MODULE 3

EMT 301 Content and Pedagogy in Mother Tongue

Title Mother Tongue Based-Multilingual Education (MTB-MLE)
Overview MTB-MLE is education, formal or non-formal, in which the learner’s
mother tongue and additional languages are used in the classroom.
Learners begin their education in the language they understand best- their
mother tongue and develop a strong foundation in their mother language
before adding another languages.
Objectives 1. Enable the learners to use both or all their languages for success in
school.
2. Make Filipino children lifelong learners in the mother tongue L1,
national language L2, and global language L3
3. Prepare the learners in developing the competencies in the
different learning areas.
Discussion Slide Share
Basic Terminologies
 Mother Tongue-means one’s native language, language learned by
children and passed from one generation to the next.
 Language-is the expression of ideas by means of speech sounds
combined two words.
LI – 1ST Language
L2 – 2ND Language
 Bilingual – the use of two languages
 Literacy – the ability to read and write
What is Language?
 A system of conventional spoken, manual, or written symbols
by means of which human beings, as members of a social
 Language is the foundation of every culture.
 It is an abstract system of word meaning and symbols for all
aspects of culture.
 Language includes: Speech, Symbols, Written characters,
Gestures, Numerals, Expression of no-verbal communication
 According to SAPIR-WHORF HYPOTHESIS , language doe more
than simply describe reality, it also seres to shape the reality of
a culture
UNESCO’S THREE PRINCIPLES
 Principle 1: UNESCO supports mother tongue instruction as a
means of improving educational quality by building upon the
knowledge and experience of the learners and teachers.
 Principle 2: UNESCO supports bilingual and/or multilingual
education at all levels of education as a means of promoting
both social and gender equality and as a key element on
linguistically diverse societies.
 Principle 3: UNESCO supports language as a essential
component of intercultural education in order to encourage
understanding between different population groups and
ensure respect to fundamental rights.
MTB refers to “first-language-first” education, that is schooling which
begins in the mother tongue and transitions to additional languages.
MLE is the use of more than two languages for literacy and instruction. It
starts from where the learners are, and rom what they already know.

PURPOSE OF MTB-MLE – to develop appropriate cognitive and reasoning

skill enabling children to operate equally in different languages- starting in
the mother tongue with transition to Filipino and then English and to
preserve the Philippine cultural treasure as well..
The languages considered by DepEd in its MTB-MLE implementation
1. Aklanon 8. Ivatan 15. Surigaonon
2. Bikol 9. Kapampangan 16. Tagalog
3. Cebuano 10.Kinaray-a 17. Tausug
4. Chavacano 11. Maguindanaon 18. Waray
5. Hiligaynon 12. Meranao 19. Yakan
6. Ibanag 13.Pangasinense
7. Iloko 14.Sambal

