Young Roots
Learning with the Mother Tongue
By Johanne Margarette R. Macob
LAST Monday, young minds entered or re-entered their respective classrooms with the hope of meeting new friends, and of course, of learning something they could make use of to ease their way through life.
The Department of Education (DepEd) started to implemented the Mother Tongue Based-Multilingual Education (MTB-MLE) under the K to 12 Basic Education Program last year to improve promote literacy and easier learning among pupils. It is being done in two modules: first as a separate subject area and second as a medium of instruction. The latter module is being implemented in Kinder – Grade 3 levels in all their learning areas except in Filipino and English.
MT, as defined by UNESCO (2007), is the language that a person has learned first, identifies with or is identified as a native speaker of by others, knows best, and uses most. Thus, sign language being used by some individuals may be considered as their MT.
Initially, the DepEd identified 12 major MT languages to be used as medium of instruction. These are Tagalog, Kapampangan, Pangasinan, Iloko, Bikol, Cebuano, Hiligaynon, Waray, Tausug, Maguindanaoan, Maranao, and Chabacano. Eventually, seven more languages were added to be used in specified regions: Ybanag for Region II (Tuguegarao City, Cagayan, and Isabela); Ivatan also for Region II (Batanes Group of Islands); Sambal for Region III (Zambales); Akianon for Region IV (Aklan and Capiz); Kinaray-a for Region VI (Capiz and Aklan); Yakan for ARMM; and Surigaonon for Caraga (Surigao City and provinces).
In our interview with Ma’am Carmina Gutierrez of DepEd-Pangasinan 1, on the initial impact of the new policy, she said there are still no quantifiable data, but the teachers have felt more confidence among pupils in participating in classes in their MT. In short, it has been effective.
Indeed, there is nothing more efficient than communicating with people in the language they are most comfortable with. However, I believe that MTB-MLE has its own flaws, as well. For one, there is still no separate subject dedicated solely to MT. Yes, it is being used as a medium of instruction, but not as as another learning area. Perhaps that could be explained by the absence of materials on the languages. This is pertinent to the training of MT teachers since not every teacher would very knowledgeable about teaching in MT, or even simply to help define the words. I’m not, in any way, blaming our dear teachers for this inadequacy but if only enough preparations were done…things could be better.
Note, MTB-MLE also only identified 19 languages, neglecting the other more or less 160 languages in our country. How can others benefit from the program? And what about our speech-challenged fellows?
I just hope DepEd never forgets its foremost goal – to provide the opportunity, the education, the quality education for all, not just for the majority, but again, for all.
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