LESSON 1

Concept clarification: Mother tongue, MTB-MLE, Language policy official and

national languages, language of instruction
INTRODUCTION: language for people in the Visayas and
Mindanao. Some of you may have written
This chapter will provide you the necessary
English, a few children nowadays grow up
knowledge in MTB-MLE— especially its
speaking English at home and in school and
background and how it was implemented
that makes English their native language.
in the K-12 curriculum. Moreover, this
Now, you most likely also write your own
chapter will equip you with additional
native language or mother tongue.
learning on our national languages and
how these languages used in instruction. Let us first understand the difference
between a Language and a Dialect.
Learning Outcomes
At the end of this chapter students will be able to: By definition, language is a method of
human communication, either spoken or
a. Define key concepts in MTBMLE
written, consisting of the use of words in a
b. Identify the national and official languages in the structured and conventional way. Can be
Philippines categorized into 2 main parts: spoken or
c. Discuss cultural rootedness as one of the reasons written. More people speak a language
behind the use of mother tongue and it has a standard form.
LEARNING CONTENT A dialect on the other hand is particular
form of language which is peculiar to a
 Mother tongue, MTB-MLE, Language
specific region or a social group. Usually
policy, official and national languages,
considered non-standard. It is usually just
language of instruction
spoken and includes cultural variations.

Another set of terms that we need to

CONCEPT CLARIFICATION: MOTHER understand are the terms mother tongue,
TONGUE, MTB-MLE second language, and foreign language.

MOTHER TONGUE BASED-MULTILINGUAL Here's a little trivia for you.

EDUCATION (MTB-MLE) is one of the
distinctive features of the K-12 Program that
Did you know that there are around 180
was signed into law on May 12, 2013 by dialects in the Philippines? As future
Former President Benigno Aquino III. The teachers, it is imperative that you
introduction of MTB-MLE specifically from understand that language is the basis of all
communication and the primary instrument
Kindergarten to Grade 3 is grounded in the of thought. Thinking, learning and language
belief that children will learn best if the are interrelated. Language is governed by
rules and systems which are used to explore
language used in instruction is and communicate meaning. Teaching and
understandable and accessible to the learning the children's mother tongue
requires you as the teacher understand the
young learners. Several studies have shown concepts and terms related to language
that the use of mother tongue in early learning.
grade instruction has in fact yielded
significant positive result to student learning
across subject areas or discipline. Now, let
us first define key concepts in MTB-MLE. To
start off this class, I'd like to ask you. What
Philippine languages or dialects can you
speak? Most likely, Filipino, our National
Language which is actually a second
Content and Pedagogy for the Mother Tongue MTB-MLE Instructor – Jonna Mae L. Bretaña, LPT
MOTHER TONGUE- (First Language) the and a third language called Language 3
language which a person has grown up (L3).
speaking from early childhood.
K-12 curriculum is a big leap towards
SECOND LANGUAGE- a language other educative vision of the Philippine
than the mother tongue that a person or Government— to be globally aligned with
community uses for public communication, other countries when it comes to the
especially in trade, higher education, and number of years in the Basic Education. K-
administration. 12 curriculum has six (6) salient features:
FOREIGN LANGUAGE -a second or third
language learned in a context where the
1. STRENGTHENING EARLY CHILDHOOD
language is not widely used in the speech
EDUCATION (UNIVERSAL KINDERGARTEN)
community.
- Every Filipino child now has access to early
Now, a person who can speak two
childhood education through Universal
languages fluently is a BILINGUAL. While
Kindergarten. At 5 years old, children start
someone who can speak three or more
schooling and are given the means to
languages fluently is considered
slowly adjust to formal education.
MULTILINGUAL.
Research shows that children who
Then, when we say, Medium of Teaching
underwent Kindergarten have better
and Learning (MOTL) -the language of
completion rates than those who did not.
instruction or medium of instruction used by
Children who complete a standards-based
the teachers.
Kindergarten program are better prepared,
Finally, we define Mother Tongue Based- for primary education.
Multilingual Education (MTB-MLE) - the "first
Education for children in the early years lays
language first" education in school which
the foundation for lifelong learning and for
begins in in the mother tongue and
the total development of a child. The early
transitions to second languages (Filipino
years of a human being, from 0 to 6 years,
and English).
are the most critical period when the brain
MOTHER TONGUE BASED-MULTILINGUAL grows to at least 60-70 percent of adult size.
EDUCATION is a formal or non-formal [Ref: K to 12 Toolkit]
education in which the children's mother
In Kindergarten, students learn the
tongue is used in the classroom as a bridge
alphabet, numbers, shapes, and colors
in learning Filipino and English, that's
through games, songs, and dances, in their
according to Dale Renomeron. Mother
Mother Tongue.
Tongue is the beginning language of
teaching and learning and has termed into 2. MAKING THE CURRICULUM RELEVANT TO
Language 1 (L1) that leads to the learning LEARNERS (CONTEXTUALIZATION AND
of second language called Language 2 (L2) ENHANCEMENT)
-Examples, activities, songs, poems, stories,
and illustrations are based on local culture,
history, and reality. This makes the lessons
relevant to the learners and easy to
understand.
Students acquire in-depth knowledge, skills,
values, and attitudes through continuity
and consistency across all levels and
subjects.

