The completion of an Early Grade Reading Assessment (EGRA) in four mother tongues in the Philippines for a second consecutive year enables the Department of Education (DepED) to examine how the implementation of the Mother Tongue-Based, Multilingual Education (MTB-MLE) initiative is progressing. For example, is there evidence that schools and teachers are more successfully implementing MTB-MLE? Are students in grades 1 (G1) and 2 (G2) developing improved reading skills in their mother tongues? And, are they also developing initial skills in both Filipino and English?
Samples of 30 to 40 teachers and 375 to 400 students per grade were drawn in each of the four regions – Region I, Region VI, Region VII, and the Autonomous Region of Muslim Mindanao (ARMM) – from schools that were pre-identified as teaching in the target languages, respectively Ilokano, Hiligaynon, Cebuano, and Maguindanaoan. The sampled teachers were asked about their preparation for, level of comfort with, and understanding of MTB-MLE, and their instructional practice during a reading lesson was observed. Students completed an assessment of their letter sound knowledge, decoding skills, oral reading fluency, and reading comprehension in their mother tongue, and their listening comprehension and ability to read familiar words in Filipino, as well as their oral understanding of common English vocabulary words and phrases.
MTB-MLE implementation: Regarding the implementation of MTB-MLE in the four regions, the 2015 survey, like the 2014 one, used the information from teacher interviews and classroom observations to construct an index that covers three areas of MTB-MLE: Teacher preparation and ability to provide instruction in the mother tongue; Availability and use of a diversity of MTB-MLE materials; and Instructional practice and the use of time during mother-tongue reading lessons.