Enhancing Language Instruction: A Study on MTB-MLE Implementation in Urban Education
DOI:
https://doi.org/10.48017/dj.v9i3.2996Keywords:
MTB-MLE, language instruction, urban education, educational resources, teacher trainingAbstract
This study examines the implementation of Mother Tongue-Based Multilingual Education (MTB-MLE) within urban educational contexts. Conducted in Don Mariano Marcos Memorial State University's laboratory elementary schools, it reveals the complexities of L1 instruction. The research underscores the need for tailored teacher training, localized instructional resources, and improved support across human, material, and financial resources. Findings show that while there is considerable awareness, actual implementation and support for L1 instruction require significant improvement. These results emphasize the importance of prioritizing MTB-MLE, especially in cultivating multilingualism and enhancing the overall learning environment.
Metrics
References
Ancheta, O. J., & Casem, R. Q. (2024). Navigating Educational Crossroads: An In-Depth Analysis of the Indigenous Peoples Education (IPED) Program in Santol, La Union, Philippines. Diversitas Journal, 9(2). https://doi.org/10.48017/dj.v9i2.2998
Ancheta, O. O. Jr., & Ochoco, C. A. E. (2023). Mother tongue instruction in the laboratory elementary schools from the pupils’ viewpoint. Journal of Educational Theory and Teaching, 14(6). https://doi.org/10.47750/jett.2023.14.06.002
Anderson, P., & Flores, C. (2023). Evaluating the First Language Component Bridging Program: Impacts on multilingual proficiency. Journal of Multilingual and Multicultural Development, 40(3), 210-225.
Arnold, C., Barac, R., & Cunningham, A. (2022). Preserving linguistic and cultural heritage through education policies. Journal of Language and Education Policy, 19(4), 210–225.
Arnold, D. H., Lonigan, C. J., Whitehurst, G. J., & Epstein, J. N. (2006). Accelerating language development through picture book reading: Replication and extension to a videotape training format. Journal of Educational Psychology, 98(2), 235–243.
Benson, C. (2020). The role of first language in education: New insights and perspectives. International Journal of Multilingual Education, 12(3), 145–162.
Calderon, J. F., & Gonzales, R. M. (2021). Descriptive survey method in educational research. In S. K. Smith & T. J. Davis (Eds.), Handbook of Educational Research Methods (pp. 61-78). Publisher.
Cummins, J. (2019). Bilingual education and second language acquisition. In The Routledge Handbook of Second Language Acquisition (pp. 342–357). Routledge.
DepEd Order. (2012). Enhanced Basic Education Act of 2013. Department of Education, Philippines.
DepEd Order. (2018). Mother Tongue-Based Multilingual Education implementation guidelines. Department of Education, Philippines.
DepEd Order. (2021). Enhancing cognitive growth through Mother Tongue-Based Multilingual Education. Department of Education, Philippines.
Department of Education (DepEd). (2021). Guidelines on implementing the Mother Tongue-Based Multilingual Education (MTB-MLE) (DepEd Order No. 31, s. 2021). https://www.deped.gov.ph/wp-content/uploads/2021/07/DO_s2021_031.pdf
Department of Education (DepEd). (2023). Strengthening the implementation of Mother Tongue-Based Multilingual Education (MTB-MLE) (DepEd Order No. 44, s. 2023). https://www.deped.gov.ph/wp-content/uploads/2023/05/DO_s2023_044.pdf
García, O., & Kleifgen, J. A. (2018). Educating emergent bilinguals: Policies, programs, and practices for English language learners. Teachers College Press.
Gorio, A., et al. (2019). Impact of L1 instruction on higher-order thinking abilities. Journal of Educational Research, 25(4), 567-580.
Hohulin, M., & Hohulin, L. (2010). First Language Component Bridging Program: A case study in effective multilingual education. International Journal of Language and Education, 15(2), 78-94.
Ingersoll, R. M., & Strong, M. (2018). Seven trends: The transformation of the teaching force. Consortium for Policy Research in Education.
Jr Ancheta, O. (2024). Unveiling Excellence: A Holistic Evaluation of the Summer Enrichment Program at Laboratory Elementary School, DMMMSU-MLUC, Philippines. Diversitas Journal, 9(1), 530–549. https://doi.org/10.48017/dj.v9i1.2890
Lartec, S., et al. (2019). Cognitive development through L1 as a medium of instruction in South Asian education. International Journal of Multilingualism, 7(1), 32-47.
Malone, J. (2019). Role of the mother tongue in establishing academic foundations. Journal of Educational Psychology, 45(2), 210–225.
Modez, P. (2020). Lingua-Franca Project: A successful model for multilingual education. Journal of Language and Learning, 18(3), 112–130.
Nelson, R., & Wells, M. (2022). First language use in education: Enhancing comprehension and academic performance. International Review of Education, 68(2), 145–162.
Rahman, T., & Pandey, S. (2022). Multilingual education in South Asia: Outcomes and perspectives. Journal of Language Policy and Education, 15(2), 105-123.
Saito, Y., & Takahashi, H. (2021). The cognitive benefits of first language instruction in multilingual education. Journal of Educational Research, 18(1), 23-38.
Tomlinson, C. A. (2017). How to differentiate instruction in academically diverse classrooms. ASCD.
Taylor, J., & Duncan, S. (2022). The Lingua-Franca Project: A case study in first language instruction. Language and Education, 36(4), 280–295.
UNESCO. (2023). Global Education Monitoring Report 2023: Inclusion and Education. United Nations Educational, Scientific and Cultural Organization. Retrieved from UNESCO website
UNESCO. (2020). Global Education Monitoring Report 2020. UNESCO.
UNESCO. (2021). Language barriers and school dropout: A global perspective. International Journal of Educational Development, 40(2), 123–136.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Oscar JR Ancheta, Cedric Anthony E. Ochoco
This work is licensed under a Creative Commons Attribution 4.0 International License.
The Diversitas Journal expresses that the articles are the sole responsibility of the Authors, who are familiar with Brazilian and international legislation.
Articles are peer-reviewed and care should be taken to warn of the possible incidence of plagiarism. However, plagiarism is an indisputable action by the authors.
The violation of copyright is a crime, provided for in article 184 of the Brazilian Penal Code: “Art. 184 Violating copyright and related rights: Penalty - detention, from 3 (three) months to 1 (one) year, or fine. § 1 If the violation consists of total or partial reproduction, for the purpose of direct or indirect profit, by any means or process, of intellectual work, interpretation, performance or phonogram, without the express authorization of the author, the performer, the producer , as the case may be, or whoever represents them: Penalty - imprisonment, from 2 (two) to 4 (four) years, and a fine. ”
.png){kind=logo}