Content and Pedagogy for the Mother Tongue MTB-MLE Instructor – Jonna Mae L. Bretaña, LPT
Discussions on issues such as Disaster Risk Engineering, Mathematics (STEM). -Students
Reduction (DRR), Climate Change Adaptation, undergo immersion, which may include
and Information & Communication Technology earn-while-you-learn opportunities, to
(ICT) are included in the enhanced curriculum. provide them relevant exposure and actual
3. ENSURING INTEGRATED AND SEAMLESS experience in their chosen track.
LEARNING (SPIRAL PROGRESSION)  TVET (TECHNICAL VOCATIONAL
-Subjects are taught from the simplest EDUCATION & TRAINING) NATIONAL
concepts to more complicated concepts CERTIFICATE
through grade levels in spiral progression. As -After finishing Grade 10, a student can
early as elementary, students gain obtain Certificates of Competency (COC)
knowledge in areas such as Biology, or a National Certificate Level I (NC I). After
Geometry, Earth Science, Chemistry, and finishing a Technical-Vocational-Livelihood
Algebra. This ensures a mastery of track in Grade 12, a student may obtain a
knowledge and skills after each level. For National Certificate Level II (NC II), provided
example, currently in High School, Biology is he/she passes the competency-based
taught in 2nd Year, Chemistry in 3rd Year, assessment of the Technical Education and
and Physics in 4th Year. In K to 12, these Skills Development Authority (TESDA).
subjects are connected and integrated
from Grades 7 to 10. This same method is -NC I and NC II improves employability of
used in other Learning Areas like Math. graduates in fields like Agriculture,
Electronics, and Trade.
4. GEARING UP FOR THE FUTURE (SENIOR
HIGH SCHOOL)  MODELING BEST PRACTICES FOR
SENIOR HIGH SCHOOL
-Senior High School is two years of
specialized upper secondary education; -In SY 2012-2013, there are 33 public high
students may choose a specialization schools, public technical-vocational high
based on aptitude, interests, and school schools, and higher education institutions
capacity. The choice of career track will (HEIs) that have implemented Grade 11.
define the content of the subjects a student This is a Research and Design (R&D)
will take in Grades 11 and 12. SHS subjects program to simulate different aspects of
fall under either the Core Curriculum or Senior High School in preparation for full
specific Tracks. nationwide implementation in SY 2016-
2017. Modeling programs offered by these
 CORE CURRICULUM schools are based on students' interests,
-There are seven Learning Areas under the community needs, and their respective
Core Curriculum. These are Languages, capacities.
Literature, Communication, Mathematics, 5. NURTURING THE HOLISTICALLY DEVELOPED
Philosophy, Natural Sciences, and Social FILIPINO (COLLEGE AND LIVELIHOOD
Sciences. Current content from some READINESS, 21ST CENTURY SKILLS)
General Education subjects are embedded
in the SHS curriculum. -After going through Kindergarten, the
enhanced Elementary and Junior High
 TRACKS curriculum, and a specialized Senior High
-Each student in Senior High School can program, every K to 12 graduate will be
choose among three tracks: Academic; ready to go into different paths - may it be
Technical-Vocational-Livelihood; and further education, employment, or
Sports and Arts. The Academic track entrepreneurship.
includes three strands: Business, - Every graduate will be equipped with:
Accountancy, Management (BAM);
Humanities, Education, Social Sciences 1. Information, media and technology skills,
(HESS); and Science, Technology, 2. Learning and innovation skills,
Content and Pedagogy for the Mother Tongue MTB-MLE Instructor – Jonna Mae L. Bretaña, LPT
3. Effective communication skills, and major languages as medium of instruction in
2012-2013: Tagalog; Kapampangan;
4. Life and career skills.
Pangasinense; Iloko; Bikolano; Cebuano;
6. HIGHLIGHT, BUILDING PROFICIENCY Hiligaynon; Waray; Tausug;
THROUGH LANGUAGE (MOTHER TONGUE- Maguinadanaoan; Maranao; Chabacano,
BASED MULTILINGUAL EDUCATION). Ivatan; Sambal; Akianon; Kinaray-a, Yakan,
and Sinurigaonon.
-Students are able to learn best through
their first language, their Mother Tongue In region 2 Ilokano still is the dominant
(MT). Twelve (12) MT languages have been native language being spoken by the
introduced for SY 2012-2013: Bahasa Sug, majority followed by Ibanag which is known
Bikol, Cebuano, Chabacano, Hiligaynon, to be the Lingua Franca of Cagayan Valley.
Iloko, Kapampangan, Maguindanaoan, Originally, Ibanag is excluded from the
Meranao, Pangasinense, Tagalog, and original languages as a medium of
Waray. Other local languages will be instruction for MTB-MLE. However, because
added in succeeding school years. of the initiative of the former Vice President
Binay, Ibanag was included. The pilot
-Aside from the Mother Tongue, English and
implementation of the Mother Tongue-
Filipino are taught as subjects starting
Based Multi-Lingual Education (MTB-MLE)
Grade 1, with a focus on oral fluency. From
program of the Department of Education
Grades 4 to 6, English and Filipino are
(DepEd) using Ibanag as the medium of
gradually introduced as languages of
instruction started in around 34 public
instruction. Both will become primary
schools in Cagayan and Isabela. The said
languages of instruction in Junior High
program rolled out in 15 municipalities and
School (JHS) and Senior High School (SHS).
two cities—San Pablo, Cabagan, Tumauini,
-After Grade 1, every student can read in his Santo Tomas, Santa Maria, Gamu,
or her Mother Tongue. Learning in Mother Naguilian, Reina Mercedes and the City of
Tongue also serves as the foundation for LAW Ilagan in Isabela, and Pamplona,
students to learn Filipino and English easily. Abulug, Aparri, Camalaniugan, Lallo, Iguig,
Solana and Tuguegarao City in Cagayan.
The introduction of Mother Tongue-
Based Multilingual Education (MTB-MLE) in
the Kindergarten, Grade 1, 2 and 3 made a
REPUBLIC ACT 10533 Enhanced Basic
change in the Basic Education Curriculum,
Education Act 2013
in support with the goal: "Every Child-A-
Reader and A-Writer.” First-language-first is -Highlighted the reality and
the primary goal of MTB-MLE, it is meant to relevance of mother tongue based
address illiteracy of Filipinos and language multilingual education (MTB- MLE).
plays a significant factor.

There are local and international

Department of Education. DO #74, s. 2009
researches that suggest that children learn
to read, write, and speak faster when they -Institutionalized MTB-MLE
use their L1 (First language) and eventually
grasp a second and or third language easily
if taught in L1. It is the same in acquiring DO #28, S. 2013
competencies specifically in Science and
-Provided guidelines for the
Math. Because of these, the Department of
implementation of MTB-MLE
Education (DepEd) recognized the
advantages of teaching children utilizing
their first language.
DepEd instituted MTB-MLE through
Department Order 94, having the following
Content and Pedagogy for the Mother Tongue MTB-MLE Instructor – Jonna Mae L. Bretaña, LPT
 BENEFITS OF LEARNING IN THE MOTHER What is the official language of the
TONGUE Philippines?
Children learn better when they're Filipino and English are the Philippines'
able to understand and express in the two official languages. Filipino is a native
language they grew up speaking from language based on Tagalog; English has
childhood. official status due to the Philippines being a
colony of the United States between 1898
By learning in the mother tongue,
and 1946.
children are able to build a strong scaffold
in terms of comprehension, construction What languages are spoken in the
and communication. Philippines?
A solid foundation in the mother Learn about languages in the
tongue helps children develop stronger Philippines: both the official languages of
literacy capabilities. the Philippines and the many unofficial and
endangered languages.
Learning in the mother tongue equips
the learners to be more prepared to The Philippines is made up of 7,641
develop the competencies in the different islands, which has given rise to a vast
learning areas they will hurdle. number of languages. The Philippines
currently has 183 live languages, the vast
Empowers children to express ideas
majority of which are indigenous or
and thoughts, which leads to an increased
regional.
self- esteem.
Any two random people in the
Philippines have an 80% probability of
IF YOU TALK A MAN IN A LANGUAGE growing up speaking a different language,
HE UNDERSTANDS, THAT GOES TO HIS HEAD. making the Philippines one of the world's
IF YOU TALK TO HIM IN HIS LANGUGE, THAT most linguistically diverse countries. In fact,
GOES TO HIS HEART. the Philippines celebrates its linguistic
diversity for an entire month in August
(known as Buwan ng Wika, or Language
LANGUAGE DATA FOR THE PHILIPPINES Month). Some of the most in-demand
languages are spoken in The Philippines.
There are over 120 languages spoken
in the Philippines. Filipino, the standardized Languages in the Philippines can be
form of Tagalog, is the national language classified as either official or unofficial. In this
and used in formal education throughout article, we'll discuss the official languages of
the country. Filipino and English are both the Philippines, as well as some of the most
official languages and English is commonly commonly spoken unofficial languages.
used by the government. Filipino Sign We'll also touch upon the major immigrant
Language is the official sign language. The languages, and discuss why there are so
maps, documents, and datasets below many endangered indigenous languages.
provide information about languages
Is Spanish spoken in the Philippines?
spoken throughout the country.
From 1565, the Philippines were under
Filipino, the standardized form of
Spanish colonial administration for 300
Tagalog, is the national language and used
years; Spanish was the official language
in formal education throughout the country.
during that time. According to the 1935
Filipino and English are both official
Constitution, Spanish was reinstated as an
languages and English is commonly used by
official language alongside English, but it
the government. Filipino Sign Language is
was relegated to an "optional and
the official sign language.
voluntary language" in 1987.

Content and Pedagogy for the Mother Tongue MTB-MLE Instructor – Jonna Mae L. Bretaña, LPT
 Although just approximately 0.5 Are Filipino and Tagalog the same?
percent of the Philippines' 100 million
The Filipino language is similar to
people speak Spanish, it still has the highest
Tagalog - but not exactly the same. Filipino
concentration of Spanish speakers in Asia.
is a modernized variant of Tagalog that
However, the roots of Spanish have incorporates aspects of other Philippine
not totally left the Philippines, as a third of languages as well as Spanish, English,
the Filipino language is made up of 4,000 Chinese and Malay, but the two are
"loan words" derived from Spanish words. mutually intelligible and the names are
This heritage is clear from the start, as the often used interchangeably.
word "hello" (kumusta) is derived from the
Tagalog became the Philippines'
Spanish phrase "how are you?" (cómo está).
national language in 1937, when Congress
decided to include a native language
among the officially recognized languages.
OFFICIAL LANGUAGES OF THE PHILIPPINES
Tagalog was the most widely used
Filipino and English are the language in Manila at the time, making it an
Philippines' two official languages. Filipino is obvious choice in the eyes of Congress -
a native language based on Tagalog; though the decision is still seen as
English has official status due to the controversial by Cebuanos, who make up a
Philippines being a colony of the United larger proportion of the population than
States between 1898 and 1946. Tagalogs.

