MODULE 2

EMT 301 Content and Pedagogy in Mother Tongue

Title Literature in the Mother Tongue and its Guiding Principles for
Teaching and Learning MTB-MLE
Overview Using mother tongue, learners learn to think, to communicate and
acquire an intuitive understanding of grammar.
Objectives 1. Develop academic language
2. Explain the child’s level of proficiency using L1-L2-L1
Discussion Mother Tongue as Language of Learning in the Content Areas
A. MEANING
*Developing Academic Language
1. Experiential Phase – Activate prior knowledge and build the
background knowledge.
2. Literal Phase - Focus information contained in the text
3. Personal Phase – Students relate textual information to
their own experiences and feelings
4. Critical Phase – Critical analysis of issues or problems arising
from the text; involves inferences, exploring generalization
5. Creative Phase – Translating the results of previous phases
into concrete actions. How can a problem or issues be
resolved? What role can we play in helping resolve the
problem. This phase might involve drama, role play, letter to
the editor.
B. ACCURACY
*Developing of Concept
1. Focus on the teaching of the concept (explicit instruction)
Includes demonstration of the specific content (e.g.
Writing and reading)
2 .Focus on the use
Includes demonstration on how this concept is applied in
real life situation
What do we know already?
We know that….
1. The most important single factor influencing learning is what
the learners already know. Ascertain this and each them
accordingly.(Asubel D.P. 1968)
2. It takes children about 12 years to gain the level of proficiency
in their L1 that will enable them to continue developing that
language for the rest of their lives.
3. It takes children (and adults) at least 2 years to gain the basic
level of proficiency in a new language that will enable them to
use it for ‘everyday’ communication; and if they do not hear
the L2 outside the classroom, it takes much linger.
4. It takes them 5-7 years to develop a level of academic
proficiency in the new language that will enable them to use it
to learn abstract concepts and if they don’t have good “L1-L2-
L1” TEACHING, THEY WILL NOT EVER GAIN ACADEMIC
PROFICIENCY.
GUIDING PRICIPLES FOR TEACHING AND LEARNING THE MTB-MLE
1. Known to the unknown- Learning requires meaning. When
we learn we use what we already know to help us understand
what is new. . Start with what the learners already know
about the topic and use that to introduce the new concept.
Nowhere is the role of prior knowledge more important than
in second language educational contexts. Students who can
access their prior knowledge through language and culture
most familiar to them can call a rich array of schemata,
whereas students who believe they can only use that
knowledge they have explicitly learned in the second
language are limited in their access.(Chamot, 1998,p197).
Second language learners use what they know in their own
language to help develop other languages. Application:
Develop an awareness of how the LI works to support
learning the L2, L3
2. Language and Academic Development- Students with well
developed skills in their first language have been shown to
acquire additional languages more easily and fully and has
positive impact on academic achievement. Application:
Continue oral development of L1 and begin reading in L1 to
strengthen L2 and L3.
3. Cognitive Development- Students who use their multilingual
skills have been shown to develop both cognitive flexibility
and divergent thinking. Application :Continue developing
critical thinking in the LI as well as in L2 and L3. 9Cummins).
Higher Order Thinking Skills(HOTS) when we truly learn
something, we can explain it, apply it, analyze it, evaluate it
and use it to create new ideas and information. (CF Bloom’s
Revised Taxonomy)
4. Discovery Learning- we learn hen someone who already
understands he new idea of tasks help us to discover the new
idea and use it meaningfully. Application: Find out what
students really know about a topic then provide activities
that let them use their knowledge to learn the new concept
or ideas.(Bruner,1967)
5. Active Learning – Peer interaction. Children learn best
through peer interaction in which they work together
creatively to solve problems .Application: Do most class
activities in teams or pairs. Encourage to talk with each other
and compare ideas to solve problems. In second language
active learning, young children gain confidence in learning a
new language when they begin with “hear, see, do” Total
(Physical Response TPR) activities. Application: Begin the L2
language learning time by focusing on listening and
responding to oral language. Children listen to a command,
observe someone respond to the command and then respond
in action (no talking at first).
6. Language Learning/Language Transfer- We learn a new
threatening and meaningful. Application: Begin the L2
language learning time focusing on :hear-see-do” activities
that enable students to build up their “listening vocabulary”
before they are expected to talk. Introduce reading and
writing in L2 only -when they have built up a good hearing
 and speaking vocabulary.
7. Affective Component: Valuing the home language/culture-
Valuing students with talents in their home language more
powerfully enables learning than just valuing learners of
English whose home language is irrelevant to academic
success. Application: Learners are encouraged when they
know they are valued in the classroom and their language
and heritage are seen as resources. (Cummins,2007)
LEARNING AREA STANDARD
Use mother tongue appropriately and effectively in oral, visual
and written communication in a variety of situations and for variety
of audiences, contexts and purposes, demonstrate appreciation of
various forms of literacy genres and take pride in one’s cultural
heritage.
KEY STAGE STANDARD:
By the end of grade III, students will enjoy communicating in their
first language on familiar topics for a variety of purposes and
audiences using basic vocabulary, and phrases; read L1 texts with
understanding, and create their own stories and texts in their LI.
GRADE LEVEL STANDARDS
Kindergarten – the learner demonstrates basic communication skills
in talking about familiar topics using simple words and both verbal
and non-verbal cues to understand spoken language, shows
understanding of basic vocabulary and language structures, reading
process, writing system and appreciates aspects of one’s culture.
Grade 2- the learner demonstrates communication skills in talking
about variety of topics using developing vocabulary and simple
phrases and sentences, simple to complex spoken language using
both verbal and non-verbal cues, understands vocabulary and
language structures, appreciates and understand the cultural
aspects of the language and the writing system used, using both
verbal and non-verbal cues, reads and writes simple and short
literary and informational texts.
Grade 3 - the learner demonstrates communication skills in talking
about variety of topics using expanding vocabulary and phrases,
shows understanding of spoken language in different context using
both verbal and non-verbal cues, vocabulary and language
structures, cultural aspects of the language, reads and writes literary
and informational texts.
ADDITIVE vs SUBRACTIVE EDUCATION when they
 Additive education maintains the learners first language while
adding other languages.
 Subtractive education bypasses the learners first language
and attempts to replace it with another, more prestigious
language
Evaluation How do you explain the level of proficiency of a child when using LI-
L2-L1
References Villaneza, Rosalina J.,Ph.D, Head, NEPP/MTB/MLE, DepEd Central
Office, “Mother Tongue as Language of Learning in Teaching the
Content Areas”
Cummins, J., 2001,Multilingual Matters
Bruner, J.S., 1967, On knowing Essays for the left hand, Cambridge,
Mass: Harvard University Press
Name _____________________________________ Course & Year________________
Instructor: Dr. Vernie P. Ojeda Date of Submission____________

