Reinstating the mother tongue In Teaching Monolingual Classes The mother tongue may be useful in the procedural stages of a class, for example:
The bill provides that for kindergarten and from Gradesthe regional or native language of the learners shall be used for instruction, teaching materials and testing. From Gradesthere shall be a language transition plan so that Filipino and English are gradually introduced until these languages can become the primary modes of instruction in high school.
The transition plan addresses a critical flaw in DepEd Order No. The other laudable provisions of the bill are: The science subject will now be introduced in Grade 1, instead of in Grade 3.
This subject will also be taught in the L1 of the learners, and not in English. In the past, some people had this silly notion that by integrating science into the language subject, pupils will learn English. A legacy of the old bilingual policy, this idea has been repeatedly disproven by the Trends in International Mathematics and Science Study that found students had higher achievement when the home language and language of testing were one and the same.
The basic curriculum shall be adapted locally to the language and culture of Filipino learners, including community values, to aid teachers in planning their lessons.
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. Big books, primers and other teaching aids in the local languages are continuously being developed by teachers, but production is hampered by the long and tedious process of evaluation and approval from imperial Manila.
If finally carried out in practice, this will make education in our country inclusive to a sizable community whose learning rights have long been trampled upon by the dominant hearing population.
Meanwhile, there is another measure, sponsored by Rep. Antonio Tinio, which proposes to declare FSL as the national language of the Filipino deaf and to mandate its use in schools, the courts, broadcast media, government offices and the workplace.
The PDRC points out that FSL has been documented linguistically for a decade and that it is the decision-making bureaucrats that need to be retrained and retooled with the existing research on deaf education.
The PDRC also suggests an affirmative action mechanism whereby deaf teacher education graduates can enter into the public school system without passing the LET.
Here is the one major weakness of the K program that critics have pointed out, and which I am in complete agreement with.
DepEd should have factored in enough time for some kind of refinement process, say three years, before it can build enough capacity and resources to fully implement its flagship programs. The provision for such a period of preparation and the roadmap to get to where we are going should have been expressly written into the K bill.
Gunigundo was in Iloilo City to keynote the three-day 2nd Philippine Conference Workshop on mother tongue-based multilingual education held at Punta Villa Resort on February TIMSS, a global assessment of student achievement in Mathematics and Science, showed that achievement was highest with more than 90 percent among students having the language of test in their native language.
In terms of comprehension as gauged by the Functional Literacy, Education and Mass Media Survey, the figures pose a serious threat in terms of whether the children are getting the best education in school: Similarly, three out of 10 Filipinos did not understand what they are reading.
There is a gap between speaking the language and actually understanding what it means. The national conference on multilingual education was attended by some teachers, language-in-education scholars and culture advocates from all over the Philippines and abroad.
The conference hopes to bring together the reform advocates in education strategies and the use of mother tongue as the main medium of instruction. How to cite this page Choose cite format:For example, there is no difference in the effectivity of teaching geometrical figures.
using the mother tongue and other languages (Oyzon, et. al., ). In fact, children even performed better. The Effectivity of Using Mother Tongue in Teaching; Synthesis essay on Mother Tongue by Amy Tan; Tongue Amy; This is a summary for Amy Tan's "Mother Tongue".
Reading Journal For Mother Tongue; Questions on Tan's Essay, Mother Tongue; MTB Mother Tongue Based Ed; Mother tongue instruction;. Mother Tongue 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.
as a Key to Effective Learning. MOTHER TONGUE MATTERS: LOCAL LANGUAGE AS A KEY TO EFFECTIVE LEARNING UNESCO. Several concerns converge on the issue of using local or minority languages Mother tongue or mother language refers to a child’s ﬁ rst language.
These changes in curricular content and focus emanate from the bill’s intention to do away with the bilingual policy and to affirm mother tongue-based multilingual education (MTB-MLE).
The bill provides that for kindergarten and from Grades , the regional or native language of the learners shall be used for instruction, teaching materials and testing. The Effectivity of Using Mother Tongue in Teaching English are gradually introduced until these languages can become the primary modes of instruction in high school.
The transition plan addresses a critical flaw in DepEd Order No. 16, which limits Ll use up to Grade 3 only.