Schools and the media largely use When the Constitution was changed
Filipino; it is the lingua franca that binds the in 1973 under dictator President Ferdinand
country's various linguistic communities Marcos, Tagalog was renamed Filipino, and
together. English is widely used in Congress began to develop a new version
government, newspapers, and of the language. In 1987, Filipino was
publications. granted official language status.

Filipino (Tagalog) Marcos' efforts to build a "new

civilization" included the transition of
Tagalog is a member of the
Tagalog into the Filipino language. Part of
Austronesian language family's Central
this effort involved adding features from
Philippine branch and serves as the
other languages, such as replacing
foundation for the Filipino language, the
supposedly "aesthetically unpleasing"
Philippines' national language. Cebuano,
Tagalog terms with replacement words that
Hiligaynon (Ilonggo), and the Bisayan
sounded better. The alphabet was
(Visayan) languages are closely related to
changed to include the letters c, f, j, x and
Tagalog. About 14 million native Tagalog
z, and certain words' spellings were
speakers live in central Luzon and parts of
modified to better represent their
Mindanao, making them the Philippines'
pronunciation.
second biggest language and cultural
community. English

Another 25 million people use Filipino Brief overview and history of the English
(a Tagalog-based language), which is language in the Philippines
increasingly used in literature, radio, and the
Since the Americans colonized the
press, as well as in government and
Philippines, English has been the primary
education. Tagalog grammar is known for
medium of instruction in schools and
its complicated verbal system, which
institutions. Since then, teaching of the
includes three forms of passive phrases.
English language has improved as Filipinos
have recognized the need to learn English

Content and Pedagogy for the Mother Tongue MTB-MLE Instructor – Jonna Mae L. Bretaña, LPT
in order to engage with Westerners for learning, and it also improves learning
commercial and tourism purposes. outcomes and academic performance.
This is crucial, especially in primary school to
The Philippines has a worldwide
avoid knowledge gaps and increase the
reputation for English fluency, with the
speed of learning and comprehension.
majority of its inhabitants speaking the
language at some level. English has always Mother tongue is the best medium for
been one of the Philippines' official the expression of one's ideas and feelings.
languages, and more than 14 million Thus, it is the most potent agent for mutual
Filipinos speak it. It is the principal medium communication and exchange of ideas.
of instruction in education, as well as the When the medium of instruction is the
language of trade and law. mother tongue language, the child will
learn concepts faster, adjust better, and
English language proficiency is an
show gains in learning quicker.
asset to the country that has boosted the
economy and even helped the Philippines ASSESSMENT:
surpass India as the top call center
DIRECTION: Create an infographic on how
destination in the world in 2012. Due to the
MTB-MLE helps in language acquisition of
relatively more affordable but high-quality
children, you may use [Link] or an
English as a Second Language (ESL)
application called “Spark” post or any other
programs available locally, the number of
software you wanted to use.
foreign English learners is on the rise.
Mother tongue is valuable due to
several reasons. Mother tongue is vital in REFERENCES:
framing the thinking and emotions of
[Link]
people. Learning to speak in the mother
B4EDZEw
tongue is very necessary for child's
[Link]
comprehensive development. A child first
olWsf8
comprehends what is around them through
the language they hear before they are [Link]
born and thought their lives. pedagogy-in-the-mother-tongue-chapter-
[Link]
For many people, their native
language is an important part of their [Link]
identity. It can be a source of pride and a arn-international/what-languages-are-
connection to their heritage. Learning your spoken-in-
mother tongue well can help you better thephilippines?fbclid=IwAR2kK09Yuha5H7v
understand your own identity. It can also JZwTqYdSz5wQ4brb7NTnYxuOqMbWgQs3
give you a greater appreciation for the mARHA6ld06Q#:~:text=Language,Official%
diversity of cultures in the world. 20languages%20of%20the%20Philippines,St
ates%20between%201898%20and%201946
Mother tongue makes it easier for
children to pick up learn and others [Link]
languages. Mother tongue develops a /345436020_Understanding_of_the_Importa
child's personal, social and cultural identity. nce_of_Moth er_Tongue_Learning
Using mother tongue helps a child develop
[Link]
their critical thinking and literacy skills.
/3385715
Why is important to use mother tongue as a
medium of instruction?
Research shows that education in the
mother tongue is a key factor for inclusion
and quality learning, and it also improves
Content and Pedagogy for the Mother Tongue MTB-MLE Instructor – Jonna Mae L. Bretaña, LPT
 LESSON 2
Theories, Rationale and Evidence supporting MTB-MLE Developmental learning
theories: Piaget’s theory, Schema theory of learning, social learning theory,
Cognitive Theories of Bilingualism

The following are some of the many into two main types: 'content schemata'
theories that support MTB-MLE. Go ahead (background knowledge of the world) and
and read in details each theory. 'formal schemata' (background knowledge
of rhetorical structure). Schema theory
describes the process by which readers
PIAGET’S COGNITIVE THEORY combine their own background knowledge
with the information in a text to
Piaget's cognitive theory states that
comprehend that text. All readers carry
children's language reflects the
different schemata (background
development of their logical thinking and
information) and these are also often
reasoning skills in stages, with each period
culture specific.
having a specific name and age reference.
There are four stages of Piaget's cognitive Example:
development theory, each involving a
You are going to read a passage about a
different aspect of language acquisition:
woman's encounter with a bear while
Sensory-Motor Period, Pre-Operational
hiking in an American national park.
Period, Egocentrism, and Operational
Period. A child must understand a concept Before reading, answer the following
before he or she can acquire the language questions:
which expresses that concept.
(a) Do bears live in the wild in
For example, a child first becomes your country? What kind of bears?
aware of a concept such as relative size
(b) How would you feel if you met a bear
and only afterward do they acquire the
while hiking?
words and patterns to convey that
concept. An infant's experience of a cat is (c) What do you think we should do if we
that it meows, is furry and eats from a bowl encounter a bear in the wild?
in the kitchen; hence they develop the
concept of cat first and then learn to map
the word "kitty" onto that concept. SOCIAL INTERACTIOIN THEORY
Vygotsky’s social interaction theory
incorporates nurture arguments in that
SCHEMA THEORY OF LANGUAGE LEARNING
children can be influenced by their
Schema theory is based on the belief environment as well as the language
that "every act of comprehension involves input children receive from their care-
one's knowledge of the world as well" givers. The interaction theory proposes that
(Anderson et al. in Carrell and Eisterhold language exists for the purpose of
1983:73). Thus, readers develop a coherent communication and can only be learned in
interpretation of text through the interactive the context of interaction with adults and
process of "combining textual information older children. In summary, language is
with the information a reader brings to a acquired by a child either by modeling or
text" (Widdowson in Grabe 1988:56). through interaction with the people in their
Readers' mental stores are termed environment.
'schemata' (after Bartlett in Cook 1997:86)
and are divided (following Carrell 1983a)
Content and Pedagogy for the Mother Tongue MTB-MLE Instructor – Jonna Mae L. Bretaña, LPT
COGNITIVE THEORIES OF BILINGUALISM Must watch video explanations:

