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Insights on MTB-MLE from Teachers

The document presents an interview with two English teachers regarding their perspectives on Mother Tongue-Based Multilingual Education (MTB-MLE). While both teachers acknowledge the benefits of MTB-MLE, they disagree on its implementation beyond elementary levels, citing concerns over instructional materials and potential negative impacts on students' learning outcomes. The authors reflect on the importance of MTB-MLE in preserving culture and enhancing language comprehension, advocating for its continuation into higher grades despite the challenges.

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7 views2 pages

Insights on MTB-MLE from Teachers

The document presents an interview with two English teachers regarding their perspectives on Mother Tongue-Based Multilingual Education (MTB-MLE). While both teachers acknowledge the benefits of MTB-MLE, they disagree on its implementation beyond elementary levels, citing concerns over instructional materials and potential negative impacts on students' learning outcomes. The authors reflect on the importance of MTB-MLE in preserving culture and enhancing language comprehension, advocating for its continuation into higher grades despite the challenges.

Uploaded by

jane.montecillo.mcc
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd

Republic of the Philippines

CITY OF MANDAUE
MANDAUE CITY COLLEGE
Don Andres Soriano Ave., Centro, Mandaue City
Tel. No. 236-5520
E-Mail Add: [Link]@[Link]

SCHOOL OF EDUCATION
A.Y. 2022 – 2023 (MID SEMESTER)
ACTIVITY 2.2 in ELT 302

Name: Jane E. Montecillo, Sophie Juchel Y. Magsanay, and Joan B. Mantos


Course & Year: BSED 1A ENGLISH Date: August 04, 2023
Course Code: ELT 302 Score: __________________.

Interview English teachers about their knowledge in MTB-MLE. Make sure to provide evidence of
your interview (work by 3).

Two teachers were invited in this interview to answer the three questions regarding MTB MLE. Teacher
1, the first respondent is a teacher both in elementary (grade 5 to up) and high school in Additional
Support for Learning School (ASL) for 6 years and past experience 3 years in elementary. Teacher 1,
teaches all the subjects including English. Teacher 2, the second respondent is an elementary teacher in
Jubay Liloan Elementary School for 3 years. Below are the questions with their corresponding answers.

Teacher 1, Ms. Michelle Magsanay


1. What do you know about MTB-MLE?
- Mother Tongue Based Multilingual Education is a formal or non-formal education in
which learners learned their L1 from mother tongue while L2 are the additional
languages learned in School.
2. Do you agree that a child should be taught using his or her L1 before introducing L2 (e. g.
English or Filipino) until high school and not just in elementary level? Why?
- Yes, I agree that a child should be taught using his or her L1 before introducing L2 until
elementary but in my own opinion, I think MTB is not really necessary to be taught in
High School because under DO 16, s. 2012 the implementation of MTB-MLE is only
from grade1-grade 3. If the MTB-MLE will be implemented until High School I think
there will be a big negative effects to learning outcomes and the basis of those are
because of lacking instructional materials, some of the major subjects will be affected
because of limitation of time schedule and will lead to poor academic performance of
the learners and other subject areas just like Science, Mathematics and English
concepts and terminologies in translation to MTB-MLE could be difficult to learn or
could be misleading to understand. And these, may effects on learners English literacy
to their life long learning and competitiveness
3. Do you think MTB-MLE will affect a child's proficiency in his or her L2?
- Yes, MTB-MLE affects child’s proficiency in his or her L2 due to the translations of
words from L1 to L2 that could be brought her advantage and disadvantage to her life
long learning.

Teacher 2, Ms. Levi Marie C. Ita-as


1. What do you know about MTB-MLE?
- MTB-MLE is an additional subject taught in Grades 1-3 in K to12 Curriculum.
2. Do you agree that a child should be taught using his or her L1 before introducing L2 (e. g.
English or Filipino) until high school and not just in elementary level?
- I totally disagree. Because the very vital subject that can be taught is not the language
itself, it could be other subjects that can focus on enhancing the child’s comprehension
in literacy and numeracy. Instead of using the time in teaching MTB, it’s allotted time
can be divided to other essential subjects.

Successful people are not gifted; they just work hard, then, succeed on purpose.
3. Do you think MTB-MLE will affect a child's proficiency in his or her L2?
- It can partly affect to those students who are having a hard time grasping and learning
the terms used in MTB-MLE or simply its language.

