MOTHER TONGUE IN MULTILINGUAL EDUCATION

ARCANGEL Q. BAÑEZ, JR.

Proficient teachers are expected to display proper knowledge and skills, as well as the right attitude, in delivering the lessons using the appropriate language suitable for the learners with varying developmental needs, language abilities and backgrounds. In order to achieve the desired learning outcomes in the class, proficient use of appropriate language should be deployed by the teacher during the teaching-learning process in the classroom.

Teachers should delve into the multilingualism of the Philippines and its important role in the achievement of learning goals in various academic subject areas and the distinct use and appropriateness of Mother Tongue, Filipino, and English in the teaching-learning process.

Teachers who are educated in colleges and universities where the use of English is the norm and preferred over other languages within the multilingual culture of the country, have difficulties imbibing and practicing the required knowledge, skills, and attitude in using the Mother Tongue in their teaching practices. But teachers need to realize that the underlying principles that led the way to the adoption of Mother Tongue-Based Multilingual Education (MTB-MLE) have realistic, doable, and practical merits. Below are the important principles of Mother Tongue-Based (MTB) education that are directly related to teaching-learning process based on the presentation of Pado (2012): A child can only learn in a language he/she understands; A beginning learner thinks in a language he/she grew up with; Every child can learn to read within a few number of years if taught in a language they use and understand.

Consistent to these principles, beginning learners should be taught how to listen, speak, read and write first in their Mother Tongue (Pado, 2012).

In a multilingual country such as ours, education and language learning go hand in hand in a well-defined progression. This system of progression is described in the MTB-MLE policy of the Department of Education. The primer, entitled “21 Reasons Why Children Learn Better While Using Their Mother Tongue” and written by Nolasco (2009) explains why there is a need for multilingualism in our education. Below are three of the reasons Nolasco provides:

W hy use the Mother Tongue or the first language (L1) in school (K-3)?

One’s own language enables a child to express him/herself easily, as there is no fear of making mistakes. MLE encourages active participation by children in the learning process because they understand what is being discussed and what is being asked of them. They can immediately use the L1 to construct and explain their world, articulate their thoughts and add new concepts to what they already know.”

W hy use the national language or Filipino in school (Grade 4-SHS)?

The Philippines is a multilingual and multicultural nation with more than 150 languages. A national language is a powerful resource for inter-ethnic dialogue, political unity, and national identity.” W hy use an international language like English in school (Grade 4 to Tertiary)?

Languages of wider communication like English should be part of the multilingual curriculum of a country. The graduates of this system should find relevance beyond their ethnic and national boundaries. Most world knowledge is accessible in English, and so, knowledge of English is certainly useful. It is not true, however, that students will not learn science and mathematics if they do not know English. The ideas of science are not bound by one language and one culture.”

The most important message about Mother Tongue-based education is simple and direct teachers need to use in their teaching-learning practices the language suitable for learners based on their language skills, developmental stage, and cultural backgrounds because learners learn with the language they understand and the use and mastery of the first language should be developed first before the second or third language can be acquired and mastered by the learner.

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III at Dapdap High School, DepEd Tarlac Province

The author is Teacher