Republic of the Philippines

CAVITE STATE UNIVERSITY-CCAT

Cavite College of Arts and Trades Campus
Rosario, Cavite
🕾 (046)437-9505 / 🖷 (046)437-6659
cvsu.rosario@gmail.com
www.cvsu-rosario.edu.ph

Multilingualism in the Classroom

MEMBERS:
Landiza, Yshey E.
Limpiada, Jemel Jay B.
Lomtong, Alesandra S.
Lorino, Trixie Joyce
Rodullo, Angela Mae R.

SECTION:
BSE 202B ENGLISH

April 26, 2023

 Multilingualism in the Classroom

I. Multilingualism
•Refers to the use of three or more languages by an individual as a group of speakers such as
inhabitants of a particular region or nations.
• Two latin words “Multi” means many “Lingua” means language.
• Multi - lingual Person
A multi - lingual person is one who can communicate in more than one language, be it
actively ( through speaking and writing ) or passively ( through listening, reading or
perceiving )
• Blommaert ( 2010 ) argued that multilingualism should not be seen as a collection of
'languages' that a speaker controls, but rather as a complex of specific semiotic resources,
some of which belong to a conventionally defined 'language' while others belong to another
language.
II. Multilingual Classroom
• A multilingual classroom is a classroom with learners having more than one language.
• Code-Switching - Occurs when a speaker alternates between two or more languages in the
context of a single conversation or situation.
• Multilingualism in the Classroom
• Respect the diversity of language
• Promote inclusive education
• Celebrate multilingualism in the classroom
• Communicate in a shared language
III. Multilingual Education
• Typically refers to the first language for first education. It is also the use of several languages
by an individual or society.
• Allows students to access the cultural resources as well as expanding access knowledge through
text on more than one language.
• Characteristics of Multilingual Classroom
• There is a diversity of languages.
• Free opportunity to increase knowledge.
• Creates the feelings of Global citizenship.
• Learning process is complex and time consuming.
• Growth of knowledge and liberal attitudes of the students.
IV. Mother Tongue Based - Multilingual Education (MTB-MLE)
Basic Terminologies:
1. Mother Tongue - the language learned by children and passed from one generation to the next.
2. Language - the foundation of every culture.
3. Multilingual - use of two or more languages.
4. Diversity - the inclusion of different types of people in a group.
5. MLE - "first-language-first"

•
Is the government's banner program for education as a salient part of the implementation of the
K to 12 Basic Education Program. Its significance is underscored by the passing of Republic
Act 10523, otherwise known as the "Enhanced Basic Education Act of 2013."
• The learners' mother tongue and additional languages are used in the classroom.
• For the effective implementation of the MTB-MLE, using a two-track method is suggested.
• In 2009, the Department of Education passed Department Order 74 s. 2009, or Institutionalizing
Mother Tongue Based - Multilingual Education.
MTB-MLE provides:
• Literacy
• Prior Knowledge
• Cognitive Development and Higher Order Thinking Skills (HOTS)
• Strong Bridge
 • Scaffolding
• Teaching for Meaning and Accuracy
• Confidence Building and Proficiency Development for two or more languages along the
following macro skills for both meaning and accuracy

Guiding Principles for Teaching and Learning in MTB-MLE

• Principle 1 - Known to the Unknown
o Learning requires meaning.
o Application: Start with what the learner already knows about a topic and use that to
introduce the new concept.
• Principle 2 - Language and Academic Development
o Students with well-developed skills in their first language have been shown to acquire
additional languages more easily and fully, and that has a positive impact on academic
achievement.
o Application: Continue the oral development of L1 and begin reading in L1 to
strengthen the L2 and L3 learning as well as academic achievement across the
curriculum.
• Principle 3 - Cognitive Development
o Higher Order Thinking Skills
o Application: In all subjects, focus on activities that build understanding and that
encourage students to apply, analyze, and evaluate what they have learned to create
new knowledge.
• Principle 4 - Discovery Learning
o We learn when someone who already understands the new idea or task helps us to
"discover" the new idea and then use it meaningfully.
o Application: Find out what the students already know about a topic, and then provide
activities that let them use their knowledge to learn the new concept or task.
• Principle 5 - Active Learning
o Peer Interaction
o Application: Do most activities in teams or pairs.
• Principle 6 - Meaning and Accuracy
o Successful language learning involves hearing, speaking, reading, and writing
activities that focus on both meaning and accuracy.
o Application: Include plenty of activities that focus on both meaning and accuracy.
• Principle 7 - Language Learning / Language Transfer
o We learn a new language best when the learning process is non-threatening,
meaningful, and when we can take "small steps" that help us gain confidence in our
ability to use the language meaningfully.
o Application: Begin the L2 language learning time by focusing on "hear-see-do"
activities that enable students to build-up their "listening vocabulary" before they are
expected to talk. Introduce reading and writing in L2 only when they have built-up a
good hearing and speaking vocabulary.
• Principle 8 - Affective Component: Valuing the Home Language / Culture
o Valuing students with talents in their home language more powerfully enables learning
than just valuing learners of English whose home language is irrelevant to academic
success.
o Application: Learners are encouraged when they know they are valued in the classroom
and their language and heritage are seen as resources.

