Test hypothesis that it is best to introduce only one non-native language at a time
Result shows that using both English and Filipino in Grade 1 was preferable to using only one language in Grades
1and 2
Introducing two languages as subjects in Grade 1 follows the educational psychology principle that “spaced
practice and review” is usually more effective than “concentrated practice”
Purpose: identify most effective time to begin teaching English as a subject and as MOI in elementary schools in
which Tagalog was the MOI in Grade 1
Conclusions:
the longer English is used as the MOI, the more proficient the pupils were in using the language
little practical difference if written English will take place in Grades 1 or 2
good IMs are important
Results
Children who began school in first language (Tuwali) with careful bridging to two second languages, were
significantly more competent in all areas of study than children who did not
Use of Tuwali in bridging to Filipino is more effective than bridging to English
Experimental groups had numerically higher mean scores in Math, Science, Sibika at Kultura and Filipino than
control groups except in English due to the pupils’ exposure in English for two years
Greater change shown in increased enthusiasm and self-confidence of pupils to participate in different
classroom activities
Parents and community support was evident in preparation of local materials and in following up pupils’
assignments
First language literacy projects in non-formal sector sponsored by Summer Institute of Linguistics (SIL)-
Philippines and by Translators Association of the Philippines (TAP) established in thirty Philippine languages
NGO-supported Lingua Franca projects for youth and adults
Variety of instructional and supplementary reading materials have been developed in lingua franca and first
languages
Goal: higher achievement, stronger English and Filipino acquisition, lower drop-out rate
three experimental class schools implementing Mother Tongue-Based MLE approach (use of MT to teach
curriculum content and to teach English and Filipino as second and third language) compared with three control
class schools implementing the bilingual policy or using Filipino and English as MOI in designated areas
Results
significant differences in the achievement levels for the different learning areas (Reading, Math, English, Filipino,
Makabayan) of pupils in experiential classes compared to the control groups
use of the MT strengthens the acquisition of the second and third languages
A CASE STUDY FROM CCIP-TEEP (Culture-Responsive Curriculum for Indigenous People-Third Elementary Education
Program): 2003-2007
use mother tongue as bridge language for instruction to improve pupil performance
inculcate spiritual and civic values and take pride in one’s culture, traditions and values
two multigrade schools used Minanubu as MOI in Grades 1 and 2 with subjects in Filipino and English while
English and Filipino were the MOI in Grades 3-6
Results
Pupils learning achievement show consistent and significant increases in Mean Percentage Scores in Division
and National Achievement Tests
Drop-out and repetition rates also decreased
BEEd 4-20