SUMMARY

K to 12 Program is an educational program that covers Kindergarten and 12 Years

of Education. It provides sufficient time for mastery of concepts and skills among
students. Language is defined as a system of words or signs use to express thoughts
and feelings to each other. There are 3 languages that are used as a medium of
instruction namely; Mother – tongue which is introduced in Grade 1 to Grade 3 and Filipino
and English which is on the other hand introduced in Grade 4 to Grade 10 (except in the
subject Filipino and English). Mother – tongue Based multilingual Education is education
in several languages based on the mother tongue. The beginning language of teaching
mother tongue, termed as language 1 (L1). This leads to the learning of a second
language, called Language 2 (L2) and a third language called Language 3. In the
Philippines, Language 1 may differ across the country. The end goals of MTB – MLE are
cognitive development, academic development, and second language development that
results to a lifelong learning communication competence.

Learning Area Standard of MTB-MLE

This is what the DepEd Curriculum Guide of MTB-MLE states: Use Mother
Tongue appropriately and effectively in oral, visual and written communication in a variety
of situations and for a variety of audiences, contexts and purpose including learning other
context subjects and languages, demonstrative appreciation of various forms of literary
genres and take pride in one’s cultural heritage.

Key Stage Standard

The DepEd K-12 Curriculum Guide spells out the standards for each learning
areas in each key stage. The key stages referred to are at the end of grade 3, at the end
of Grade 6 and at the end of Grade 10. Mother Tongue as subject is taught only until
Grade 3, hence has only one key stage standard, at the end of Grade 3.
By the end of Grade 3 students will enjoy communicating in their first language on
familiar topics for a variety of purposes and audiences using vocabulary and phrases;
read L1 texts with understanding and create their stories and texts in L1.

Guiding Principles for Teaching and Learning in MTB-MLE

1. Effective language learning proceeds from the known to unknown.
2. Language learning, and all other kinds of learning for that matter, is an active process.
3. Successful language learning focuses on meaning, accuracy and fluency not either
fluency or meaning or accuracy but both meaning, accuracy and fluency.
4. The second language known as the L2, should be taught systematically to the learners
can gradually transfer skills from the familiar language to the unfamiliar one.

Bridging is the process of “transitioning from learning one language to another. It

also refers to the use of L1 as the initial medium of instruction, gradually introducing
increasing amounts of instruction in L2, until either L1, or both L1, and L2 are used as
media of instruction.

There are two kinds of transition in the bridging program:

 1. Early-exit transition – The mother tongue or L1 is the medium of instruction (MOI for
2-3 years, then switch to L2 and or L3 as MOI and 2)
2. Late-exit transition – The mother tongue or L1 is the medium of instruction for 5-6
years or more, then switch to L2 and or L3 as an MOI.

The Teaching of Filipino Language

The end goal of the k-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 the students to have:

1. Communicative competence
2. Reflective and Critical Thinking
3. Literary Appreciation

The 5 Macro skills in Teaching Filipino

 Pakikinig (Listening)
 Pagsasalita (Speaking)
 Pagbasa (Reading)
 Pagsulat (Writing)
 Panonood (Viewing)

The learning Area/ Program Standard (Pamantayan ng Programa)

This describes the intended outcomes that are expected to be realized in the
teaching of Filipino as a subject in the entire K-12 Curriculum.

Key Stage Standards (Pangunahing Pamantayan ng Bawat Yugto)

These are the intended outcomes of Filipino teaching at each key stage in the
whole stretch of the K-12 Curriculum Guide.

The Teaching of English in the K- 12 Curriculum

The end goals of English Language Teaching are: first, Communicative
competence is the students’ ability to understand and use language appropriately and
correctly to communicate in authentic situations. The other one is Multiliteracies which
implies that the text is not the only way to communicate.

The six main processes that form part of the core of english language teaching are:
 Construction
 Spiral progression
 Integration
 Interaction
 Contextualization
 Learner-centered instruction
 Learning Area Standard
The learner demonstrates mastery of basic skills in the English
Language Arts, communicates appropriately, fluently and orally and writes for a variety of
purposes in different social and academic context at his/her level while carrying out real
life tasks as necessary to cope with the demands of a functionally literate and competent,
local, national and global citizen.