1. Balance theory CHILD LANGUAGE ACQUISITION Key Theories

- [Link]
It represents two languages coexisting in
equilibrium, the second language increases Iceberg Analogy
at expense of the first. - [Link]
_Vnk
Represented with an image of two linguistic
balloons inside the head of the learner; the
monolingual individual has one large References:
balloon whereas the bilingual individual has
[Link]
two smaller ones (see Baker 1993:190). /Theories-J-Rationale-and-Evidence-
• Cummins (1980, 1981): Supporting-MTB-MLE-Developmental-Learning-
separate underlying model of Theories-ba074712537b1397475d758d51aefa8d
bilingualism with the two [Link]
languages operating in isolation. dQ4

• Rejected by research studies: linguistic

competence is transferred ad interactive.
2. Threshold theory

The threshold hypothesis is a

hypothesis concerning second language
acquisition set forth in a study by
Cummins that stated that a minimum
threshold in language proficiency must be
passed before a second-language speaker
can reap any benefits from language. It
also states that, in order to gain proficiency
in a second language, the learner must also
have passed a certain and age
appropriate level of competence in his or
her first language.
3. Iceberg Analogy

Imagine an Iceberg: You can see

only about 20% of it because the other 80%
is hidden inside the water. The same way is
our language vocabulary. At the top of the
iceberg are the words we can say easily
while at the bottom part of the iceberg are
words that we seldom use, or we never use
at all but we can understand either with or
without in context.

Content and Pedagogy for the Mother Tongue MTB-MLE Instructor – Jonna Mae L. Bretaña, LPT
 LESSON 3
Legal Bases and Benefits of Teaching and Learning the Mother
Tongue

Knowing and Understanding DepEd Order the use of the mother tongue first in
No. 74, s. 2009 improving learning outcomes and
promoting Education for All.
 Have you heard of Mother Tongue
Multilingual-Education (MTB-MLE) The same DepEd order established a
before? framework that provides curricular
 What was the first language which guidance of teachers, school managers,
you uttered when you started to talk? instructional quality assurance for
English? Tagalog? Ilokano?
Cebuano? Hiligaynon? Chabacano?
Bisaya? Or other languages in the
Philippines?
 Do you understand, what are you
saying when you speak the language
that you use at home?
The language that you use at home is
your first language which also called the
mother tongue.

No less than the United Nations

Educational Scientific Cultural Organization
(UNESCO) advocates the use of the mother
tongue and celebrates Mother Tongue Day
every February 21 of each year. The United
teachers and other educational leaders.
Nations, in its declaration of Education for K to 12 Mother Tongue Curriculum Guide December
All (EFA) has included a provision on the use 2013

of the mother tongue to preserve one’s

In order to provide a strong MTB -MLE
heritage in the Jonmien Declaration. program, there are 10 fundamental
In our country, the Department of requirements needed according to DepEd
Education issued Department Order No. 74, Order no. 74 s. 2009. What are those
Requirements?
s. 2009 Institutionalizing Mother Tongue-
based Multilingual Education (MTB-MLE).
1. A working orthography (spelling) for the
This was strengthened by the declaration of
chosen local language that is acceptable
the President of the Philippines Benigno to the majority of stakeholders and
Aquino Jr, when he said: promotes intellectualization of that
Learn English well and connect to the world. language.
2. Development, production and
Learn Filipino well and connect to your distribution of inexpensive instructional
country. materials in the designated language at the
school, division, and regional levels with a
Retain your dialect and connect to your special priority on beginning reading and
heritage. children’s literature. These materials
According to DepEd Order 74, s. should be as much as possible, original,
2009, MTB-MLE is the effective use of reflecting local people, events, realities,
more than two languages for literacy and appropriate to the language, age,
and instruction. Local and international and culture of the learners.
studies have validated the superiority of
Content and Pedagogy for the Mother Tongue MTB-MLE Instructor – Jonna Mae L. Bretaña, LPT
3. The use of the learner's First Language (LI) sensitivity and enhance appreciation for
as the primary medium of instruction (MOI) cultural and linguistic diversity; and
from pre-school until, at least, grade three.
During such period, L1 shall be the main 10. Ensuring critical awareness, maximum
vehicle to teach understanding and participation, and support from the LGU,
mastery of all subject’s areas like Math, parents, and community for the
Science, Makabayan, and language implementation of the language and
subjects like Filipino and English. literacy program strategy.
4. Mother Tongue as a subject' and as a
language of teaching and learning will be REPUBLIC ACT NO. 10533
introduced in grade one for conceptual
understanding.
5. The inclusion of additional languages
such as Filipino, English and other local or
foreign languages shall be introduced as
separate subjects in a carefully planned
pacing program, or no earlier than Grade
two.
6. In the secondary level, Filipino and English
shall be the primary medium of instruction
(MOI). The learner's first language (LI) shall
still be utilized as an auxiliary medium of
instruction.
7. Other than English, Filipino, or Arabic for
Madaris schools, the choice of additional
languages shall be at the behest of parents
and endorsed by local stakeholders and as
resources permit. When the pupils are
ready, Filipino and English shall be gradually
used as MOI no earlier than grade three.
However, LI shall be effectively used to
scaffold learning. Republic Act No. 10533 or the Enhanced
Basic Education Act directs DepEd to
8. The language of instruction shall also be
adhere to the principles and framework of
the primary language for testing in all
MTB-MLE in its curriculum development.
regular school-based and system-wide
examinations and in all international Kindergarten and Grades 1 to 3 learners are
benchmarking and assessment exercises. It required to receive instruction, teaching
shall be maintained that the focus of materials, and assessment in their
educational assessment shall be specifically respective regional or native language.
on the learner's understanding of the
Undersecretary for Curriculum and
subject content and not be muddled by the
Instructions Diosdado San Antonio said the
language of testing.
DepEd is keen to continue implementing
9. There must be a continuing in-service the MTB-MLE despite the early challenges of
training (INSET) in partnership with MLE its implementation.
specialists on the effective use of LI.
Usec. San Antonio added that the
language of instruction -- to facilitate
Department already produced teaching
reading, Cognitive Academic Language
and learning resources for 19 languages of
Proficiency, and the development of
the Philippines, which covered for almost
cognitive and higher order thinking skills
80% of the learners’ population, and are
(HOTS) of the learner. INSET shall likewise
focused to develop resources for
equip educators to develop cultural
indigenous people (IP’s) languages.

Content and Pedagogy for the Mother Tongue MTB-MLE Instructor – Jonna Mae L. Bretaña, LPT
 EXPLORING MY MOTHER TONGUE For a while, the use of mother tongue
or vernacular was placed at the back seat
Choose a partner and form a dyad.
of the Philippine basic education until the
With your partner, list at least twenty (20)
First Language Component-Bridging
commonly used words in your mother
Program (FLC-BP) on transitional education
tongue that you use at home.
was put in place by the Department of
THE BENEFITS: Why Use the Mother Tongue? Education from 1966-1993. This was followed
by the Lingua Franca Education (LFE) Pilot
study in 1999 to 2002. This study defined and
implemented the National Bridging
Program from mother tongue to Filipino to
English, using four largest lingua francas in
the Philippines which are Tagalog,
Hiligaynon, Cebuano, and Ilocano in
Grades 1 and 2. It also bridged learned
concepts in the mother tongue to Filipino
and English.

A long story indeed, but the journey

of the mother tongue has to continue. It will
continue with you as future teachers.
Moreover, it is not only in the
Philippines where the use MTBMLE has been
revived, but also in many other countries in
the world as UNESCO reports.

