scholarly journals Off-centered Butuan: A critical analysis of instructional materials and classroom interactions in the mother tongue-based multilingual education in Butuan City

2015 ◽  
Vol 4 (5) ◽  
Author(s):  
Castor Timbal Tagyamon
Keyword(s):  
Critical Analysis ◽  
Mother Tongue ◽  
Classroom Interactions ◽  
Instructional Materials ◽  
Multilingual Education

scholarly journals The Implementation of Mother Tongue-Based Multilingual Education: Seeing It from the Stakeholders’ Perspective

2016 ◽  
Vol 6 (5) ◽  
pp. 43 ◽  
Author(s):  
John N. Cabansag
Keyword(s):  
Mother Tongue ◽  
Department Of Education ◽  
Instructional Materials ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Pedagogical Approach ◽  
Government Organization ◽  
Self Confidence ◽  
Multilingual Education ◽  
Local Stakeholders

<p>Mother Tongue Based-Multilingual Education (MTB-MLE) has carved its niche as a practical and effective approach in the educational landscape. It offers a plausible framework for preparing coming generations to become better adaptive and even rich contributors in the globalized and intercultural world. The gate to the new millennium has brought great zeal in and at the same time contestations around this educational alternative.</p><p>This study examined the stakeholders’ perspective on the implementation of MTB-MLE as a pedagogical approach. The stakeholders’ perspective were explored and analyzed through the results of the different focus group discussions among teachers, pupils, parents, local school board, parents-teachers and community association, non-government organization and local government unit.</p><p>Results from this study indicate four main benefits of MTB-MLE, namely: expressing better ideas, building self-confidence, better retention, and promoting friendly environment.</p><p>Meanwhile, the challenges which hinder the implementation of MTB-MLE are grouped into four significant themes: multilingual environment, difficulty in translation, inadequacy of instructional materials, and mandatory compliance to the Department of Education (DepEd) order.</p><p>The significance of the results of this study points out important actions the program can benefit Filipino pupils. Notably, a system that emanated from the higher authorities in which grassroots sector were not consulted, the Department of Education (DepEd) order should be executed by an interface between the higher level management and the local stakeholders. Involving them can undoubtedly contribute in the success of MTB-MLE.</p>

scholarly journals Juan Tama, Mother Tongue-Based Multilingual Education (MTB-MLE) Storybooks: Their Effectiveness on Pupils’ Learning

2020 ◽  
Author(s):  
Rudyard C. Balacano
Keyword(s):  
Social Group ◽  
Cognitive Skills ◽  
Information Dissemination ◽  
Mother Tongue ◽  
Language Teachers ◽  
Instructional Materials ◽  
Achievement Level ◽  
Multilingual Education ◽  
Group A ◽  
Group B

This study analyzed the effectiveness on pupils’ learning of Mother Tongue-Based Multilingual Education (MTB-MLE) Storybooks. The use of Cebuano, Minasbate, and Filipino versions, entitled “JUAN TAMA”, for Grade 1 pupils of School A in Claveria South District and School B in Cawayan East District, Division of Masbate for SY 2012-2013 were evaluated. Each school covered 20 Grade 1 Pupils (Social Group A) and another 20 Grade 1 Pupils (Social Group B). The demographic profile of respondents in terms of language they used at home and school, showed that majority used Minasbate dialect in School A while Cebuano in School B. The average achievement rating of Grade 1 pupils in Social Group A was 62.18% while Social Group B obtained 81.76%. The use of mother tongue in the teaching story “Juan Tama” appears to have significantly affected the academic achievement level of Social Group B when compared to Social Group A. This demonstrates that pupils develop literary appreciation, literacy, cognitive skills and master content material more easily when they are taught in a familiar language. Teachers teaching in the mother tongue using Juan Tama storybooks perceived this medium of instruction as effective. Their suggestions included: increasing information dissemination on importance of mother tongue-based instruction; recognition of mother tongue acquisition as first priority in judging children’s achievement; training teachers in creating storybooks; and provision of instructional materials and references in MTB-MLE. Keywords: Mother Tongue Based-Multilingual Education, Storybooks, Pupils Learning

Revivalistics

2020 ◽  
Author(s):  
Ghil'ad Zuckermann
Keyword(s):  
Critical Analysis ◽  
Mother Tongue ◽  
South Australia ◽  
Spoken Language ◽  
Promised Land ◽  
Language Revival ◽  
Revival Movements ◽  
Disciplinary Field ◽  
Multiple Causation ◽  
Cross Fertilization

This seminal book introduces revivalistics, a new trans-disciplinary field of enquiry surrounding language reclamation, revitalization and reinvigoration. The book is divided into two main parts that represent Zuckermann’s fascinating and multifaceted journey into language revival, from the ‘Promised Land’ (Israel) to the ‘Lucky Country’ (Australia) and beyond: PART 1: LANGUAGE REVIVAL AND CROSS-FERTILIZATION The aim of this part is to suggest that due to the ubiquitous multiple causation, the reclamation of a no-longer spoken language is unlikely without cross-fertilization from the revivalists’ mother tongue(s). Thus, one should expect revival efforts to result in a language with a hybridic genetic and typological character. The book highlights salient morphological, phonological, phonetic, syntactic, semantic and lexical features, illustrating the difficulty in determining a single source for the grammar of ‘Israeli’, the language resulting from the Hebrew revival. The European impact in these features is apparent inter alia in structure, semantics or productivity. PART 2: LANGUAGE REVIVAL AND WELLBEING The book then applies practical lessons (rather than clichés) from the critical analysis of the Hebrew reclamation to other revival movements globally, and goes on to describe the why and how of language revival. The how includes practical, nitty-gritty methods for reclaiming ‘sleeping beauties’ such as the Barngarla Aboriginal language of Eyre Peninsula, South Australia, e.g. using what Zuckermann calls talknology (talk+technology). The why includes ethical, aesthetic, and utilitarian reasons such as improving wellbeing and mental health.

The MLE Teacher: An Agent of Change or a Cog in the Wheel?

2014 ◽  
Vol 43 (2) ◽  
pp. 195-207
Author(s):  
Urmishree Bedamatta
Keyword(s):  
Elementary Education ◽  
First Generation ◽  
Mother Tongue ◽  
Local Level ◽  
Specific Knowledge ◽  
Eastern State ◽  
Multilingual Education ◽  
The Government ◽  
Agent Of Change

This article examines the role of the multilingual education (MLE) teacher in the mother tongue-based MLE program for the Juangas, a tribe in Odisha, an eastern state of India, and is part of a broader study of the MLE program in the state. For the specific purpose of this article, I have adopted Welmond's (2002) three-step process: identifying culture-specific knowledge about the role of a teacher; examining the state's education objectives that influence teachers’ behaviour and experiences; and focusing on the behaviour and experience of teachers at the local level. These three steps constantly merged into one another during the examination of the subject under discussion. The paper recognises that the MLE teachers are not only first-generation teachers, but also first-generation practitioners of MLE, and therefore need to be resourceful and experimental in their classroom practices. However, given the national imperative to achieve universal elementary education by 2015, within the para-teacher framework adopted by the Government of India, the MLE teacher seems to be just a means to an end.

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