language of instruction. The national language, based on
Tagalog, was renamed Pilipino in 1959 then renamed Filipino by the 1973 Constitution which
was retained by the 1987 Constitution.

When the Japanese forces invaded the Philippines in 1942, the Commander-in-Chief of
the Japanese Imperial forces prohibited the use of English. Despite this prohibition, English and
Tagalog were still taught in schools but Japanese became a mandatory foreign language until the
end of World War II in 1945 (Gonzales, 2003). The 1943 Constitution under Japan recognized
the national language, i.e., Tagalog.

With Philippine independence in 1946 (although independence had been declared by

Filipinos themselves on June 12, 1898), English continued as the medium of instruction until
June 1974 but government allowed the use of vernacular for Experimental Bilingual Education, a
clamor of nationalists. In the bilingual scheme, some subjects were taught in the national
language and others in English.
In 1948, the Bureau of Public Schools started experimenting with local languages to put
an end to the language issue. The “Iloilo Experiment in Education through the Vernacular"
conducted by Aguilar (1948-1954) showed that learning in the home language puts one at an
advantage in the learning of English (Sibayan, 1967). There was a second Iloilo experiment in
1961-64), and the Rizal Experiment in 1960-1966.

In the 1950s, Clifford Prator, a visiting linguist, conducted studies in the Philippines.
These studies resulted to the implementation of the 1957 Vernacular Teaching Policy.

Drawing from the findings of these experiments, the Bureau of Public Schools
implemented the Revised Philippine Education Program (RPEP) by making local languages as
primary component in the early grades. The same RPEP allowed school administration and
teachers to design curriculum to suit the local needs of schools and communities. (Gonzales,
1998). Within this context, the Revised Philippine Education Program used local languages as
languages of instruction in grade 1 and grade 2. English served as the language of instruction
starting grade three and was taught as a separate subject starting Grade 1. Local languages were
auxiliary languages of instruction in grades three and four while the national language was the
auxiliary medium in grades five and six.

The Philippines implemented the Bilingual Education Policy (BEP) since 1974 when
then Department of Education, Culture, and Sports (DECS) issued Dept. Order No. 25 titled:
"Implementing Guidelines for the Policy on Bilingual Education." This policy signified the use
of both Filipino and English in education. Both Filipino, the national language, and English were
used as medium of instruction but separately for the subjects indicated below:

Pilipino- Social Studies, Work Education, Character Education. Music, Health and
Physical Education (Pilipino domain)
English - Math, Science and Technology (English domain)
 The bilingual policy allowed the use of local vernaculars as auxiliary languages until
grade three.

The bilingual policy was revised in 1987 following People Power Revolution in 1986.
Article XV, Section 3(2) of the 1973 Constitutions states: "The Batasang Pambansa shall take
steps towards the development and formal adoption of a common national language to be known
as Filipino. (3) Until otherwise provided by law, English and Filipino shall be the official
languages.

The 1987 Philippine Constitution resolved the issue on what the national language is. The
1987 Philippine Constitution states:
The national language of the Philippines is Filipino. As it evolves, it shall be
further developed and enriched on the basis of existing Philippine and other languages.
Subject to provisions of law and as Congress may deem appropriate, the Government
shall take steps to initiate and sustain the use of Filipino as a medium of official
communication and as language of instruction (underscoring mine) in the educational
system (Section 6).

For purposes of communication and instruction, the official languages of the

Philippines are Filipino and until otherwise provided by law, English.

The regional languages are the auxiliary official languages in the regions and
shall serve as auxiliary media of instruction, therein. (Section 7)

The 1987 Constitution retained and further strengthened this policy through Department
Order No. 53, s. 1987, entitled: "The 1987 Policy of Bilingual Education. "This policy aims for
Filipino citizens to achieve competence both in English and in Filipino. It states that, "The
aspiration of the Filipino nation is to have its citizens possess skills in Filipino to enable them to
perform their duties and responsibilities as Filipino citizens and in English in order to meet the
needs of the country in the community of nations." Furthermore, the Bilingual Education Policy
aims to: 1) enhance leaning through two languages; 2) propagate Filipino as the language of
literacy; 3) develop Filipino as a linguistic symbol of national unity and identity; 4) cultivate and
elaborate Filipino as a language of scholarly discourse; and 5) maintain English as an
international language for the Philippines and as a non- exclusive language of science and
technology. (D,O. No. 53, s. 1987) As a result, there were two languages used inside the
classroom- Filipino and English.