SUMMARY:

In the Philippines, studies have been

You are very lucky to be a teacher implemented to strengthen the understanding
who will re-use the mother tongue as a and identify the benefits in the learning and use
medium for teaching and learning in school of the mother tongue (L1). Among others, there
are the First and Second Iloilo Experiment (1948-
subjects. This practice is not new because
1954 and 1961-1964); Rizal Experiment (1960-
as early as 1948-1954, School 1966); First Language Component Bridging
Superintendent Dr. Jose V. Aguilar had Program (FLC-BP) in 1986-1993; the Lingua
been popularly cited to have started the Franca Education Pilot Study in 1999 to 2002;
mother tongue experiment in the use of and the Lubuagan Kalinga MLE Program.
Hiligaynon (the mother tongue of the
people in Iloilo) as medium of instruction in
Grades 1 and 2 in the Division of Iloilo. His References:
advocacy in the use of the vernacular was Alcudia, F. F. Bilbao, P. Dequilla, M. A. C., Germinal,
an offshoot of the community-school A., Rosano, D., Violeta, M. (2016) Mother
movement which engaged the farmers to Tongue: for teaching and learning. Lorimar
double their harvest. As a school
Publishing Inc.
superintendent, Dr. Aguilar started an
experiment on the use of vernacular in the [Link]
first two grade levels. This was approved by -province-state-polytechnic-college/bachelor-in-
the Bureau of Public School. Other elementary-education/benefits-of-mother-
tongue/68785127
provinces like Rizal Province followed suit
and used Tagalog as the medium of [Link]
Instruction in Grade 1 in 1960-1966. gal-Bases-of-MTB-
MLE#:~:text=It%20references%20Republic%20Act%2
010157,adhere%20to%20MTB%2DMLE%20principles.

Content and Pedagogy for the Mother Tongue MTB-MLE Instructor – Jonna Mae L. Bretaña, LPT
 LESSON 4

Language Policies and Language Planning: Spolsky’s (2004)

language policy and Ricento and Hornberger‘s (1996) language planning and
policy (LPP

Bernard Spolsky considers language

OBJECTIVES:
At the end of the lesson, students should policy as having three components: First is
be able to: Language management it refers to the
 Define Spolsky's Theory of planning of how the selected language
Language Policy. policy can be enacted and practiced.
 Enumerate the 3 policy Second is Language practices it refers to the
components of Bernard Spolsky.
 Analyze what is the importance of
selection of the language to be used on the
these 3 policy components in policy. Third, Language beliefs or ideologies
language policy. it refers to the reasons why such language
was chosen.
We will know the importance of those
Spolsky's (2004-2011) Theory of Language
three(3) policy components by Bernard
Policy and Policy Components
Spolsky in language policy when we ask
ourselves on how the selected language
Language Policy policy can be enacted and practiced?,
what language to be used on the policy?,
and why such language was chosen?

Language Language Language

Management Practices Beliefs
(planning) (ecology) (ideology) ENHANCEMENT ACTIVITY:
1. What is Spolsky’s Theory of Language
Policy?
Language Policy is a body of ideas, 2. What are the 3 policy components?
laws, regulations, rules, and practices 3. What is the importance of those 3 policy
intended to achieve the planned language components in language policy?
change in the societies, group or system.
According to Spolsky’s (2004)
Language policy is a concern of extensive
ethical, political, and legal significance in RICENTO & HORNBERGER’S (1996)
authorities all over the world. He argues, "A LANGUAGE POLICY AND PLANNING MODEL
useful first step is to distinguish between the
three components of the language policy Language Policy- is sometimes used as a
of a speech community. synonym to a language planning. However,
Spolsky (2009) proposes that language policy refers to the more general
language policies at the national level are linguistic, political and social goals
driven by four common and co-existing underlying the actual language planning
forces. First is national (or ethnic) ideology or process.
claims of identity. Second, the role of
English as a global language. Next, a Language Planning- it occurs in most
nation’s sociolinguistic situation; and lastly, countries by their relevant governments
an increasing interest in linguistic rights wherein they have more than one
within the human and civil rights framework. language within the community.
Content and Pedagogy for the Mother Tongue MTB-MLE Instructor – Jonna Mae L. Bretaña, LPT
 OBJECTIVES: REFERENCES:
At the end of the lesson, students should be
able to: [Link]
 identify the language policy and impact/language-planning- policy
planning
[Link]
 understand the importance of
[Link]/2008/08/language-
language policy and planning
[Link]?m=1
Four Stages of Learning Planning ://[Link]/MihoubiAssala/la
nguage-planning-and-policy
1. Selection is the term used to refer to the
choice of a language variety to fulfill certain [Link]
functions in a given society. nt/university-of-perpetual-help-system-
jonelta/language-program-and-
2. Codification - the creation of a linguistic
policies-in-multilingual-societies/spolskys-
standard or norm for a selected linguistic
theory-of-language-policy-and-policy-
code. It is divided up into three stages:
components/32890945
 Graphization- developing a writing
system.
 Grammaticalization- deciding on
rules/norms of grammar
 Lexicalization- identifying the
vocabulary
3.) Implementation (acceptance)-
promoting of the decisions made in the
stages of selection and codification which
can include marketing strategy, production
of books, pamphlets, newspapers, and
textbooks using the new codified standard.
4.) Elaboration- refers to the terminology
and stylistic development of a codified
language to meet the communicative
demands of modern life and technology. Its
main area is the production and
dissemination of new terms. Two Major
Levels of Language Planning Heinz Kloss
(1967,1969)
 Status Planning refers to the social
and political position a language will
be assigned.
 Corpus Planning refers to changes or
standardizing of certain elements of
the language, e.g. lexicon and
orthography

ENHANCEMENT ACTIVITY
1. What are the four stages of learning
planning?

2. What are the two major levels of

Language Planning?

Content and Pedagogy for the Mother Tongue MTB-MLE Instructor – Jonna Mae L. Bretaña, LPT
 LESSON 5

