What Chat.GPT says about MLE (advantages, approaches, and hurdles)

 𝗖𝗵𝗮𝘁𝗚𝗣𝗧 is trending these days. It can be accessed through https://chat.openai.com/. It is “an AI-powered chatbot developed by OpenAI, based on the GPT (Generative Pretrained Transformer) language model. It can respond to queries in a human-like text based response. It draws from a big data of reports and literature that were generated in 2021 and earlier. I asked the application several questions related to L1-based multilingual education and the responses are impressive. 

𝗤𝘂𝗲𝘀𝘁𝗶𝗼𝗻: Why should the teacher use the L1 or mother tongue of the child as the language of instruction?

There are several reasons why a teacher might choose to use the L1 or mother tongue of a child as the language of instruction:

Improved comprehension: When children are taught in their L1, they are more likely to understand what is being taught, as they are already familiar with the language and its structures. This can lead to greater engagement in the classroom and better learning outcomes.

Enhanced cognitive development: Research has shown that using a child's L1 in the classroom can help them develop their cognitive abilities, including problem-solving, critical thinking, and creative thinking.

Increased self-esteem and motivation: Children who are able to use their L1 in the classroom may feel more confident and motivated to learn. They are more likely to feel valued and respected as individuals, and this can have a positive impact on their overall well-being.

Facilitation of transition to second language: Using the L1 as the language of instruction can help children make a smoother transition to learning a second language. Children who have a solid foundation in their L1 are often better equipped to pick up a second language later on.

It's important to note that while using the L1 as the language of instruction can be beneficial, it may not be appropriate in all contexts. For example, in multilingual classrooms where children speak different L1s, a common language may be used instead. In such cases, the teacher should strive to make sure that all students feel included and valued, regardless of their linguistic background.

𝗤𝘂𝗲𝘀𝘁𝗶𝗼𝗻: How can the teacher ensure that all students in a multilingual classroom feel included and valued, regardless of their linguistic background?

There are several strategies that a teacher can use to ensure that all students in a multilingual classroom feel included and valued, regardless of their linguistic background:

Create a supportive and inclusive classroom environment: Teachers can foster a sense of community in the classroom by encouraging all students to participate in class discussions and activities, and by valuing the contributions of all students.

Use visual aids and gestures: In a multilingual classroom, visual aids, such as images, diagrams, and gestures, can help to support understanding and overcome language barriers.

Encourage use of students' home languages: Teachers can allow students to use their home languages in class, and can encourage students to share their cultural backgrounds with their classmates. This can help students feel valued and respected for their linguistic and cultural heritage.

Provide opportunities for individual and small group work: Teachers can provide opportunities for students to work individually or in small groups on tasks that are relevant to their interests and needs. This can help students feel more confident and engaged in the learning process.

Provide additional support: Teachers can provide additional support to students who may need help with language and academic skills, such as through tutoring, peer-assisted learning, or after-school programs.

Celebrate diversity: Teachers can celebrate the diversity of the students in their class by incorporating activities that highlight different cultural celebrations, languages, and traditions.

By incorporating these strategies, a teacher can help create a supportive and inclusive environment in which all students feel valued and respected, regardless of their linguistic background.

𝗤𝘂𝗲𝘀𝘁𝗶𝗼𝗻: What steps that a teacher and school can take to increase the prestige of a minoritized language in the community?

There are several steps that a teacher and school can take to increase the prestige of a minoritized language in the community:

Provide language education: By offering classes in the minoritized language in the school, and making sure that students have access to materials and resources in that language, the school can help to increase the prestige of the language and promote its use.

Encourage use of the language in daily life: Teachers and the school can encourage students and families to use the minoritized language in their daily life, and to share their linguistic and cultural heritage with others.

Partner with community organizations: The school can partner with local organizations, such as community centers, cultural organizations, and language schools, to promote the language and provide additional opportunities for learning and cultural exchange.

Celebrate the language and culture: The school can celebrate the language and culture associated with the minoritized language by organizing cultural events, such as festivals, performances, and language competitions.