In 1991, the Congressional Commission for Education (EDCOM) was formed. EDCOM's
advice was all subjects be taught, except English, in Filipino. This recommendation was not
implemented.

In 2004, then President Gloria M. Arroyo made a return to English as the primary
language of instruction in schools. She issued Executive Order No. 210 on May 17, 2003 to
establish a policy to strengthen English as second language in the educational system. Then
President Arroyo asserted there was a
 …need to develop the aptitude, competence and proficiency of our students in the
English language to maintain and improve their competitive edge in emerging and fast-
growing local and international studies, particularly in the area of Information, and
Communication Technology". (Arroyo, 2003)

In 2006, Representative Eduardo Gullas proposed an "English only" bill in Congress to

make English the primary language of instruction in schools.
In 2008, Representative Magtanggol Gunigundo proposed a multilingual education bill
that called for the use of local languages in Philippine schools from grades one through six.

Congress was divided over these two language bills and so were stalled for many years.

In 2009, DepEd issued DO 74, Institutionalizing Mother Tongue- Based Multilingual

Education (MLE). DepEd Order 74, s. 2009 defined Mother Tongue-Based Multilingual
Education (MLE) as "the effective use of more than two languages for literacy and instruction".
The same DepEd Order institutionalized MLE as the "fundamental policy and program in... the
whole stretch of formal education including pre-school and in the Alternative Learning System
(ALS). This means that the learners' first language is used as the primary medium of instruction
from pre-school until grade three in addition to the teaching of Filipino and English as separate
subjects .

The institutionalization of MLE demanded the training of teachers to implement MLE.

DepEd issued D.O. 18, s. 2011, Guidelines on the Conduct of Mother Tongue-Based
Multilingual Training.

The Department of Education issued D0 16, s. 2012, Guidelines on the Implementation of

the Mother Tongue-Based- Multilingual Education (MTB-MLE).

Starting School Year (SY) 2012-2013, the Mother Tongue-Based-Multilingual

Education (MTB-MLE) shall be implemented in all public schools, specifically in
Kindergarten, Grades 1, 2 and 3 as part of the K to 12 Basic Education Program. The
MTB-MLE shall support the g0al.of "Every Child-A-Reader and A-Writer by Grade 1. "
he following twelve (12) major languages or Lingua Franca were utilized as language of
instruction and were offered as a learning area for SY 2012-2013:

a. Tagalog; g. Hiligaynon;
b. Kapampangan; h. Waray;
c. Pangasinense; i. Tausug;
d. Iloko; j. Maguindanaoan;
e. Bikol; k. Maranao; and
f. Cebuano; l. Chabacano

DepEd did not stop with the twelve languages of instruction. Support of MTB-MLE,
DepED issued DO 28 in 2013, Additional Guidelines to DepEd Order No. 16, s. 2012
(Guidelines on the Implementation of the Mother Tongue Based-Multilingual Education (MTB-
MILE). In addition to the eight and four other languages of instruction mentioned in DepEd
Order No. 16, s. 2012 the following languages were used as the languages of instruction for
Grade I pupils Who speak the same languages in the specified regions and divisions starting
school year (SY) 2013-2014:

Mother Tongue and other

Region Geographical Location
Languages
1. Ybanaq Region II Tuguegarao City, Cagayan, Isabela
2. Ivatan Region II Batanes Group of Islands
3. Sambal Region II Zambales
4. Akianon Region VI Aklan, Capiz
5. Kinaray-a Region VI Capiz, Aklan
6. Yakan ARMM Basilan Province
7. Suriqaonon Caraga Surigao City and Provinces

To top it all RA 10533, the Enhanced Basic Education Act of 2013, served as imprimatur
of the DepEd institutionalization of MTBMLE. It states:

...Basic education shall be delivered in languages understood by the learners as

language plays a strategic role in shaping formative years of learners (Section 2)…

As a matter of policy ... the State shall create a functional basic education system that
will develop productive and responsible citizens equipped with the essential competencies, skills
and values for both life-long learning and employment. In order to achieve this, the State shall,
among other things,…

(c) Make education learner-oriented and responsive to the needs, cognitive and cultural
capacity, the circumstances and diversity of learners, schools and communities through the
appropriate languages of teaching and learning including mother tongue as a learning resource.
Section 2. Declaration of Policy)

The same Republic Act, Section 4, states.... Education to be delivered in languages

understood by the learners as language plays a strategic role in shaping the formative years of
learners.

