Salient Features on Mother Tongue Based- Multi Lingual Education Language Development
A strong educational foundation in the first language
Successful bridging to one or more additional languages
Enabling the use of both/ all languages for life- long learning Cognitive Development
Is based in the child’s own known environment and bridges to the wider world. “Known to unknown” The buildup of higher order thinking skills that will:
Transfer to the other languages once Filipino or English has been acquired to use these skills in thinking and articulating thought and Be used in the process of acquiring English and Filipino more effectively Social Development
Maintains local language and culture while providing national/ international language acquisition and instruction Promotes learners’ integration into the national society without forcing them to sacrifice their linguistic and cultural heritage. Using the culture the child knows enabling immediate comprehension from which new concepts can be built- going form the known to the unknown. Academic Development
Meaning based education that enables students to learn well with the understanding of what the teacher is saying. Be well prepared to enter and achieve well in the mainstream education system. Source: Gazette of the Philippines
In an article by Cruz (2011) under grading P-Noy the country’s president Pres. “Noy Noy” Aquino said, “My view on this is larger than just the classroom. We should become tri- lingual as a country; Learn English well and connect to the world; Learn Filipino well and connect to our country; retain your mother tongue and connect to your heritage”. In light to the Legal basis in the 1987 Constitution (Article XIV Sec 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, and as supported by the 1987 Philippine Constitution (Article XXVII Sec 30) which states that the child has the right to an education and to learn and use the language of his family, and as strengthened by RA 8780 EECD Law (Sec 5a) which states that schools and institutions shall use the child’s first language as the medium of instruction and Education for all should enable everyone to speak in the vernacular, Filipino and English, RA 9155 or EFA/MDG. Under BESRA KRT 3, all persons beyond school- age regardless of their level of schooling should acquire the essential competence to be considered functionally literate in their mother tongue in Filipino or in English. Theories of Language and Cognition
This new approach in education in the Philippines under the Mother- Tongue based education in the newly implemented K-12 program has so much promise when it comes to having a solid foundation in literacy with children and thus this would create a ripple effect as they progress in their succeeding years not only academically but also in life itself. There had been several studies and researches done showing the efficacy of using the majority’s mother tongue language in learning a minority language, and in the case of the Philippines it is a country that embraces several mother tongue languages according to Lewis, Simons, Fenig (2013) the country includes around 120- 170 identified mother tongues spoken in different parts of the country; the Department of Education in the Philippines has somehow introduced and currently approved 12 mother tongues to be used in each respective areas that use such mother tongue languages, the 12 identified major language or lingua are as follow: a) Tagalog b) Kapampangan c) Pangasinense d) Iloko e) Bikol f) Cebuano g) Hiligaynon h) Waray i) Tausug j) Maguindanaoan k) Maranao; l) Chabacano. Even with the studies and researches done to prove that having a good foundation of the understanding of the...
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