Reflection:

Teacher 1 and teacher 2 are aware how helpful MTB-MLE is in students learning the concept
and another language. However, they disagreed on implementing it in higher grade 3 level until high
school because they focused on the negative side of the MTB-MLE more than its possible good
results. Some of the negative side of MTB-MLE are lack of instruction materials, time schedule is too
congested to have another subject, and the thought of MTB-MLE is not enough to help or assist the
students learning comprehension in literacy and numeracy. We understand their opinion. The
teachers we interviewed were worried about the future students who will experience the challenges
if the MTB-MLE is implemented. We can not deny the fact that the lack of materials for mother
tongue language has a huge negative effect on implementation and the adaptation of the students’
input and output so, there would be a challenge in teaching the MTB-MLE. Despite of those reasons,
in our opinion MTB-MLE should be implemented in upper Grade 3 level to high school because
through this aside from preserving the culture and bringing the identity of the languages, according
to Cajes, K. (2022), students build a strong conceptual picture of the world concept through their
language they understand first before transfer it in learning other languages, this idea is supported
by Webley et al. (2006). Mother tongue language would help in understanding the concept of the
sentences if the students learn and understand their mother tongue then it might be easier to
understand the concept of some other language.

Reference:
Cajes, K. (2022). Effects of MTB-MLE on English proficiency among Grade 3 level of Pasta Elementary
School. [Link]

Successful people are not gifted; they just work hard, then, succeed on purpose.

Common questions

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A balanced approach could involve continuing MTB-MLE in early grades to solidify foundational concepts in students' L1, thereby leveraging its cultural and cognitive benefits. Beyond grade 3, integration of L2 should increase progressively, with MTB-MLE serving as supplementary support rather than a core subject, thus addressing resource constraints. Additionally, investing in instructional materials and teacher training can mitigate implementation challenges while preserving cultural benefits .

The main argument for implementing MTB-MLE beyond third grade is that teaching students in their L1 helps them build a strong conceptual understanding of the world, which can facilitate learning additional languages later . This is supported by Cajes (2022), who argues that using the mother tongue promotes deep understanding and cultural preservation . However, the main arguments against it include the lack of instructional materials, limited time schedules for other essential subjects, potential negative effects on learning outcomes, particularly in English literacy, and challenges translating complex subjects like Science, Mathematics, and English .

Both teachers cite practical challenges as rationale for not extending MTB-MLE beyond elementary education. Teacher 1 points out potential negative effects on learning outcomes, insufficient instructional materials, and difficulties translating complex subjects . Teacher 2 argues that the focus should be on enhancing literacy and numeracy through other subjects, rather than extending MTB-MLE, which might congest the curriculum .

Teacher 1 believes that MTB-MLE negatively affects L2 proficiency due to translations from L1, which may hinder lifelong learning and competitiveness by impacting English literacy . In contrast, Teacher 2 acknowledges that MTB-MLE can partly affect L2 proficiency, especially for students struggling with the terms used in MTB-MLE, but implies it's not a substantial detriment .

Implementing MTB-MLE in high schools could strengthen cultural identity and preserve native languages, enabling students to articulate concepts they learn in their L1 before translating them into other languages, thus deepening understanding . However, it may strain resources, given the lack of instructional materials and time constraints, potentially leading to poor academic performance in major subjects. This dual impact reflects the balance between enhancing cultural literacy and maintaining competitive academic outcomes .

Teachers' skepticism regarding MTB-MLE, primarily due to perceived challenges in resources and impacts on L2 proficiency, might lead to less enthusiastic implementation and potential educational outcomes. Their focus on tangible academic proficiencies in global languages like English dictates a more cautious or restrictive approach to MTB-MLE, emphasizing its limitations over potential benefits in cultural and conceptual depth .

Possible strategies to overcome resource limitations in MTB-MLE could include creating localized teaching materials that leverage community expertise, investing in professional development for educators to manage multilingual classrooms effectively, and incorporating technology to supplement teaching resources. Collaborations with local governments and NGOs could also provide necessary support to enhance material availability and quality .

MTB-MLE aims to utilize students' L1 as the primary medium of instruction in early education (grades 1-3) to enhance comprehension and cognitive skills, supporting smooth transitions to learning additional languages (L2s) like English and Filipino. Its goal is to make learning more inclusive and culturally relevant while improving literacy rates among young learners .

Teacher 1 highlights issues such as lack of instructional materials and potential disruption to learning outcomes when translating complex subjects into L1, which could impede proficiency in essential areas like Science and English . Teacher 2 mentions the difficulty for some students to grasp and learn MTB-MLE language terms, potentially affecting their academic progress adversely .

Teacher perceptions reflect a tension between the need to preserve linguistic diversity and the practical challenges of providing equitable education in a multicultural society. The concerns about insufficient resources and negative academic impacts of MTB-MLE highlight the broader challenge of balancing language preservation with academic proficiency in dominant languages needed for global competence .

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