WORKSHEET 2
Of
MODULE 2
Topic Mother Tongue as Language of Learning in Teaching the Content Areas
Learning 1. Identify the phases of developing academic language
Objectives 2. Explain each phase by giving examples
3. Learn the guiding principles in teaching and learning mtb.
Time to learn Students read the short story with comprehension

(A Short Story)
This is my family, father, mother and me. My mother is
industrious. He takes care of our house and prepares our food everyday.
Father is a teacher. He teaches children like me.
One day, I find mother so weak and so father stays home. He
takes care of my mother. “Why is mother so weak? Is she sick?” I asked
father. He keeps quite because even father doesn’t know what is
happening to her.
The next day, “Son, stay with your Aunt Linda. I will bring your
mother to the doctor.” Father seems so bothered. It’s late in the
afternoon, and they have not arrived yet. I’m so worried. But then, they
arrive relaxed and happy. “Yehey, Mother is pregnant. I will soon have
a baby brother.”
Everybody is happy. Mother is not sick. Our family is expecting
another member to come soon.

Time to think Activity 1

Answer the following questions following the 5 Phases on developing
academic language then identify what phase are the questions referred
to.
A. How many are you in the family?______ Are you the
eldest/youngest?

Phase:______________

B. What information did you get from the story?______________

Phase :

C. If you were the son in the story, would you feel worry too even
without knowing what’s the reason? Why?

___________________________________________________

Phase:
 D. As a member of a family, What would you feel if another
member of the family is coming? Why? _____________

Phase:

Time to act Activity 2

Write a short significant story about your family.

Time to Reflect Activity 3

How do you build higher order thinking skills among learners to develop
cognitive flexibility and divergent thinking?[