Mother Tongue Based - Multilingual Education (MTB-MLE)

MTB-MLE
Education in several languages based on the Mother Tongue.

3 languages
L1 - mother tongue/ first language.
L2 – second language.
L3 – third language.

DepEd (2014) – there are 19 major local languages as medium of instruction from
kinder up to grade 3 under the MTB-MLE.

12 languages are used by the MTB- MLE:

Tagalog, Kapampangan, Pangasinense, Iloko, Bikol, Cebuano, Hiligaynon, Waray,
Tausug, Maguindanaoan, Maranao, and Chavacano.

(2013-2014) 7 more major languages were added.

 Ybanag- Tuguegarao City, Cagayan and Isabela.
 Ivatan – Batanes Group
 Sambal – Zambales
 Aklanon – Aklan,Capiz
 Kinaray-a – Capiz,Aklan
 Yakan – ARMM, Surigaonon covering Surigao City & provinces.

What is meant by MTB- MLE?

Sec. 4 of the Implementing Rules and Regulations of R.A. 10533(Enhance Basic
Education Act of 2013) – “the language/ languages first learned by a child, w/c he/she
identifies with, identified as a native language user by others, w/c he/she knows best, or
uses most.”
Lifelong learning- learning that is pursued throughout life…
Communicative competence – the other end goal and it means the ability of the learner
to understand and used language appropriately to communicate in authentic situations.
in MTB- MLE , it includes two or more than two languages.
Learning Area Standard Of MTB – MLE
DepEd Curriculum Guide of MTB – MLE states that “use Mother Tongue
appropriately and effectively in oral, visual, and written communications in a variety of
situations and a variety of audiences, contexts and purposes including learning other
content subjects and languages, demonstrate appreciation of various forms of literary
genres and take pride on one’s cultural heritage.” MTB – MLE includes to study of local
literature wherein it is narrated or written in the learner’s first language that he/she is
given the opportunity to connect to his/her very own cultural heritage and so is expected
to develop appreciation for the same and take pride in it.
Malone(2007) claims that….”the loss of language is part of the loss of whole
cultures and knowledge systems, including philosophical systems, oral literary and
music traditions, environmental knowledge systems medical knowledge , and important
cultural practices and artistic skills.”

Guiding principles for teaching and learning in MTB – MLE

1. Effective language learning proceeds from the known to unknown.
2. .active process
3. accuracy and fluency
4. second language
Conceptual framework
is an analytical tool with several variations and contexts.
Input Process Output
The End Goal of K-12
The end goal of the k to 12 curriculum is the development of a “buo at ganap na Filipino
na may kapaki pakinabang na literasi”(wholistically developed and functionally literate
Filipino).

The teaching of Filipino contributes to the formation of a student:

Communicative Competence
Reflective And Critical Thinking
Literary Appreciation

The center of Filipino language teaching and learning:

5 Macro Skills (Limang Makrong Kasanayan)
Pakikinig
Pagsasalita
Pagbasa
Pagsulat
Panonood

The framework of the Filipino curriculum has philosophical, legal and

psychological bases. It was also based on the theories of the nature of language
teaching & learning, philosophies of education and educational theories.

On the part of the teacher, it may take additional effort to implement the program
because the teacher serves as the facilitator in providing opportunities for the
children. They needs to also communicate, interact and express his thoughts
with confidence in a manner that is comprehensible by everybody.
This is a challenge for us – to give our best for the welfare of the children – to
achieve quality education.
 Pangasinan State University
San Carlos Campus
San Carlos City,Pangasinan

SUBMITTED BY:
ERJY C. BRUCE
JUNALYN T. TICMAN
AARON PAUL OPERANA
MARY JOY ILUMIN
KYRA SHEY CUSTUDIO

SUBMITTED TO:
MRS. ANNILYN AMBANLOC

BSE FILIPINO 3-A