Content and
Pedagogy for
the Mother
Tongue
INSTRUCTOR: MS. JULES CRIS-ANN M. LUMBAO
Content and Pedagogy for the Mother Tongue is a three-
unit specialized subject that “includes the structure of
the mother tongue as a language, literature in the
mother-tongue, methods and techniques of teaching the
language, and development of instructional materials
and assessment,” (CHED Memorandum Order No. 74,
series of 2017, on the Policies, Standards and Guidelines
for Bachelor of Elementary Education, Annex B, p. 19).
This was signed by former President Benigno
Aquino III. The introduction of the MTB-MLE,
specifically from kindergarten to Grade 3, is
grounded on the belief that children learn best
if the language used is understandable and
accessible to the young learners.
Lesson 1: WHAT IS MTB-
MLE?
Learning objectives:
- Identify the different contexts in
communication;
- Understand the relationship between
language, heritage, culture, and
communication;
Lesson 1: WHAT IS MTB-
MLE?
Learning objectives:
- Discuss the personal factors involved in
learning a second language; and
- Appreciate the comfort and complexity of the
generation they are born into.
PRE-ACTIVITY:
Your goal is to share in the class the
languages you know or you have
encountered before or you have idea
of.
Ybanag Tagalog LANGUAGE Surigaonon Yakan
BINGO
Iloko Ivatan Kapampangan Maranao Tausug
Cebuano Bikol Pangasinense Maguindanaoan Hiligaynon
Chabacano Sambal Aklanon Kinaray-a Waray
-What are the most common
languages spoken/used by your
classmates?
-Where do you think did, they
learn the language/languages?
Lesson 1: WHAT IS MTB-MLE?
We thrive in a bilingual, or even in a multilingual world.
Republic Act 10533 "Enhanced Basic Education Act of 2013"
has highlighted the reality and relevance of Mother Tongue-
Based Multilingual Education (MTB-MLE). The
implementation of the K to 12 Basic Education Program puts
high premium on the learner's mother tongue and other
languages used in the classroom. The Department of
Education refers to Mother Tongue-Based Instruction
through DO #74 s. 2009.
Lesson 1: WHAT IS MTB-MLE?
The curriculum shall adhere to the principles and
framework of Mother Tongue-Based Multilingual
Education (MTB-MLE) which starts from where
the learners are at and from what they already
know, proceeding from the known to the
unknown. Instructional materials and capable
teachers to implement the MTB-MLE curriculum
shall be available.
Lesson 1: WHAT IS MTB-MLE?
In support of MTB-MLE, in 2013, DepEd issued DO #28, s.
2013—Additional Guidelines to DepEd Order No. 16, s. 2012
(Guidelines on the Implementation of the Mother Tongue-
Based Multilingual Education MTB-MLE).
Reality dictates that learners learn best when they are able
to understand and express in the language, they grew up
speaking from childhood. Thus, they are able to build a
strong scaffold in terms of comprehension, construction, and
communication.
Lesson 1: WHAT IS MTB-MLE?
Language is governed by rules and systems
(language conventions) which are used to explore
and communicate meaning. It defines culture
which is essential in understanding oneself
(personal identity), forming interpersonal
relationships (socialization), extending
experiences, reflecting on thought and action,
and contributing to a better society.
Lesson 1: WHAT IS MTB-MLE?
Language, therefore, is central to the peoples'
intellectual, social, and emotional development
and has an essential role in all key learning areas
(English Curriculum Framework: Australia, 1998).
Lesson 1: WHAT IS MTB-MLE?
Language is the foundation of all human relationships.
All human relationships are established on the ability
of people to communicate effectively with each other.
Thoughts, values, and understandings are developed
and expressed through language. This process allows
students to understand better the world in which they
live and contribute to the development of their
personal perspectives of the global community.
Lesson 1: WHAT IS MTB-MLE?
Language acquisition (a natural process and
involves "picking up" language in a
nonconscious way through exposure to
language, not by studying it) and language
learning (is conscious, intentional, involves
study and pays attention to grammar rules) is
an active process from cradle to grave, and
continues throughout life.
Lesson 1: WHAT IS MTB-MLE?
It is continuous and recursive throughout
students' lives. Students enhance their
language abilities by using what they know in
new and more complex contexts and with
increasing sophistication (spiral progression).
They reflect on and use prior knowledge to
extend and enhance their language and
understanding.
Lesson 1: WHAT IS MTB-MLE?
By learning and incorporating new language
structures into their repertoire and using
them in a variety of contexts, students
develop language fluency and proficiency.
Lesson 1: WHAT IS MTB-MLE?
Armed with the capability to read in their mother
tongue, learners are able to cross over and read
in other languages. Their knowledge and skills
transfer across languages. This bridge then
enables the learners to use both or all their
languages for success in academics and most of
all for lifelong learning.
Lesson 2: WHY MTB-MLE?
Learning objectives:
- Discuss the reasons why learning a second
language is important;
- Discuss the personal factors involved in
learning a second language;
Lesson 2: WHY MTB-MLE?