Promote language rights: The school and teacher can advocate for language rights and work to increase awareness about the importance of maintaining linguistic and cultural diversity.

Provide professional development opportunities: The school can provide professional development opportunities for teachers, such as language immersion programs, workshops, and training sessions, to help them better understand and support the language and culture of the students.

By taking these steps, a teacher and the school can help to increase the prestige of a minoritized language and support its use in the community. This can help to promote linguistic and cultural diversity, and ensure that the language continues to be passed on to future generations.

when and how a child can learn a second language.

Determining when a child has enough first language (L1) proficiency and is ready to learn a second language (L2) can be a complex process, and various factors need to be taken into consideration. Here are some of the indicators that a child has sufficient L1 proficiency and is ready to learn L2:

L1 language proficiency: A child who has a strong foundation in their L1 and can use it effectively to communicate and understand messages is likely ready to learn L2. This includes being able to use the L1 to understand and respond to complex questions, express opinions, and engage in conversation.

Age: Research has shown that younger children tend to have an easier time learning multiple languages, so age can be an indicator of readiness to learn L2. However, this is not a fixed rule, as children of any age can learn L2 if they have sufficient L1 proficiency and are motivated to do so.

Motivation: A child who is motivated and interested in learning L2 is more likely to be ready to learn it. This motivation can come from a variety of sources, including a desire to communicate with friends or family members who speak L2, or a desire to learn about a new culture or way of life.

Cognitive development: Children who have developed their cognitive abilities and are able to process information, problem-solve, and learn new skills are more likely to be ready to learn L2. This includes children who have developed their attention, memory, and executive function skills.

Social-emotional development: Children who have developed their social-emotional skills and are able to work cooperatively with others, understand and express emotions, and regulate their behavior are more likely to be ready to learn L2.

Question: What can you say about the perception that using the child's L1 in the class will lessen the opportunity to learn English?

There is a common perception that using the child's first language (L1) in the classroom will limit their opportunity to learn English, but this is not supported by research. In fact, using the child's L1 in the classroom can enhance their learning and support their development in multiple languages....(it reiterated the answers to my first question)

Question: What are the challenges in implementing multilingual education and inclusive education in a highly multilingual and poor country?

Implementing multilingual education and inclusive education in a highly multilingual and poor country can present several challenges, including: Limited resources: In many poor countries, there may be limited resources available to support multilingual education and inclusive education initiatives. This can include a shortage of trained teachers, a lack of educational materials in multiple languages, and limited funding for program implementation and sustainability. Language barriers: In a highly multilingual country, students may speak many different languages, and it can be challenging to find teachers who are fluent in all of these languages. This can make it difficult to provide effective language instruction and support to all students. Resistance to change: There may be resistance to change from some members of the community who are used to traditional approaches to education and may not understand the benefits of multilingual education and inclusive education. Cultural barriers: In a diverse society, there may be cultural barriers to inclusive education, including prejudice, discrimination, and misunderstandings about different cultural groups. Political instability: Political instability and conflict can make it difficult to implement and sustain multilingual education and inclusive education initiatives, as resources may be redirected to more immediate needs. Lack of teacher training: Teachers may not have received the training they need to effectively support multilingual learners and to create inclusive classroom environments. Low teacher morale: In a poor country, teachers may face many challenges, including low pay, inadequate working conditions, and a lack of resources. This can lead to low morale and a lack of motivation, which can impact the effectiveness of their teaching. These challenges can be overcome with dedicated efforts, including adequate funding, strong political support, and the provision of professional development opportunities for teachers.

.......

These responses by Chat.GPT are based on tons of research and reports. There is a consensus among scholars about the soundness of MLE. And these same statements have been articulated in many policy hearings at the Congress and Senate. We can only hope that our policymakers will listen to studies. To make the studies work in the Philippines, much wisdom and political will is needed, given the demographic and socio-economic realities of a developing country and the capacity of the government bureaus (DepEd, CHED, ECCD Council). For MLE to become a reality, it involves generating public acceptance, establishing a knowledge base of classroom technologies and materials at all levels and in all languages, and creating a well-planned strategy for contextualized implementation. These can be facilitated by an MLE multisectoral think tank/task force that will provide direction and technical support to current and future administrations. They should ensure that each generation of policymakers and practitioners should not balk at their duties but stay on course and do their part, building on the initiatives of their predecessors. The needs are enormous, and no less than long-term strategizing is required. This is indeed an undertaking beyond our lifetime...