FACTORS AFFECTING SUCCESS OF MULTILINGUALISM

A. FACTORS AFFECTING SUCCESS do so with difficulty. You cannot influence
OF MULTILINGUALISM how much aptitude a person has, but you
can make the most of what exists. It is
estimated that aptitude for foreign
Our educational system needs a lot
languages is on par with other talents, with
of work in building up proficiency,
roughly 10% of the population enjoying its
comprehension, and literacy. According to
benefits.
Dr. Ricardo Nolasco, the very essence of
MTB-MLE is the translation of concepts to a (2) Timing
student’s first language by using
The windows of opportunity are times
explanations that are already familiar to
when certain skills can best be learned.
them before adding official terms and
There are three windows of opportunity for
vocabulary.
foreign language acquisition. The first and
MTB is not only the medium of “easiest” is from birth to nine months. The
instruction from teachers, or the words used second is between four and eight years old
in modules that are important because it due to children’s lower inhibition levels. The
also the use of language as a means of third is from nine-years and onwards as the
communication, as a way to exchange brain reaches its full size (though not in terms
information, and as a method of person-to- of neuroconnections).
person dialogue.
(3) Motivation
According to Vic Nierva Magbikol
Includes both positive versus
Kita, he emphasized the
negative, and internal versus external
importance of community in educating
factors. Falling in love is a fantastic
children and the youth outside of the
motivating force, as is hatred. Helping a
classroom. He expressed how impactful
child find his own reason to learn a
concepts and words spoken by people,
language is far more effective than forcing
children meet in the streets are, especially
a language on him.
in their formational years.
(4) Strategy
MTB involves:
Means making a conscious decision
● Well-trained teachers in
to approach language development in a
the subject’s content, in the required
certain way.
languages and in instructional methods;
● cognitively demanding L1 and L2 (5) Consistency
curricula;
Each person’s (including parents’)
● originally, error free, and
ability to stay true to the agreed upon
culturally relevant readings; and
strategy. There are at least seven thorough
● an empowered community.
research strategies, including the one-
person-one-language approach. No
Here are the 10 key factors affecting the strategy is more efficient than another,
success of multilingualism: though it has been shown that it is easier to
be consistent with OPOL, for example, than
(1) Aptitude
with using “time” (dinner time, weekends,
Each person is born with a certain etc.) as a guiding strategy.
aptitude for different life skills. People with a
high aptitude for foreign languages learn
languages easily; people with low aptitude
Content and Pedagogy for the Mother Tongue MTB-MLE Instructor – Jonna Mae L. Bretaña, LPT
(6) Opportunity 1. Struggles in getting along with
monolinguals society
Is the daily use of the languages in
meaningful situations? The amount of time You might struggle to get along
an individual can spend actually using the monolingual societies. When you can speak
target language is the single factor which multiple languages fluently, then
separates adult and child bilingual success. monolingual societies will often group your
ability into the overall conversation of
Harley (1986) actually showed that adults
immigration. Some people see the effort to
are superior to children when learning a
speak multiple languages as a desire to
foreign language if and when they create open boarders to their country, so
dedicate the same amount of time to the they oppose any effort to speak anything
task. other than the first language.
(7) The Linguistic Relationship between 2. There might be a lack of skilled educators
Languages in your community
Does the native language share roots Because of the online resources that
with the second language? If so, the are available today that can help anyone
second language is easier to learn due to to become multilingual. If you do not have
the similarity of grammar, vocabulary and internet access at home or your connection
sound systems. is slow, then you might find yourself forced
to rely on local instructors who can help you
(8) Siblings to begin learning a new language. In many
of today’s small towns, this is a resource that
They can have a positive as well as is not available. If no one in your family is
negative effect. In the positive, siblings learn bilingual or multilingual either, then you may
a great deal from one another as they have not have any other option available to you
a greater number of verbal exchanges and to start the learning process. Many
conversations ina day. However, in the instructors are already struggling to meet
negative case, one child may dominate the the regulated demands for educational
language exchange and stunt the other’s performance, so trying to add another
development. language into the curriculum is almost too
much to ask.
(9) Gender
3. Studying new languages can shift the
Sexist as it may sound at first, we now focus of a student
have the technology to see how boys and
If students fall behind in the learning
girls approach language from different
curve for a new language, then trying to
parts of the brain and this is influential in
catch upon their essential life skills can
both first, second become a challenge. Although, it may be
and subsequent languages. important to become multilingual for future
(10) Most people have their main language career options, a well-rounded education is
essential as well. We must provide a societal
area of the brain in the left structure where both are emphasized with
hemisphere, but a small percentage (30%) equal importance.
of those who write with their left hand and
4. You might start to mix the different
five percent of those who write with their languages together as you speak
right hand actually have language spread
over a greater area. This group may favor When you speak multiple languages
different teaching methods, and thus Hand- fluently, then it is not unusual to mix the
different languages together when having
Use, as it reflects cerebral dominance,
a conversation. This will lead to
makes up the last of our ten factors.
misunderstandings or either the people who
Here are the other factors affecting success are speaking will not understand. Also the
of multilingualism: person can either experience discrimination
or not.
Content and Pedagogy for the Mother Tongue MTB-MLE Instructor – Jonna Mae L. Bretaña, LPT
 B. CRITICISMS AGAINST MTB-MLE is implemented made the kids more
confused.
(1) less opportunity with the globalized
world In the Philippines, one of the recent
changes in Basic Education Curriculum
MTB-MLE may cause many people to
brought about by the new K-12 program is
miss the privileges and be rob of the
the introduction of Mother Tongue- Based
opportunity to be at base with the
Multilingual Education(MTB-MLE)
globalized world. It also may cause to
specifically in Kindergarten, Grades 1, 2 and
weaken the children’s global competence.
3 to support the goal of “ Every Child- A
(2) weakening the nation Reader and A –Writer” by Grade 1.” Mother
Tongue is used as a Medium
MTB-MLE may cause the nation to be
of Instruction (MOI)for Grades 1, 2 and 3 in
in danger of stagnation or worst yet
teaching Math, Araling Panlipunan (AP),
regression.
Music, Arts, Physical Education and Health
(3) declining the universal language (MAPEH) and Edukasyon sa Pag-uugali
(EsP). Mother tongue is taught as a separate
MTB-MLE stunting the English literacy
Learning Area in Grades 1 and 2, and since
development of individuals if students
the implementation of this three-year old
taught clearly in their mother tongue, they
language policy, it had been coupled by
would significantly decline their English
researches justifying its need in the
proficiency.
Philippine educational system. One of these
(4) unfamiliarity of vocabulary used researches on the implementation of the
MTB-MLE in the Philippines is conducted by
Children, parents, and even teachers
Balce,M. (2005) recommending an
have difficulty in learning due to the
adoption of the mother tongue(L1) as the
unfamiliarity of vocabulary used in the MTB
language of learning and instruction (LOLI)
textbooks that even teachers and parents
for Science and Health at the elementary
could hardly comprehend.
school level for two reasons: (1) The science
(5) it is expensive process skills (or thinking skills) are linguistic:
communicating, classifying, inferring,
Knowing that our country still a
predicting, interpreting data, hypothesizing,
developing country, it is still safe to say that
defining operationally, and investigating.
we are not ready for this massive language
These skills are best developed and
or educational reform program. For
sharpened using the mother tongue. (2)
instance, the creation of textbooks to be
Elementary school children are at a stage in
used in the schools.
which they are still mastering their mother
(6) the reason that science is taught in the tongue. They need time to focus and attain
later years the full mastery of their mother tongueto
understand complex science concepts.
The sad reality that it will be offered
later that is expected to the life of the young C. CHALLENGES AND PROBLEMS
is adulting experience and MTB-MLE is the ENCOUNTERED BY TEACHERS BASED
reason behind. If the English language ONRESEARCH
could have been a medium of instruction,
Mother language is the medium of
Science would have been part of the early
one’s inner thoughts and reflections. The
graders curriculum.
mother tongue being the primary tool for
(7) Confusing thought processing and knowledge
acquisition is considered as the best
It is understood why MTB-MLE needs
medium of instruction. As source of
to be implemented. So the concepts are
creativity and which for social expressions,
easily understood by the students but how it
the mother language along with linguistic
Content and Pedagogy for the Mother Tongue MTB-MLE Instructor – Jonna Mae L. Bretaña, LPT
diversity matter for the identity of individuals borrowed words from English to name
and vital for the health of societies. It opens concepts. Parents also struggled to keep up
opportunities for dialogue necessary for with the higher level. Bikol terms and could
understanding and cooperation. (Manila not always help their children with
Bulletin, Editorial Column, February 21, homework as a result. Third, a lack of
2012). materials presented a challenge to
implementation. Teachers were expected
One’s own language enables a child
to pay for photocopying of the few
to express himself easily, as there is no fear
materials provided, and they also spent
of making mistakes. MLE encourages
many extra hours a week creating their own
lecture participation by children in the
lesson aids. Parents described this
learning process because they understand
challenge in relation to a lack of materials
what is being discussed and what is being
available for their home use. Since most
ask of them. They can immediately use the
materials are published in Filipino or English,
mother tongue to construct and explain
it is nearly impossible to find materials in the
their world, articulate their thoughts and
local language.
add new concepts to what they already
know. (Nolasco, 2010) Questions/Activities:

The challenges which hinder the Answer each of the following questions.

implementation of MTB-MLE are grouped 1. What is multilingual?

into four significant themes: multilingual
2. Who emphasized the importance of community in
environment, difficulty in translation, educating children and outside the classroom?
inadequacy of instructional materials, and
3. What are the factors affecting success of
mandatory compliance to the DepEd
multilingualism?
order.
4. What are the challenges encountered by
Based on the research there are also teachers in the implementation of MTB-MLE?
identified challenges that exist in MTB-MLE
5. Why does MTB is not only the medium of
implementation. The final research question instruction?
identified the major challenges that exist
6. Why MTB-MLE is important?
related to MTB-MLE implementation. Three
themes arose in the data with respect to this
question: the presence of a multilingual
environment, difficulty translating
academic language, and a lack SUMMARY:
of materials. First, the multilingual 1. factors affecting success of multilingualism;
environment presented a challenge
● Aptitude-each person is born with a
because it added complexity to the
certain aptitude for different life skills.
teaching context. Teachers were unsure
how to teach something in only Bikol when ● Timing-the windows of opportunity are times
when certain skills can best be learned.
their everyday life was a blend of multiple
languages. In addition, it seemed difficult to ● Motivation-includes both positive versus
define one true mother tongue for a single negative, and internal versus external factors.