TYPICAL MTB-MLE PROGRAM

 Strong Foundation
 Strong Bridge
STAGES OF MTB-MLE PROGRAM
 Stage 1 – Learning takes place entirely in the child’s home language
 Stage II - Building fluency in the mother tongue. Introduction of
oral L2
 Stage III – Building oral fluency in L2, Introduction of literacy in L2
 Stage IV - Using both L1 and L2 for life long learning
WHEN WILL CHILDREN START LEARNING FILIPINO AND ENGLISH?
 As they develop a strong foundation in their L1, children are
gradually introduced to the official languages, Filipino and English,
as a separate subjects, first orally, then in the written form
WHY TEACHING MOTHER TONGUE AS A SUBJECT IN SCHOOL IS
IMPORTANT?
 It will preserve our country’s cultural treasure
 Provides learner’s with a strong educational foundation in the first
language in terms of instruction.
 It is stepping stone in achieving the aims of education as well as
the goal of functional literacy.
 It is an innovative approach to learning
BENEFITS of MTB
 Reduced drop outs - Reduced repetition
 Children are attending school - Children are learning
 Parents and community are involved
THE MOST IMPORTANT FEATURES:
 Educas in various situations and intertion begins with what the
learners already know, building on the language and culture,
language and experience that they bring with them when they
start school
 Learners gradually gain confidence in using the official language,
before it becomes te only language for teaching academic
subjects
 Learners achieve grade level competence in each subject because
teachers use their own language along with the official school
language to help them understand the academic concepts.
WHAT KIND OF LEARNERS DOES MLE INTEND TO PRODUCE?
 MULTI-LITERATE
They can read and write competently in the local language, the
national language and one or more languages of wider
communication such as English
 MULTILINGUAL
They can use these languages in various situations and interactions for
learning in school
 MULTI-CULTURAL
They can live and work harmoniously with people of cultural background
that are different from their own. they are comfortable living and
working with people from outside their community while maintaining
 their love and respect for their home culture and community.
WHAT SPECIFIC WEAKNESSES IN THE PHILIPPINES EDUCATIONAL SYSTEM DOES
MLE SEEK TO ADDRESS?
 MLE seeks to specifically address the high functional illiteracy of Filipinos
where language plays significant factor.
 English and Filipino are languages “foreign” to most children and
legislating in either as medium of instruction will do more harm to an
existing ailing system of education.(as cited by the Philippine Business
for Education(PBED),)
WHAT DO PHILIPPINE STAKEHOLDERS SAY ABOUT MLE?
 DepEd – “We find the bill(Gunigundo Bill) to be consistent with Basic
Education Sector Reform Agenda(BESRA) recommendations and the
bridging model proposed by the Bureau of Elementary Education where
pupils were found to comprehend better lessons in class.”
 NEDA –National Economic and Development Authority-“From the
economic and financial vantage points, we believe that adopting this
education policy, in the final analysis, is cost-effective. The known
learning inefficiencies in the basic education in the Phil.(high repetition
rate, hig drop out rate, poor retention, and low achievement rate, ec. Are
largely attributed to learning difficulties of children in the early grades
which are given rise among others, by the use of a language of learning
and teaching that is alien to them.”
 DFA AND UNESCO Philippines- “multilingualism is the order of the thigs
in the UN and in the world. The unique richness of the world’s national
identities draws on the many traditions that make up different countries
and are expressed through local and indigenous languages. UNESCO
supports mother tongue instruction as a means of improving educational
quality by building upon the knowledge and experience of the learners
and teachers.
 Former UP President Abueva-“ We should use our regional languages as
official languages and make use of them as the language of instruction
at least in grade school. We should be sensitive to our rich and
proud to the linguistic and cultural diversities and identities.”
 Former Chairman of CHED, Licuanan-“ English is not the solution to
poverty in the country, but may actually be part of the cause of poverty.
The use of mother tongue will not only improve the quality of education
but may actually be a tool to learning and improving English.”
 Chair of UP Dilliman Dept. of Anthropology, Dr. Tan- “We should allow
Filipinos to nurture their own mother tongue language and share this
with other Filipinos or even the world . As we begin to appreciate the
rhythms and cadences, the humor and the wisdom in each of our
many languages, we just might be able to overcome our
parochialism and regionalism and build a nation strong in its
multicultural foundations.”
EDUCATIONAL IMPLICATIONS
 The learners must be exposed to meaningful use of the L2 outside
the classroom situations. The meaningful exposure which comes
from: meaningful reading in variety of genres, focusing s in both
their first and second languages
 Using the language orally and in writing
 The use of MTB-MLE should result to children who are multilingual.
Multicultural, and multi literate and children who are confident
and capable in the languages to maintain their love and respect for
their linguistic and cultural heritage.
 International and local research studies on the use of language in
education are conclusive. When the mother tongue is the medium
of primary instruction, learners end up being better thinkers and
better learners in both their first and second languages
 Many studies indicate that students first taught to read in their L1,
and then later in an L2 outperform, those taught in an L2. Learning
to read in one’s own language provides learners with solid
 foundation for learning to read in any L2.
 The level of development of children’s mother tongue is a strong
predictor of their second language development, children with
solid foundation in their mother tongue develop stronger literacy
abilities I the school languages
WHY USE THE MOTHER TONGUE OR THE LI IN SCHOOL?
 One’s own language enables the child to express himself/herself
easily, as there is no fear of making mistakes. MLE encourages
active participation by children in the learning process because
they understand what is being discussed and what is being asked
of them. Children can immediately use the L1 to construct and
explain their world, articulate their thoughts and add new
concepts to what they already know.

