Camp Cramming

NOTE: The first draft of this blog was written in July 1. Thanks to "Gener". After almost 30 days of work and preoccupations, I have finally finished writing it.

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It was in 2009 when I first heard of the MTB-MLE (Mother Tongue Based Multilingual Education) in a conference that I attended in Ateneo de Manila, organized by LSP (Linguistic Society of the Philippines). Prior to that, in our socio-psycholinguistics class with Dr. Jose Genaro Yap-Aizon, I have learned the positive effects of multilungualism. It was therefore not a surprise to me when the Department of Education (DepEd) announced last year that they will implement MTB-MLE from Kinder up to Grade 3.

Everything in concept was OK. All theories and empirical researches to prove its benefits and positive effects on the development of cognitive and meta-cognitive skills of learners have been laid down. I was one of those who were really convinced by the reports presented by the Dekkers, Hon. Magtangol Gunigundo, and Dr. Nolasco of UP. 

Everything seems ready, aside from one very important aspect of any curriculum: PREPARATION.

Prior to P-Noy's administration, previous administrations have also showed its lack of preparations in various "changes" in different projects: from military upgrades to infrastructures to education reforms. In short, its not really surprising to see DepEd's failure to undergo proper planning.

But I must say that having a La Salle Brother to steer the ship, and still fail in systematizing, is disappointing, if not alarming. I have been always amazed on the De La Salle schools are managed. Kay has been teaching for almost 6 years now in LSGH and her stories always fascinate me: the way things are organized and the way faculty members are treated (Although her latest stories are also alarming and disappointing. But I won't write about it since I don't experience it personally.) 

With all due respect, I think Bro. Armin overlooked a number of issues that should have been done or studied or scrutinized prior to implementation. Perhaps, somehow, he forgot that he's steering the whole country's basic education system now, and not simply DLSU in Manila.

The problem dawned on me even more when I had the privilege to be invited by the Valley Cathedral Christian School in Naic, Cavite to share what I know about this seemingly alien program. I am not an expert on this field, but since Mrs. Joya specifically asked me in a very curious tone, as if she's a classmate asking for a reviewer, I happily accepted the invitation and told her that I will try my best to share whatever I know.

There were about 15-20 teachers during that time and I think it was more of a big study group. I enjoyed their company because aside from being educators, we are also all Christians. 

During the discussions, I realized how un-, ill-, and mis-informed teachers are about MTB MLE. Naic is just 2 hours away from Manila, and most of them have wrong conceptions about it. Some have negative feelings about it simply because they thought it's a mere implementation of using "Tagalog" to teach Math and Science 

I cannot help but think about the situation in Batanes or in Tawi-Tawi... Or that new school in Pag-Asa island (where the Chinese are ever patrolling and bullying.)

I have a encountered a number of issues and I'll try to recall all of them as much as I can.

1. Learner Language vs. Teacher Language- One issue that I have learned (and I really didn't know this before!) is that most kids from Ternate still use Chavacano as their L1. Labac is the last Barangay of Naic next to Ternate, so Valley has a lot of students coming from Ternate. I also learned that this has somehow created a sort of exclusivity: the Ternate kids would use their language to bully some classmates or to gossip about some. The question, according to Mrs. Joya is, "Should we teach using Tagalog? Or Chavacano?" I didn't know the answer.
2. Grading System- Another issue raised by the teachers is the new grading system that will be implemented with MTB-MLE. The report cards that will be issued by DepEd include a Mother Tongue subject, which means it will be included in the computation of the learner's GWA. However, for a Tagalog speaking province like Cavite, what grade will they give to Mother Tongue if Mother Tongue and Filipino is the same? (Note that Filipino is a SEPARATE subject to Mother Tongue. This means that if my L1 is Ilokano, I will still learn Filipino and English later on). I hope the Template that DepEd has published in their website will still be changed to address issues like these. (For more information, click here: DepEd order 31 s. 2012) 
3. Teaching Materials and Methodology- One of the most obvious issues that has not been addressed prior to implementation is the lack of materials and teacher training. We cannot expect successful implementation of any program if we did not undergo proper preparations. What irks me the most is the template answer of DepEd that materials and trainings are on their way. I ask, when?! Moreover, I ask, aren't the people behind DepEd (paid for by the taxes of the Filipino people) with PhD degrees? (Does "PhD" mean "Doctor of Philosophy"? Or "Parang Hindi Doctor"?)This means that they should have at least understood the basics of Curriculum Planning, Implementation, and Revision. They should at least learned how important preparation is. They should have at least realized how much damage their incompetence and indifference have wreaked. Isn't PREPARATION something we do BEFORE IMPLEMENTATION? It seems that the logic of DepEd has turned upside down for them to Implement before Preparing.

Let me explicitly express my support to MTB-MLE. I believe it. I support it. But I believe we shouldn't make haste in implementing it. Haste could turn to waste.

I would always fondly recall Dr. Sunga's warning (or threat?) to us when we were in college: "Do not do further damage to mankind". She would repetitively say this every class to remind us how vast our influence as teachers are. 

As an educator, I have realized most recently how I could create and destroy. Since we already know how, and if we want to progress and be truly "globally competitive", we must choose the former than the latter.