classroom given the differences between ● Strategy-means making a conscious decision

families‘home languages. Second, to approach language development in a
academic language was presented as a certain way.

challenge due to the large number of ● Consistency-each person’s (including

technical terminology that could not be parents’) ability to stay true to the agreed
easily translated into Bikol. This primarily upon strategy.

included math and science terms. Teachers ● Opportunity-is the daily use of the languages
did not know which terminology to use in in meaningful situations.
class because they have traditionally
Content and Pedagogy for the Mother Tongue MTB-MLE Instructor – Jonna Mae L. Bretaña, LPT
 SUMMARY: REFERENCES:

● The Linguistic Relationship between [Link]

Languages-the second language is impact/language-planning- policy
easier to learn due to the similarity of
://[Link]/MihoubiAssala/la
grammar, vocabulary and sound
nguage-planning-and-policy
systems.
[Link]
● Siblings-they can have a positive as
nt/university-of-perpetual-help-system-
well as negative effect. Gender Most
jonelta/language-program-and-
people have their main language
policies-in-multilingual-societies/spolskys-
Other factors: theory-of-language-policy-and-policy-
components/32890945
● Struggles in getting along with
monolinguals society [Link]
[Link]/2008/08/language-
● There might be a lack of skilled
[Link]?m=1
educators in your community
[Link]
● Studying new languages can shift
9050/content?start_page=1&view%20sc
the focus of a student
roll&access_key=key-
● You might start to mix the different fFexxf7rlbzEfWu3HKwf&fbclid=IwAR3eLq
languages together as you speak 8ZhTM74Tt5kmDgoH2-IHbooeVS3-
jH715MdJ4rROcFe4vpWOgBnrQ
2. criticisms against MTB-MLE;

● less opportunity with the globalized

world

● weakening the nation

● declining the universal language
● unfamiliarity of vocabulary used

● it is expensive
● the reason that science is taught in
the later years

● confusing
3. challenges and problems faced
by teachers.
● multilingual environment
● difficulty in translation

● inadequacy of
instructional materials

● mandatory compliance to the

DepEd order

Content and Pedagogy for the Mother Tongue MTB-MLE Instructor – Jonna Mae L. Bretaña, LPT
 LESSON 6

MTB-MLE Curriculum and Different Approaches to teaching

MTB-MLE
MTB-MLE Curriculum and Different
Approaches to teaching MTB-MLE.
PRINCIPLES OF COMMUNICATIVE
This module introduces you to the APPROACH
fascinating world of MTB-MLE. You will  Language learning is learning to
become acquainted with the MTB-MLE communicate using the target
curriculum and its framework. You could language.
also learn about the various approaches  The language used to communicate
used in teaching MTB-MLE. must be appropriate to the situation,
the roles of the speakers, the setting
and the register. The learner needs to
OBJECTIVES:
differentiate between a formal and
By the end of this chapter, at
an informal style.
least 75% of the students should
 Communicative activities are
achieve the following with at least
essential. Activities should be
70% level of proficiency:
presented in a situation or context
1. Examine the curriculum guide for and have a communicative purpose.
MTB-MLE Typical activities of this approach are:
games, problem-solving tasks, and
2. Discuss the major approaches to
role-play. There should be information
teaching MTB-MLE (i.e.,
gap, choice and feedback involved
Communicative Approach, Task-
in the activities.
Based, Content-Based
 Learners must have constant
Approaches; Two-track method:
interaction with and exposure to the
story track [focus on meaning] and
target language.
primer track [focus on accuracy])
 Development of the four macro skills
3. Review model instructional plans — speaking, listening, reading and
writing — is integrated from the
beginning, since communication
integrates the different skills.
 The topics are selected and graded
Major approaches in teaching MTB-MLE:
regarding age, needs, level, and
Communicative Approach students’ interest.
 Motivation is central. Teachers should
- Also known as Communicative Language
raise students’ interest from the
Teaching (CLT) – is a teaching approach
beginning of the lesson.
that highlights the importance of real
 The role of the teacher is that of a
communication for learning to take place.
guide, a facilitator or an instructor.
The communicative approach is based on
 Trial and error is considered part of
the idea that learning language
the learning process.
successfully comes through having to
 Evaluation concerns not only the
communicate real meaning. When
learners’ accuracy but also their
learners are involved in real
fluency.
communication, their natural strategies
for language acquisition will be used, and Task-Based
this will allow them to learn to use the
 Task-based approach is where
language.
learners learn by doing. Task activities
Content and Pedagogy for the Mother Tongue MTB-MLE Instructor – Jonna Mae L. Bretaña, LPT
 are usually rich in language, involving The teacher then highlights relevant
a wide variety of language areas, as parts from the text of the recording for the
well as all the skills; reading, writing, students to analyze. They may ask students
to notice interesting features within this text.
listening and speaking. By definition, a task
The teacher can also highlight the
must involve the processing of information,
language that the students used during the
and some kind of communication or
report phase for analysis.
interaction. And a task can be something
that you do alone, or that you do with Practice
someone else or in a group.
Finally, the teacher selects language
STAGES OF TASK-BASED APPROACH areas to practice based upon the needs of
the students and what emerged from the
Pre-task
task and report phases. The students then
The teacher introduces the topic and do practice activities to increase their
gives the students clear instructions on what confidence and make a note of useful
they will have to do at the task stage and language.
might help the students to recall some
EXAMPLES OF TASKS
language that may be useful for the task.
The pre-task stage can also often include  Creating a presentation
playing a recording of people doing the  Making a video or short movie
task. This gives the students a clear model of  Writing a piece of text, such as a
what will be expected of them. The students newsletter article
can take notes and spend time preparing  Acting out a skit
for the task.  Creating an original game that
includes writing down the game rules,
Task
playing the game, and evaluating
The students complete a task in pairs the game
or groups using the language resources that  Working out the solution to a
they have as the teacher monitors and practical problem, such as planning
offers encouragement. an upcoming trip or gathering missing
information, like working out who
Planning
started a rumor at school
Students prepare a short oral or  Participating in a group debate or
written report to tell the class what discussion, like arguing for a favorite
happened during their task. They then competitor in a TV show
practice what they are going to say in their
groups. Meanwhile the teacher is available
Content-Based Approaches
for the students to ask for advice to clear up
any language questions they may have. - Content-Based Instruction is an approach
to language teaching that focuses not on
Report
the language itself, but rather on what is
Students then report back to the class being taught through the language; that
orally or read the written report. The teacher is, the language becomes the medium
chooses the order of when students will through which something new is learned.
present their reports and may give the IN the CBI approach the student learns the
students some quick feedback on the TL by using it to learn some other new
content. At this stage the teacher may also content.
play a recording of others doing the same
For example: by studying the
task for the students to compare.
French Revolution while using the
Analysis French language. The language being
learned and used is taught within the
Content and Pedagogy for the Mother Tongue MTB-MLE Instructor – Jonna Mae L. Bretaña, LPT
context of the content. The theory behind teaching language skills within the context
CBI is that when students are engaged with of other subjects, such as using foreign
more content, it will promote intrinsic language materials in history or science
motivation. Students will be able to use classes. It can also involve providing
more advanced thinking skills when additional language instruction outside of
learning new information and will focus less regular class time through after-school
on the structure of the language. This programs or clubs.
approach is very student-centered as it
5 ESSENTIAL COMPONENTS OF LANGUGAE
depends entirely on the students’ ability to
EDUCATION
use the language.
Story track Primer track
The purpose of CBI is to increase
student immersion, engagement, and Listen in order Recognize
motivation. This can be approached in a to understand, and distinguish
number of different ways. The three main LISTENING think critically sounds;
models of content-based instruction are the respond recognize
theme-based language instruction model, creatively. parts of words.
the sheltered content instruction model, Speak with Use correct
and the adjunct language instruction understanding, vocabulary,
model. SPEAKING to pronunciation
communicated and grammar.
knowledge,
Theme-Based Language Instruction ideas and
experiences.
This model centers language learning Read with Decode by
around a specific theme. Teachers may understanding reorganizing
choose any theme and create lessons and READING to apply, parts of words,
activities around the topic. Students may analyze, sentences.
also suggest themes that are interesting to evaluate, and
them. Themes can vary amongst grades in to create new
order to remain relevant to different age knowledge.
groups. Write to Form letters
communicate properly and
WRITING knowledge, neatly; spell
ideas, words
Sheltered Content Instruction
experiences accurately;
In essence, the basic philosophy and goals. use correct
behind sheltered instruction is that grammar.
academic language needs to be View in order Recognize
developed as a significant purpose to use to understand, and distinguish
VIEWING think critically print and be
as a relevant output and to learn as much
respond able to critic
as possible. Where this differs from
creatively the materials
conventional instruction, however, is that it objectively.
assumes that students already possess the
academic language skills needed to gain
meaningful interaction in the real-world Two-Track Approach
context. The two-track approach to teaching
Adjunct Language Instruction reading and writing emphasizes “meaning”
(understanding whole texts) and
Refers to the practice of “accuracy” (learning word identification
incorporating language instruction into strategies). Since activities in both tracks
other subjects or activities in order to include some meaning and some
enhance learning. This can involve
Content and Pedagogy for the Mother Tongue MTB-MLE Instructor – Jonna Mae L. Bretaña, LPT
accuracy, the distinction is on the focus of DAY MEANING TRACK ACCURACY TRACK
the activities in each one.