BUT OUR CHILDREN ALREADY KNOW THEIR LANGUAGE. WHY STILL LEARN
IT IN SCHOOL?
 What we and our children know is the conversational language in
their everyday variety used for daily interaction. Success in school
depends on the academic and intellectualized language needed to
discuss more abstract concepts. According to studies, it takes one
to three years to learn the institutional language, but 4 to 7 years
to master the academic language under well resourced conditions.
SURVEY BASED ON THE 2003 FUNCTIONAL LITERACY, EDUCATION AND
MASS MEDIA SURVEY(FLEMMS)
 Out of 57.5M Filipinos aged 10 to 64 yrs. Old, there were:
-5.24M Filipinos who could not read and write
-7.83M Filipinos who could not read, write and compute
-18.37M Filipinos who could not read, write, compute and
comprehend.
WHAT DO YOU NEED TO REMEMBER?
 Cummin writes “Use of the target language for significant purposed is
capable of amplifying students’ sense of self and this constitutes a
powerful motivation for language acquisition, particularly in the case for
linguistic minority students whose L1 often occupies a lower rung in the
social status hierarchy than the socially dominant language of the
country and or the language of wider communication.
 International and local research studies o the use of language in
education are conclusive. When the mother tongue is the medium of
primary instruction, learners end up being better thinkers and better
learners in both their first and second languages.

“WE SHOULD BECOME TRI-LINGUAL AS A COUNTRY. LEARN ENGLISH WELL

AND CONNECT TO THE WORLD.
LEARN FILIPINO WELL AND CONNECT TO OUR COUNTRY.
RETAIN YOUR DIALECT AND CONNECT TO YOUR HERITAGE”
Former Philippine President Benigno C. Aquino III
-
Evaluation Answer Activity 4
References Ibe,J.E., Japa I.E., Llagas E., d. Morcillo P., Yago, K.A.; Group 9, BSEd Math,
Google.com/search?q=MTB-MLE-+Special+Topics-
+Group+9+Presentation&oq-
Name _____________________________________ Course & Year_______________________
Instructor: Dr. Vernie P. Ojeda Date of submission___________________
Subject: Course- EMT 301

WORKSHEET 3
of
MODULE 3

Topic MOTHER TONGUE BASED-MULTILINGUAL EDUCATION (MTB-MLE)

1. Explain the important insights and reasons for multilingual
education in making education more responsive to cultural
diversity.
2. Appreciate the value of using mother tongue in dealing with any
classroom situations
Time to Learn Activity 1
Answer the question explicitly in 2 to 3 statements.
1. What is the purpose of adopting the use of mother tongue in the
classroom? _________________________________________

_____________________________________________________________

Time to think Activity 2

Write your implications why we embrace the use of mother tongue in
the classroom. _____________________________________________

____________________________________________________________

Time to act Activity 3

How do you explain this statement: Using mother tongue is a “strong
bridge” in learning another language.

____________________________________________________________
Time to reflect Activity 4
Reflect and Explain the statement of the former President Benigno C.
Aquino III
“Learn English well to connect to the world. Learn Filipino well to
connect to our country. Retain your dialect to connect to your heritage”

____________________________________________________________
Analytical RUBRIC for the 4 Activities on Module 3

Excellent Good Satisfactory Needs Total Points

(9-10) (7-8) (5-6) Improvement
(0-4) (28)
Idea Thoroughly Ideas Ideas Little or no
explanation explained explained somewhat explanation of
ideas explained ideas
Coherency Extremely Coherent Somewhat Lacks
coherent writing coherent coherency
writing
Grammar Few errors Some Many errors Many errors
errors that hurt
understanding

Name ________________________ Subject_________________________________

Excellent Good Satisfactory N I Total Pts. Average Remarks

Activity 1
Activity 2
Activity 3
Activity 4
Grand
Total