Mother Tongue-Based Multilingual
Education
• Understanding Its Foundations and
Implementation in the Philippines
• Your Name
• Subject/Course
• Date
Objectives
• Cognitive: Understand the theories and laws
related to MTB-MLE.
• Affective: Appreciate the importance of using
the mother tongue in early education.
• Psychomotor: Develop classroom strategies
for MTB-MLE implementation.
Ice Breaker - Guess the Language!
• Can you identify the dialect?
• Picture/word clues from different Philippine
languages (e.g., Cebuano, Ilocano, Hiligaynon)
• (Insert images in your actual class
presentation)
Introduction to MTB-MLE
• Use of learners' first language for instruction
from K to Grade 3.
• Helps learners understand concepts better
and develop literacy faster.
Underlying Theories and
Assumptions
• Vygotsky’s Sociocultural Theory: Learning is
social and language-driven.
• Cummins’ Interdependence Hypothesis: Skills
transfer from L1 to L2.
• Learning is most effective when done in a
familiar language.
Republic Act No. 10533
• Enhanced Basic Education Act of 2013.
• Strengthens the curriculum; adds years to
basic education.
• Mandates MTB-MLE from K to Grade 3.
DepEd Order No. 31, s. 2012
• Guidelines for K to 12 Curriculum
Implementation.
• Supports MTB-MLE in the early years of basic
education.
DepEd Order No. 74, s. 2009
• Institutionalizes MTB-MLE as national
education policy.
• Recognizes linguistic diversity and supports
local language use.
Challenges and Gaps in
Implementation
• Lack of learning materials in local languages.
• Need for teacher training and community
support.
• Inconsistent policy execution across regions.
Classroom Implications
• Localize teaching materials.
• Involve community in content creation.
• Train teachers in multilingual approaches.
Reflection Question
• How does the use of the mother tongue in
early education impact learning and identity?
Thank You!
• Questions? Comments? Let's discuss.