MLE Primer (Condensed form)

The MLE Primer is now available. Get your copy from the Department of Linguistics, Faculty Center, University of the Philippines, Diliman. For more information, call 926-9887 (ask for Vicky).

The primer is entitled "21 Reasons Why Children Learn Better While Using Their Mother Tongue." It is written by RICARDO MA. DURAN NOLASCO, Ph.D. Associate Professor, Department of Linguistics, UP Diliman.

Below is a glimpse of the primer. The full version contains citations of empirical studies on multilingual education.


1. What is mother tongue-based multilingual education or MLE?

MLE is the use of more than two languages for literacy and instruction. It starts from where the learners are, and from what they already know. This means learning to read and write in their first language or L1, and also teaching subjects like mathematics, science, health and social studies in the L1.

2. When will children start learning Filipino and English?

As they develop a strong foundation in their L1, children are gradually introduced to the official languages, Filipino and English, as separate subjects, first orally, then in the written form.


3. Does MLE only involve changing the language of instruction and translating the materials into the local languages?

MLE is an innovative approach to learning. Apart from programming the use of several languages, it also involves the following: (a) the development of good curricula (i.e. cognitively demanding); (b) the training of good teachers in the required languages for content and methodology; (c) the production of good teaching materials (i.e., error-free and culturally relevant); (d) the empowerment of the community (i.e. school-based management). MLE will not work when one simply changes the language by translating existing materials into the local languages.

4. What kind of learners does MLE intend to produce?

MLE aims to produce learners who are:

• Multi-literate—they can read and write competently in the local language, the national language, and one or more languages of wider communication, such as English;
• Multi-lingual—they can use these languages in various situations;
• Multi-cultural—they can live and work harmoniously with people of culture backgrounds that are different from their own.


5. What specific weaknesses in the Philippine educational system does MLE seek to address?

MLE seeks to specifically address the high functional illiteracy of Filipinos where language plays a significant factor.
As one educator, Professor Josefina Cortes, has observed, we have become “a nation of fifth graders.”

6. Why use the mother tongue or the first language (L1) in school?

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.

7. But our children already know their language. Why still learn it in school?

What we and our children know is the conversational language or the everyday variety used for daily interaction. Success in school depends on the academic and intellectualized language needed to discuss more abstract concepts.

8. Why use the national language or Filipino in school?

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.

9. Will the use of Filipino as medium of instruction and as a subject be advantageous to native Tagalog speakers?

It is partially true that native speakers of Tagalog enjoy a small advantage under the present bilingual education set-up in which some subjects are taught in their L1. But this is nothing compared to the overwhelming bias of the present system for English.

10. Will the use of the local and regional languages be detrimental to building one nation?

No, it won’t. On the contrary, it is the suppression of local languages that may lead to violent conflicts, disunity, and dissension.

11. Why use an international language like English in school?

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.

12. Will using the mother tongue as language of instruction hinder the learning of a second language like English?

No. Many studies indicate that students first taught to read in their L1, and then later in an L2, outperform those taught to read exclusively in an L2. Learning to read in one’s own language provides learners with a solid foundation for learning to read in any L2.

13. Will increasing the time for English or making it the exclusive medium of instruction improve our English?

No. This popular belief is increasingly being proven untrue. Large scale research during the last 30 years has provided compelling evidence that the critical variable in L2 development in children is not the amount of exposure, but the timing and the manner of exposure.


14. What is the best way to attain proficiency in English?

For non-native speakers of English, the best way is to teach it as an L2 and to teach it well. This depends on the proficiency of teachers, the availability of adequate models of the language in the learner’s social environment, and sufficient reading materials. Simply increasing the time for English will not work.

