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  • The Hows of MTB-MLE

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    Kinn Garcia
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    The document outlines a strategic plan for implementing Mother Tongue-Based Multilingual Education (MTB-MLE) across the Philippines. The plan has several components: social preparation and advocacy; pre-service teacher education; in-service teacher training; focusing on six key areas; policy development and resource mobilization; and materials development, assessment, monitoring and evaluation. It proposes using the children's mother tongue as the primary language of instruction for certain subjects in lower grades, with a gradual transition to include more instruction in Filipino and English in later grades. In kindergarten and Grade 1, the mother tongue would be used for all subjects.

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    The document outlines a strategic plan for implementing Mother Tongue-Based Multilingual Education (MTB-MLE) across the Philippines. The plan has several components: social preparation and advocacy; pre-service teacher education; in-service teacher training; focusing on six key areas; policy development and resource mobilization; and materials development, assessment, monitoring and evaluation. It proposes using the children's mother tongue as the primary language of instruction for certain subjects in lower grades, with a gradual transition to include more instruction in Filipino and English in later grades. In kindergarten and Grade 1, the mother tongue would be used for all subjects.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Scarica in formato PPT, PDF, TXT o leggi online su Scribd
    Segnala contenuti inappropriati
    172 visualizzazioni13 pagine

    The Hows of MTB-MLE

    Caricato da

    Kinn Garcia
    The document outlines a strategic plan for implementing Mother Tongue-Based Multilingual Education (MTB-MLE) across the Philippines. The plan has several components: social preparation and advocacy; pre-service teacher education; in-service teacher training; focusing on six key areas; policy development and resource mobilization; and materials development, assessment, monitoring and evaluation. It proposes using the children's mother tongue as the primary language of instruction for certain subjects in lower grades, with a gradual transition to include more instruction in Filipino and English in later grades. In kindergarten and Grade 1, the mother tongue would be used for all subjects.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Scarica in formato PPT, PDF, TXT o leggi online su Scribd
    Segnala contenuti inappropriati
    di 13

    The Hows of Mother Tongue-Based Multilingual Education (MTB-MLE)

    THE
    HOWS

    VISION:
    MTB MLE FOR RELEVANT AND QUALITY EDUCATION FOR ALL CHILDREN

    Desired Impact: Learners are enjoying relevant and quality education which supports their home languages and cultures; learning outcomes are improved countrywide; and the Philippine is succeeding in its goal for Education for All.

    TAKING THE RIGHT STEPS.


    National

    Strategic Planning for the Country-wide Implementation of Mother Tongue Based Multilingual Education (MTB-MLE) a. Draft of Strategic Plan November 2009 participated by 60+ educators, advocates, NGO education practitioners and DepEd personnel b. Final Strategic Plan February 2010

    COMPONENTS OF MTB-MLE STRATEGIC PLAN


    Social Preparation and Advocacy Pre-Service Teacher Education

    In-Service Training (INSET) of Teachers and School Managers

    Six Focused Areas

    Policy Development and Resource Mobilization

    Materials Development

    Assessment, Monitoring and Evaluation

    MOI PER GRADE LEVEL AND SUBJECT AREA


    High School Mother Tongue Subject MT Math Science Araling Panlipunan Araling Panlipunan Araling Panlipunan Araling Panlipunan Araling Panlipunan Filipino English

    Grade VI

    Math

    Science

    Filipino

    English

    Grade V

    MT

    Math

    Science

    Filipino

    English

    Grade IV

    MT

    Math

    Science

    Filipino

    Transition Period/Bridging
    Grade III MT Math Science

    English LSRW English LS VRW English Oral LSRWV English Oral

    Filipino LSVRW Filipino LSRWV Filipino Oral

    Start of the Transition Period


    Grade II MT, Math, Edukasyong Pagpapakatao, Araling Panlipunan,MAPEH in Mother Tongue as Language of Instruction (LOI) MT, Math, Edukasyong Pagpapakatao, Araling Panlipunan, MAPEH in Mother Tongue as Language of Instruction (LOI)

    Grade I

    Mother Tongue as Language of Instruction - all subjects Kindergarten

    HOW MOTHER TONGUE WILL BRIDGE


    LEARNING

    Primary medium of instruction for all preschool subjects;

    Use L1 in MT subject, Math, Eduk. Pagpapakatao, Araling Panlipunan, MAPEH for grades I, II and III

    Strongly scaffold English/Filipino as MOI in grade I

    Language Arts/Culture subjects from grade IV to high school will

    strengthen literacy in L1 develop awareness on local socio-cultural concerns address learning difficulties in classes with L2/L3 MOI

    MTBMLE BRIDGING PLAN IN A 12 YEAR PROGRAM L1 AS ENGLISH, L2 AS FILIPINO, ANOTHER L3

    HS

    L1 Math English

    Sci Sci Sci Sci Sci

    Araling Panlipunan Araling Panlipunan Araling Panlipunan Araling Panlipunan Araling Panlipunan

    Fil Fil Fil Fil Fil LSRW Oral Fil Oral Fil

    L3 L3 L3 L3
    Oral then RW L3

    Grade VI L1 Eng Math Grade V L1 Eng Math

    Grade IV L1 Eng Math Grade III L1 Eng Math

    Grade II
    Grade I K

    L1 Eng Math
    L1 - L, S, Math R, W, V

    Sci
    Sci

    Araling Panlipunan
    Araling Panlipunan

    Oral L3
    Oral L3

    Mother Tongue - language, math, values etc.

    GRADE I Learning Areas


    Learning Area Time Allotment Medium of Instruction

    Edukasyon sa Pagpapakatao Math


    Araling Panlipunan MAPEH Mother Tongue English Filipino

    30
    50 40 40 50 30 30

    Mother tongue
    MT MT MT

    (oral fluency) (oral fluency)

    THANK YOU!
    and

    GOOD DAY!

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