Communicative Competence: The Goal Of Language Teaching (Mother – tongue,

Filipino, English)
Communicative competence is the learner’s ability to understand and use
language appropriately to communicate in authentic (rather than simulated) social and
school environments.

Four Aspects of Communicative Competence

Michael Canale and Merrill Swain (1980) identified four components of Communicative
Competence and these are:
1. Grammatical competence
2. Sociolinguistic competence
3. Discourse competence
4. Strategic competence

Grammatical Competence
Is concerned with mastery of the linguistic code (verbal or non- verbal) which
includes vocabulary knowledge as well as knowledge of morphology, syntactic, semantic,
phonetic, and orthographic rules.

Components of Grammar
1. Morphology – the study of the internal structure of words;
2. Syntax – the arrangement of words in sentence;
3. Semantics – the study of meaning of linguistic expression;
4. Phonetics – a branch of linguistic that comprises the study of the sounds of human speech
or –in the case of sign .
5. Orthography – the methodology of writing a language; it includes rules of spelling,
hyphenation, capitalization, word breaks, emphasis, and punctuation.

Sociolinguistic Competence
This refers to possession of knowledge and skills for appropriate language use in
a social context.

Discourse Competence
This is so-called interactional competence that includes textual and rhetorical
competence.

Strategic Competence
 This refer to “ a speaker ability to adopt his/her use of verbal or non-verbal
language to compensate for communication problems caused by the speaker’s lack of
understanding of proper grammar that used or insufficient knowledge of social behavioral
and communication gaps.

The Principles of Language Learning

Cognitive Principle
 Anticipation of Reward- Learners are motivated to perform by the thought of a reward,
tangible or intangible, long or short-term.
 Meaningful Learning- Providing a realistic context to use language is thought to lead to
better long term retention, as opposed to rote learning.
 Automaticity- This is subconscious processing of language for fluency.
 Strategic Investment- Success in learning is dependent on the time and effort learners
spend in mastering the language.
 *Intrinsic Motivation- The most potent learning “rewards” to enhance performance are
those that stem from the needs, wants and desires within the learner (Brown, 1994).

Linguistic Principles
 Native Language Effect- A learner’s native language creates both facilitating and
interfering effects on learning.
 Communicative Competence- Fluency and use are just as important as accuracy and
usage.
 Interlanguage- In second language learning, learners manifest a systematic progression
of acquisition of sounds and words and structures and discourse features.

Socioaffective Domain
 Language-Culture Connection- Learning a language also involves learning a complex
system of cultural customs, values and ways of thinking, feeling or acting (Brown, 2000).
 Self-Confidence- This is self-esteem or “I can do it” principle.
 Risk- Taking- Students who are self-confident take risks and accomplish more.
 Language Ego- “the identity a person develops in reference to the language he or she
speaks” – Alexander Guiora

Approaches, Methods and Activities in Language Teaching

Nothing is taken as gospel; nothing is thrown out of court without being put to the
test. This “test” may always change its mechanics, but the fact remains that the changing
winds and shifting sands of time and research are turning the desert into a longed-for
oasis.” (Brown, 2004)

The Designer Methods

1. Community Language Learning
 This is an effectively-based method. This reflects Carl Rogers’ view of education in
which learners in a classroom are regarded as a “group” rather than a “class” in need of
certain therapy and counselling.
2. Suggestopedia
This grew from Bulgarian psychologist Georgi Lozanov’s view that the human brain
could process great quantities of material if simply given the right conditions for learning,
among which are state of relaxation and giving over of control to the teacher.
3. The Silent Way
This method capitalized on discovery learning. If the learner discovers or creates
rather than remembers and repeats what is to be learned.

Total Physical Response

This method demands listening and acting. The teacher is the ‘director’ and the
students are the ‘actors’ (Asher, 1977).

The Natural Method

In this method it is believed that learners would be benefited if production is
delayed until speech emerges.

Communicative Language Teaching

The primary goal of CLT is for students to acquire proficiency through pragmatic
uses of the target language in speaking, listening, reading and writing. To make that
happen, teachers make informed use of authentic materials and contexts.

Principles of Communicative Language Teaching

1. Learner-Centered Teaching
2. Cooperative Learning-
3. Interactive Language Education
4. Whole Language Education
5. Content-centered Education
6. Task-based Learning