MEANING TRACK ACCURACY TRACK 1 Shared Reading Key Word lesson

and Creative
Shared reading Picture and key word Writing + Library
Time
Experience story Big box
2 Experience Story Next Key Word
Listening story and Sentence-making & Listening Story lesson
library time + Library Time
Creative writing Spelling and 3 (Same as Day 1) Next Key Word
handwriting lesson
Meaning Track Accuracy Track 4 (Same as Day 2) Next Key Word
Focus on whole Focus on parts of lesson
language. Read and the language. Read
write to learn and to 5 Review Meaning Track and Accuracy
and write correctly.
communicate. Track
TEACHER’S ROLE IN TEACHING

Teacher’s role in Teacher’s role in

Fluent and Meaning Track Accuracy Track
confident Teach by demonstrating, Teach by introducing,
speakers, listening, questioning, demonstrating correct
readers encouraging and methods, showing
and writers. celebrating students’ contrasts, testing and
progress. correcting as
necessary to support
students’ progress
Build students’’ Correct students’
confidence as mistakes in
THE READING PLAN speakers, readers speaking, reading
and writers and writing
The reading plan is used throughout
Encourage creativity Encourage
the Meaning Track and in some parts of the
mastery of skills
Accuracy Track. The reading plan is
composed of the following activities: Emphasize Emphasize correct
understanding of application
1. Teacher reads the entire text to the pupils. concepts
[If the students have already learned the
letters in the text, they read ittogether to the
teacher.] REFERENCES:

2. Teacher reads the text WITH ALL the What is the Communicative Approach?
pupils. What Is Task-Based Learning?
3. Teacher reads one part of the text WITH Two-Track Method to introduce first
ONE OR TWO pupilvolunteers. language (L1) literacy
4. One or two pupil volunteers read part of [Link]
the text bythemselves. content/uploads/2019/01/Mother-
[Link] reads the entire text again, WITH [Link]
ALL the students. [Link]
234733/MTB-MLE-Curriculum-and-
Different-Approaches-to-teaching-MTB-
MLE

Content and Pedagogy for the Mother Tongue MTB-MLE Instructor – Jonna Mae L. Bretaña, LPT
 LESSON 7
Instructional Materials Development for MTB-MLE following OBE
framework

WHAT IS INSTRUCTIONAL MATERIALS

(IM’s)?
 Saving time and energy on the part
Content of information conveyed within a of both the teacher and the learner.
 Stimulate the learners’ bodily senses,
course.
help clarify abstract or complex
Alternative channels of communication. concepts, and variety to the
teaching – learning experience.
Essential tool in learning every subject in
WHAT IS MTB –MLE?
the curriculum.
Mother Tongue-Based Multilingual
Resources and tools used as vehicle to Education is an educational program for
help communication the information. children who do not understand or speak
the official language when they begin
KINDS OF INTRUCTIONAL MATERIALS school. MTB-MLE students learn to read and
PRINTED MATERIALS write first in their mother tongue.

Are primarily paper – based materials WHAT IS THE PURPOSEOF MTB-MLE?

that reach intended audience through  Emphasizes the use of the

written words or illustration. language of the home as a
medium of instruction..
AUDIO AIDS
 Develop appropriate cognitive
Involves the usage of audio to help and reasoning skills enabling
equality in different languages,
students learn. They help in learning
starting in the mother tongue,
languages where communication and
which is the first language of the
listening are important.
child.
Auditory learning make the students WHAT IS OBE FRAMEWORK?
develop their learning skills.
Outcome Based Education also
VISUAL AIDS known as standard based education. It is a
theory that centered on outcome or goals.
These are instructional materials which
are used in the classroom to encourage WHAT IS OUTCOMEBASED EDUCATION?
learning and make it easier and motivating. It is very important for the overall
PURPOSE OF AN EFFECTIVEINSTRUCTIONAL interface between the students and the
MATERIALS faculty of an organization or institute.

 To help the educator deliver a THE TWO MOST IMPORTANT ASPECT OF OBE
message creatively and clearly. ARE:
 Assist learners in gaining and 1. Objectives
increasing awareness and skills as well
as retaining more effectively what 2. Outcomes
they learn. TYPES OF OUTCOME
 Reinforce learning, and potentially
being realism to the experience. - Knowledge or Aptitude
Content and Pedagogy for the Mother Tongue MTB-MLE Instructor – Jonna Mae L. Bretaña, LPT
- Skills Etiquette and attitude towards work

CONNECT OF INSTRUCTIONAL MATERIALS,

MTB- MLE AND OBE FRAMEWORK

-MTB-MLE supports the OBE framework -

MTB-MLE serves as guidelines of the OBE
framework

HOW CAN WE DEVELOP AN

EFFECTIVEINSTRUCTIONAL MATERIAL FOR
MTB-MLE FOLLOWING OBE FRAMEWORK
1. Identify first what is the goal.
2. Take practice in using mother tongue as
the medium of instruction.
3. Make IM's relevant.

Content and Pedagogy for the Mother Tongue MTB-MLE Instructor – Jonna Mae L. Bretaña, LPT
 LESSON 8
Phonology and Phonemics of Mother Tongue
What is Language?
INTRODUCTION

In this lesson, you will be introduced to

general concepts about language, its
components and features. It is a step that
will guide you to a better view of a
language used to communicate so that
you can function well in a speech
community.
As human beings, we live in a world where
we commune and interact with others.
Lesson 2.1 Structures of a Language
This lesson is designed to make you
understand what language is and the
components that comprise it. You will be
introduced to the rich linguistic culture of
the Philippines as well through a guided
reflection of your own mother tongue in the
light of its phonemic and syntactic
structures, its orthography, and its
peculiarities. This would lead you to
strengthen your appreciation of your own
mother tongue.

Intended Outcomes:
 Defined what language is and
described its components
 Compared the phonemic and
syntactic structures of languages

Content and Pedagogy for the Mother Tongue MTB-MLE Instructor – Jonna Mae L. Bretaña, LPT