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
(underscoring mine). 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.

Thus with R. A. 10533, the language policy is 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.
 There was an earlier MTBMLE - related law which was passed a year earlier than RA
10533, i.e., the Kindergarten Act, R.A.10157. The Kindergarten Act states:

The State shall hereby adopt the mother tongue-based multilingual education (MTB-
MLE) method. The mother tongue of the learner shall be the primary medium of instruction for
teaching and learning in the kindergarten level. ...

Lesson 2: Legal Bases

Our very own 1987 Philippine Constitution supports MTBMLE. Consider the following
provisions found in Article XIV of the 1987 Philippine Constitution on Language.

Section 6. The national language of the Philippines is Filipin0. As it evolves, it shall be

further developed and enriched on the basis of existing Philippine and other languages.

Subject to provisions of law and as the Congress may deem appropriate, the Government
shall take steps to initiate and sustain the use of Filipino as, a medium of official communication
and as language of instruction in the educational system.
Section 7. For purposes of communication and instruction, the official languages of the
Philippines are Filipino and, until otherwise provided by law, English.
The regional languages are the auxiliary official languages in the regions and shall
serve as auxiliary media of instruction therein.
Spanish and Arabic shall be promoted on a voluntary and optional basis. Other sections
of the 1987 Philippine Constitution support MTBMLE: They are as follows:

SECTION 8. This Constitution shall be promulgated in Filipino and English and shall be
translated into major regional languages, Arabic, and Spanish.

SECTION 9. The Congress shall establish a national language commission composed of

representatives of variou5 regions and disciplines which shall undertake, coordinate, and
promote researches for the development, propagation, and preservation of Filipino and other
languages.

Arts and Culture

SECTION 14. The State shall foster the preservation, enrichment, and dynamic
evolution of a Filipino national culture based on the principle of unity in diversity in a climate of
free artistic and intellectual expression.

SECTION 15. Arts and letters shall enjoy the patronage of the State. The State shall
conserve, promote, and popularize the nation's historical and cultural heritage and resources, as
well as artistic creations.

SECTION 17. The State shall recognize, respect, and protect the rights of indigenous
cultural communities to preserve and develop their cultures, traditions, and institutions. It shall
consider these rights in the formulation of national plans and policies.
 SECTION 18. (1) The State shall ensure equal access to cultural opportunities through
the educational system, public or private cultural entities, scholarships, grants and other
incentives, and community cultural centers, and other public venues.

Another law that makes explicit the adoption of MTBMLE is RA 10157, the
Kindergarten Act of 2011. It states:

The State shall hereby adopt the mother tongue-based multilingual education (M7B-
MLE) method. The mother tongue of the learner shall be the primary medium of instruction for
teaching and learning in the kindergarten level. …

The most recent law that supports MTBMLE is The Enhanced Basic Education Act of
2013 which states that:

...Basic education shall be delivered in languages understood by the learners as language

plays a strategic role in shaping formative years of learners (Section 2)…

As a matter of policy... the State shall create a functional basic education system that will
develop productive and responsible citizens equipped with the essential competencies, skills and
values for both life-long learning and employment. In order to achieve this, the State shall,
among other things, ...

(c) Make education learner-oriented and responsive to the needs, cognitive and cultural
capacity, the circumstances and diversity of learners, schools and communities through the
appropriate languages of teaching and learning, including mother tongue as a learning resource.
(Section 2. Declaration of Policy)

The same Republic Act, Section 4, states ... 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 (underscoring mine). 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.