UNESCO's Three Principles of Education in Multilingual World

1. UNESCO supports mother tongue instruction as a means of improving educational quality
by building upon the knowledge and experience of the learners and teachers.
 2. UNESCO supports bilingual and/or multilingual education at all levels of education as a
means of promoting both social and gender equality and as key elements of linguistically
diverse societies.
3. UNESCO supports language as an essential component of intercultural education in order to
encourage understanding between different population groups and ensure respect to
fundamental rights.
V. Purpose of Mother Tongue Based - Multilingual Education (MTB-MLE)
"What is the purpose of MTB-MLE?"
• To develop appropriate cognitive and reasoning skills enabling children to operate equally
in different languages — starting in mother tongue with transition to Filipino and then English
and to preserve the Philippine cultural treasure as well.
VI. Importance of Teaching Mother Tongue as a Subject in School
"Why is it important to teach mother tongue as a subject in school?"
• It provides learners with a strong educational foundation in the first language in terms of
instruction.
• It is a stepping stone in achieving the aims of education as well as the goal of functional
literacy.
• It preserves our country's cultural treasure.
VII. Stages of Multilingual Education (MLE) Program
A widespread understanding of MLE Programs suggest that instruction takes place in the
following stages:

Stage I: Learning takes place entirely in the child’s home language

Stage II: Building fluency in the mother tongue. Introduction of oral L2.
Stage III: Building oral fluency in L2. Introduction of literacy in L2
Stage IV: Using both L1 and L2 for lifelong learning.

• MLE proponents stress that the L2 acquisition components is seen as a “two-way” bridge,
such that learners gain the ability to move back and forth between their mother tongue and the
others tongue (s), rather than simply a transitional literacy program where reading through the
mother tongue is abandoned at the some stage in the education.
Source 5: Malone Planning for Mother tongue-based MLE
VIII. Important features of Mother Tongue Based - Multilingual Education (MTB-MLE)
1. Education begins with what the learners already know, building on the language and culture ,
language and experience that they bring with them when they start school.
2. Learners gradually gain confidence in using the new ( official) language, before it becomes
the only language for teaching academic subjects ; and
3. Learners achieve grade level competence in each subject because teachers use their own
language, along wit the official school language to help them understand the academic
concepts
IX. Assessment in Multilingual Classroom
• A multiphase assessment cycle for inclusion of multiple languages
1. Planning assessment in multiple languages.
2. Collecting and organizing assessment information.
3. Interpreting assessment information and providing feedback.
4. Evaluating and reporting assessment information.
5. Taking action based on assessment result.
X. Advantage and Disadvantage of Multilingualism in the classroom
ADVANTAGE
• Diversity of languages and cultures
• Multilingual classrooms foster essential 21st-century skills
• Multilingual children are more empathic
DISADVANTAGE
• You might struggle to get along in monolingual societies.
• If students don’t speak the same language, they may be shy to speak to each other if their
English level is low.
• Students who speak many different languages will encounter different problems when
learning another language.
XI. How can we support a Multilingual Classroom?
• Never make language a source of punishment.
• Embrace all the languages spoken in the school, both in word and in deed.
• Encourage children to share together their different languages, and to understand how they
are different and similar.
• Show through positive modeling that all languages are of equal value in the school
environment, even if one is more "useful" for school purposes.
XII. How can we acknowledge and value the other language?
• Ask our multilingual students to teach their classmates a greeting in their home language.
• Label the features of your classroom (such as the window, door, blackboard, cupboard,
• Create an evolving word wall in your classroom
• Start a collection of books, magazines, leaflets and other reading materials in the languages
that your students speak and add these items to your reading corner.
• Ask children to share their language knowledge as part of formal education