15. Are local languages capable of being used as languages of instruction?

Definitely yes. As far back as 1925, during the American colonial period, the Monroe Commission already recommended the use of the local languages in education.

Beginning 1957, the local languages, or vernaculars, became the medium of instruction in Grades 1 and 2. This vernacular education policy was abruptly abolished in 1974, when the bilingual education policy was launched by the Marcos government.

Languages grow and change in response to changes in the physical, social, political, spiritual and economic environments in which they are used. As a language is used for instruction, for example, it intrinsically evolves to adapt to the demands of its users.

16. Why not use an early exit program where the L1 is used from pre-school up to Grade 3 and English is used as the exclusive medium of instruction thereafter?

Early-exit programs can help but may not be enough. The international experience on the use of L1 and L2 in education, especially in Africa, reveals that children need at least 12 years to learn their L1. It takes six to eight years of strong L2 teaching before this can be successfully used as a medium of instruction.
The consolidated Gullas, Villafuerte and Del Mar Bill (or the “English-only” MOI Bill) pending in Congress appears to support the use of the local languages and also the national language in education, as it provides that “English, Filipino or the regional/native language may be used as the MOI in all subjects from preschool until Grade III.” However, the Declaration of Policy section betrays the Bill’s real intention and this is to strengthen English “as the medium of instruction in all levels of education, from the preschool to the tertiary level.” The optional use of L1 and the national language as MOI really means that they may not be used at all.

17. Don’t we need more English since the language will provide more jobs for our countrymen, such as in the call center industry?

Many believe that this is an extremely shortsighted view because not all Filipinos will become call center agents. The more important concern is how to solve the current mismatch between industry and the educational system. According to former Education Undersecretary Miguel Luz, the consensus among employers is that a high school diploma with its current coverage is inadequate for its purposes because Filipino high school graduates are weak in their ability to communicate, to think logically, and to solve problems. Luz adds: “It (the Gullas Bill) is a dangerous bill, however, because it places a misleading emphasis on English as the medium of learning. As such, the young learners and their teachers will concentrate on the language, not on Science and Math and literacy (that is more fundamental to learning).” The best way to learn basic science and math, problem solving skills, and reasoning skills is through the L1.

18. What is a better alternative to the English-only Bill?

A better alternative is House Bill No. 3719, filed by Congressman Magtanggol Gunigundo II of Valenzuela. The Bill is also known as the Multilingual Education and Literacy Bill, or the Gunigundo Bill, which is far superior to the English-only Bill in many respects.

19. Is it costly to practice MLE?

Contrary to popular belief, L1-based education may actually cost less than a system that is based on L2. If we consider the money wasted on drop-outs, repeaters, and failures, as well as other added costs, studies show that L2-based education systems are more costly than L1 systems.

20. What do Philippine stakeholders say about MLE?

• The Department of Education, through Secretary Jesli Lapus: “We find the bill (the Gunigundo bill) to be consistent with the Basic Education Sector Reform Agenda (BESRA) recommendations and the bridging model proposed by the Bureau of Elementary Education where pupils were found to comprehend better the lessons in class.”
• The National Economic Development Authority, through NEDA Director General Ralph Recto: “From the economic and financial vantage points, we believe that adopting this education policy (HB 3719), in the final analysis, is cost-effective...
• The Philippine Business for Education (PBED), one of the largest associations of businessmen in the country: “English and Filipino are languages `foreign’ to most children and legislating either as medium of instruction will do more harm to an already ailing system of education.”
• The Department of Foreign Affairs and UNESCO Philippines, through Secretary Alberto Romulo: “Multilingualism is the order of things in the UN and in the world. The unique richness of the world’s national identities draws on the many traditions that make up different countries and are expressed through local and indigenous languages. UNESCO supports mother tongue instruction as a means of improving educational quality by building upon the knowledge and experience of the learners and teachers.”

21. Do we have to wait for legislation to implement MLE?

No. The Lubuagan experience, the DepEd Lingua Franca Project, and other existing programs using the local languages tell us that it is already possible to undertake an MLE program without waiting for legislation.

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