Section 5. Curriculum Development. The standards and principles which served as guide
in the development of the K to 12 curriculum that have a bearing on MTBMLE are:

(a) The curriculum shall be learner-centered, inclusive, and developmentally

appropriate;
(b) The curriculum shall be relevant, responsive, and research based;
(c) The curriculum shall be culture-sensitive;
(d) The curriculum shall be contextualized and global; ...
(e)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... and
 (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 De encouraged and
approval of these materials shall devolve to the regional and division education units.
The DepEd, the agency in which the implementation of MTBMLE 1S lodged, issued the
following Department Orders:
DepEd Order 4 s. 74, 2009

1. The lessons and findings of various local initiatives and international studies in basic
education have validated the Superiority of the use of the learner s mother tongue or
first language in improving the learning outcomes and promoting Education for All
(EFA)

2. Mother Tongue-Based Multilingual Education, hereinafter referred to as MLE, is the

effective use of more than two languages for literacy and instruction. Henceforth, it
shall be institutionalized as a fundamental education policy and program in this
Department in the whole stretch of formal education including pre-school and in
the Alternative Learning System (ALS).

3. The learner's First Language (L1) is the primary medium of instruction (MOI) from
pre-school until, at least, grade three. During such period, LI shall be the main
vehicle to teach understanding and mastery of all subject areas like Math, Science,
Makabayan, and language subjects like Filipino and English.

Three years after institutionalizing MTBMLE, DepEd issued DO 16, s. 2012, Guidelines
on the Implementation of the Mother Tongue Based- Multilingual Edu 1. Scation (MTB-MLE).
In accordance with this DepEd Order, MTB-MLE was implemented in all public schools,
specifically in Kindergarten, Grades 1, 2 and 3 as part of the K to 12 Basic Education Program
starting (SY) 2012-2013. 1. Starting School Year (SY) 2012-2013. Twelve (12) major languages
or Lingua Franca and others as cited below were offered as a learning area and utilized as
language of instruction for SY 2012-2013:

a. Tagalog; g. Hiligaynon;
b. Kapampangan; h. Waray;
c. Pangasinense; i. Tausug;
d. Iloko; j. Maguindanaoan;
e. Bikol; k. Maranao; and
f. Cebuano; 1. Chabacano

In support of MTBMLE, a team of trainers for each region composed of education

supervisors coming from the different divisions were organized.

Another DepEd Order No. 31 s. 2013 was issued on July 16, 2013 right after RA 10533
was enacted into a law. DepEd Order No. 31 s. 2013 specifies:
 a. Mother Tongue is used as a Medium of Instruction (MOI) for Grades 1 and 2 for
teaching Mathematics, Araling Panlipunan (AP), Music, Arts, Physical Education and
Health (MAPEH) and Edukasyon sa Pagpapakatao (EsP)

b. Mother Tongue is taught as a separate Learning Area in Grades 1 and 2;

c. Filipino, as a Learning Area, is first introduced in Grade 1 during the second quarter
(2nd Q)/grading period;

d. English, as a Learning Area, is first introduced in Grade 1 during the third quarter (3rd
Q)/grading period...

This 2013 DepEd Order No. 31 on MTBMLE has raised a lot of questions. Some assert
that this is not in accordance with the intentions of the MTB-MLE -related provisions of the
Enhanced Basic Education Act of 2013. DepEd, however, continues with its implementation of
MTB-MLE as contained in DepEd Orse 31, s. 2013.

The Local Language Code of La Union, the First of its Kind*

The use of the mother tongue has gained the support of the local government sector. The
first provincial government to pass an ordinance for the institutionalization of its mother tongue
as an official provincial language is the province of La Union. In 2012, Provincial Ordinance
026-2012, an Ordinance Establishing Iloko as an Official Provincial Language of La Union and
Institutionalizing Its Use in Relevant Sectors, alongside Existing National and Official
Languages was passed. Below are pertinent provisions:

SECTION 14. Inclusion of Local Language In Education. With Iloko as La Union's main
heritage language and mother tongue, educational establishments at all levels shall be
encouraged:

14.1. To include it in their daily administrative activities, including their regular

interactions with students;

14.2. Not to prohibit anyone from expressing himself/herself in Iloko or other native
languages in the province, unless when another language is the specific demand of the situation
and if so, must be done in a spirit of respect, goodwill, and consideration for the limitations of
the individual;

14.3. To set up their own resource centers or library sections for Iloko and other
indigenous language-related titles;

14.4. To host annually activities showcasing and celebrating the value, depth, breadth, and
history of the Ilokano people, language, and culture, and other groups native to the province, as
parts of Filipino heritage;
 14.5. To observe Buwan ng Wika in a pluralistic manner, in consonance with the
constitutional mandate of the Commission on Filipino Language to develop, propagate, and
preserve Filipino and other languages.