Learning objectives:
- Understand the Lingua Franca Education
Project and its connection to Mother Tongue-
Based Multilingual Education (MTB-MLE);
- Give a brief description of MTB-MLE.
Lesson 2: WHY MTB-MLE?
Second language learning
Some theorists believe that there is a
difference between learning and
acquisition and that the difference is
this:
Lesson 2: WHY MTB-MLE?
Language learning is a conscious or
intentional process which may involve
studying the language, paying attention
to grammar rules and possibly following
a course of instruction.
Lesson 2: WHY MTB-MLE?
Language acquisition is considered to
be a natural process and involves
"picking up" language in a nonconscious
way through exposure to language, not
by studying it.
Lesson 2: WHY MTB-MLE?
Children "acquire" their first language and
get to know its rules through exposure and by
being exposed to examples of the language
and by using it. This is part of the theory of
"first language acquisition."
Lesson 2: WHY MTB-MLE?
"Second language acquisition" is the process,
and the study of the process, by which people
learn a language that is not their native language.
Teachers and theorists believe that we do learn a
second language by "acquiring" or "picking up"
language, but there are some important
considerations for second language learners.
Lesson 2: WHY MTB-MLE?
Second language learners acquire language
through exposure to many different examples
of the language: by reading it and by hearing
it in their environment. We listen and read
and develop an understanding of language
over a period of time before we eventually
use it ourselves.
Lesson 2: WHY MTB-MLE?
The period, when learners are taking in
language, processing it and perhaps silently
practicing it, is known as the "silent period"
and is thought to be an important state in
language acquisition.
Lesson 2: WHY MTB-MLE?
Once we use the language, it is important
that there is an opportunity for interaction so
we can use the language, to experiment, to
make the language work in communication.
Lesson 2: WHY MTB-MLE?
The final consideration is the need for a focus
on form. Second language learners need to
focus on the language, to analyze and identify
it and practice it. Teachers and learners will
also want to look at correcting mistakes so
that learners can think about rules and
exceptions to rules.
Lesson 2: WHY MTB-MLE?
In this lesson, it is important that you fully
understand how we ended up adopting the
MTB-MLE. It all began with the Lingua Franca
Education Project (LFEP) where:
Lesson 2: WHY MTB-MLE?
-the Department of Education, Culture and Sports embarked
on a pilot study called Lingua Franca Education Project in SY
1999-2000 which was aimed to define and implement a
national bridging program from the vernacular to Filipino,
and later English to develop initial literacy for use in public
schools. Through the bridging program, an alternative
curriculum will be used in acquiring basic literacy and
numeracy skills with the local lingua franca as the language
of instruction.
Lesson 2: WHY MTB-MLE?
-the pilot study involved two Grade 1 classes
from each of the 16 regions. One was the
experimental class and the other the control
class.
Lesson 2: WHY MTB-MLE?
-two Grade 1 teachers from each of the
experimental schools, together with the
principal, underwent training before the pilot
study. One teacher handled the Grade 1
experimental class while the other taught the
alternate class.
Lesson 2: WHY MTB-MLE?
-The Lingua Franca used in the pilot study
were as follows:
Regions I, II, CAR - Ilocano
Regions III, IV,
V, VI, XII, ARMM, NCR - Tagalog
Regions VII, VIII, IX,
X, XI, CARAGA - Cebuano
Lesson 2: WHY MTB-MLE?
Since the Lingua Franca Education Project
(LFEP) DECS Memorandum No. 144 s.1999,
Mother Tongue-Based Multilingual Education
Program is the most vital reform for the
country's basic education and school system
as a whole.
Lesson 2: WHY MTB-MLE?
The lessons from the findings of various
international and national studies on language
used in education undertaken by UNESCO
are one in affirming the benefits and
relevance of MTB-MLE -
Lesson 2: WHY MTB-MLE?
which are in conformity with the
recommendations given by the Basic
Education Sector Reform Agenda (BESRA) to
improve learning outcomes and promote
Education for All (EFA).
Lesson 2: WHY MTB-MLE?
As research shows, (Dutcher, 1994: Tucker,
1998; Klaus, 2001: Thomas, 2002; Dekker
and Young, 2007; Durnnian, 2007; UNESCO,
2007 b; Dekker, Duquiang, 2008; Noorlander
& Van, 2008), quality education occurs most
effectively when the mother tongue, the
learner's home language, is used for initial
learning -
Lesson 2: WHY MTB-MLE?
... the first language is the language of
learning. It is by far the easiest way for
children to interact with the world. And when
the language of learning and the language of
instruction do not match, learning difficulties
are bound to follow (World Bank, 2006, page
4).
Homework:
Study the MTB-MLE curriculum framework
and answer the following questions:
1. What are the current and relevant issues in
relation to our Philippine curriculum?
2. With the curriculum framework shown above,
do you think these issues will be addressed?
3. What are the teaching and learning priorities of
the framework that set the foundation of the
framework?
4. How is content organized in the curriculum
framework?
Reference:
Lim, J. M., et al. (2020) Content and
Pedagogy for the Mother Tongue.
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