SEC 15. Basic Education. This Code provides basic education the following:

15.1. As the principal mother tongue of the province, Iloko shall be used as the main
vehicle of teaching and learning in daycare, preschool, and primary education in accordance
with Mother Tongue-Based Multilingual Education;

15.2. In secondary education, educational authorities shall establish curricular enrichment

programs or separate language subjects so as to ensure adequate exposure to Iloko for students.
In all subjects, teaching staff are encouraged and entitled to incorporate Iloko in the classroom
as an auxiliary medium of instruction as granted by the Constitution of the Philippines;

15.4. No discriminatory practices shall be allowed based on language;

15.7. In areas where tribal languages of La Union are primarily spoken, application of
these educational policies can be with regard to the community’s indigenous language, instead
of or alongside Iloko, and taking into account existing national and local laws on indigenous
people's education.

A legislation such as La Union's provincial ordinance on MTBMLE is not a panacea to the

problems that come along with MTBMLE implementation but it is solid support to the DepEd
public schools of La Union in their implementation of MTBMLE. Will other provinces follow
soon?

The Rights of the Child: Basis of MTBMLE

The Convention on the Rights of the Child is the most rapidly and widely ratified
international human rights treaty in history. Children wide are viewed and treated as human
beings with a distinct set of rights are viewed and instead of as passive objects of care and
charity. The Convention on the rights of the Child was adopted by the General Assembly of the
United Nations on November 20, 1989.

The implementation of MTBMLE is rooted on the rights of the child. Hence, The
Convention on the Rights of the Child is a legal document on which MTBMLE is anchored.

It is generally agreed that language and culture are closely related. Language is a verbal
expression of culture. It is used to maintain and convey culture and cultural ties. Our thinking is
influenced by the language which we use. The values and customs in the community in which
we grow up shape the way in which we think to a great extent. People should not be denied the
right to express their thoughts in their own language. This is precisely the spirit behind
MTBMLE.
 What follows is a list of the provisions lifted from the Convention on the Rights of the
Child:

Article 29
States Parties agree that the education of the child shall be directed to...
The development of respect for the child's parents, his or her own cultural
identity, language and values, for the national values of the country in which the child is
living, the country from which he or she may originate, and for civilizations different
from his or her own;

Article 30
In those States in which ethnic, religious or linguistic minorities or persons of
indigenous origin exist, a child belonging to such a minority or who is indigenous shall
not be denied the right, in community with other members of his or her group, to enjoy
his or her own culture, to profess and practice his or her own religion, or to use his or
her own language."

Also written in the UN Declaration on the Rights Also of Persons Belonging to

National or Ethnic, Religious, and Linguistic Minorities are a list of human rights on
cultural identity. Those that have bearing on MTBMLE are given below:

Article 1

1. States shall protect the existence and the national or ethnic, Cultural, religious and
linguistic identity of minorities within their respective territories and shall encourage
conditions for the promotion of that identity. (underscoring mine)

2. States shall adopt appropriate legislative and other measures to achieve those ends.

Article 2
1. Persons belonging to national or ethnic, religious and linguistic minorities (hereinafter
referred to as persons belonging to minorities) have the right to enjoy their own Culture,
to profess and practice their own religion, and to use their own language, in private and
in public, freely and without interference or any form of discrimination. (underscoring
mine)

Article 4
2. States shall take measures to create favourable conditions to enable persons belonging to
minorities to express their characteristics and to develop their culture, language,
religion, traditions and customs, except where specific practices are in violation of
national law and contrary to international standards.

3. States should take appropriate measures so that, wherever possible, persons belonging to
minorities may have adequate opportunities to learn their mother tongue or to have
instruction in their mother tongue.
 4. States should, where appropriate, take measures in the field of education, in order to
encourage knowledge of the history, traditions, language and culture of the minorities
existing within their territory. Persons belonging to minorities should have adequate
opportunities to gain knowledge of the society as a whole.

MTBMLE in the Philippines, no doubt, has enough documents - local, national and
international- as base. It is on solid ground. Its implementation is another matter. In the For
Deepening and Mastery section, you will be asked to discuss and reflect on various
thoughts/practices regarding MTBMLE in the Philippines.

Lesson 3: Researches of Teaching and Learning in the mother tongue

(Reading activities to look for researches on Mother Tongue Based Instruction in the
Philippines)