MODULE in Content and Pedagogy in MTB-MLE

SCHEDULE OF SUBMISSION of Course Works VIA EMAIL to be CHANNELED to

the LEADERS

WEEK COVERAGE Submission

Month of September Class Organization
Sending of Course Guide
Week 1 Course Work 1
Week 2 Course Work 2
Week 3 Course Work #3-4
Week 4 Course Works 1-4
Week 5 To be sent
Week 6 To be sent
Week 7 To be sent
Week 8 To be sent
Week 9 To be sent
Week 10 GROUP WORKS
Course Work 7 :
 Classifying Questions
According to Dimensions
Course Work 8:
 3 Sample Lesson Plans in
MTB-MLE

Course Work 9
 3 Sample Tests Questions
for every grade level
Course Work 10: Lesson Planning
(Grades 1-3)

Major Requirement: Recorded Video

for Teaching Demonstration
(Mr. Niel Silla-Documentator/CD)
UNIT 1. Mother Tongue – Based Multilingual Education

Introduction

Using the mother tongue or first language ( L1) of the learners is one of the main
objective of MTB – MLE either as medium of instruction or as a subject in which it is meant to
address the high functional illiteracy of Filipinos where language plays a significant factor. Thus,
this lesson will provide you a better understanding on the implementation of MTB – MLE in the
Curriculum and to learn more about our local dialect as this module covers the Waray
Orthography.

Learning Outcomes: At the end of this lesson, you are expected to:

1. Explain what is MTB – MLE.

2. Identify the advantage and disadvantage of MTB – MLE in the Curriculum.

3. Discuss the importance of the implementation of MTB – MLE in Philippine Education.

4. Write an original children’s short story using Waray Language.

Course Work 1 :

In this activity, you are tasked to answer the following statement whether you agree or
disagree regarding with your knowledge about MTB – MLE by putting check inside the table and
write your explanation why you agree or disagree with the statement in the black space
provided after each item. Statement Agree Disagree

1. MTB-MLE helps pupils gain confidence in expressing themselves. Write your

thoughts here.
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2. In using Mother – tongue as medium of instruction, the learners become active

in classroom activities. Write your thoughts here.
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 3. Some of the pupils are having difficulty in understanding dialect words. Write
your thoughts here.
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4. Using mother tongue in class means bringing the learners’ cultural background
knowledge into the class. Write your thoughts here.
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5. Public schools nationwide are all -prepared for the implementation of the Mother
Tongue-based Multilingual Education (MTB-MLE) Write your thoughts here.
_______________________________________________________________________
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_______________________________________________________________________

Lesson Proper A.

What is MTB – MLE ? MTB – MLE is a formal and non – formal education, in which
learner’s mother tongue or first language and additional languages are used in the classroom.
According to the DepEd K – 12 Curriculum Guide, learners begin their education in the
language they understand best - their mother tongue - and develop a strong foundation in their
mother language before adding additional languages. In the Philippines, MTB – MLE is a salient
feature of the K - !2 Program, wherein it involves the implementation of mother tongues as the
language of instruction in Kindergarten to Grade three level. After grade three, the national
language (Filipino) and Global Language (English) will be introduced. Based on the K – 12
curriculum, MTB – MLE provides the following;

1. Literacy. Learning to read in the first language (L1) develops skills that transfer to
reading any other languages. Comprehension in reading other languages only occurs after oral
proficiency has developed such that vocabulary of the written Second Language (L2) text is
already part of the learners’ spoken vocabulary.
 2. Prior knowledge. Engaging learners in a discussion of what is already familiar to them
using the home language and culture enables better learning of the curriculum through
integration and application of that knowledge into current knowledge schemes.

3. Cognitive development and higher order thinking skills (HOTS). Using the learners’
mother tongue provides a strong foundation by developing cognitive skills and comprehension
of the academic content from day one. The knowledge, skills, attitudes, and values gained
through the mother tongue better support learning of other languages and learning through
other languages later.

4. Strong Bridge. MTBMLE provides a good bridge to listening, speaking, reading, and
writing the L2s (L2, L3) of the classroom using sound educational principles for building fluency
and confidence in using the other languages for lifelong learning.

5. Scaffolding. In teaching second language (L2), first language (L1) is used as support
to learning when the L2 is not sufficiently developed to be used alone.

6. Teaching for meaning and accuracy. Decoding text requires accuracy, while
comprehending texts requires decoding skills within a meaningful context. Both meaning and
accuracy are important, but in classrooms that teach only L2 , there is often primary focus on
accuracy until the L2 is sufficiently learned. This delays actual meaningful learning until the L2
can support that learning.

7. Confidence building and proficiency development for two or more languages along the
following macro-skills (listening, speaking, reading, writing, and viewing) for both meaning and
accuracy.

The following are the 12 major languages considered by the Department of

Education on the MTB – MLE implementation.

 Tagalog

 Kapampangan

 Pangasinense

 Iloko

 Bikol

 Cebuano

 Hiligaynon,

 Waray

 Tausug

 Maguindanaoan
  Maranao

 Chabacano

Why do we need to teach and use Mother – Tongue?

 Teaching mother tongue as a subject and using mother tongue as a medium of

instruction will help preserve our local language as well as the country’s cultural treasure.

 It provides learners with a strong educational foundation in the first language in terms
of instruction.

 It is a stepping stone in achieving the aims of education as well as the goal of

functional literacy.

Course Work 2:

Answer the following questions briefly and comprehensively

1. Explain why MTB – MLE is considered a strong bridge in teaching and

learning L2.
2. Cite at least three (3) benefits to the learners that you can observe with the
implementation of the MTB – MLE.

Lesson Proper B.

Waray Language

 The Waray language is widely used in Eastern Visayas Region and over 3 million
people from the different provinces are using Waray as their mother tongue.

 In the implementation of the MTB – MLE as one of the salient feature of the K – 12
program language expert from Leyte Normal University initiated a study regarding with the
Waray

Activity 3: Know your Language

C. Orthography

• It is the art of writing words with the proper letters according to standard usage.

• The representation of the sounds of a language by written or printed symbols.

• A part of the language that deals with letters and spelling.

 Course Work 3: Know your Language

Instruction: Give at least 30 Common/ Basic English words and translate it into Waray
language for each Grade Level:

10 Nouns

10 Adjectives

10 Adverbs

GRADE 1 GRADE II GRADE III

The WARAY Orthography

• Has been made possible through the initiative of LNU and was made through the
research of: - Voltaire Q. Oyzon, Firie Jill T. Ramos, Michael Carlo C. Villas & Ma. Ricardo D.
Nolasco

• Agreed and approved through a forum “Pagpabaskog han Minat-an nga Pinulongan: A
Colloqium on Waray Language,” in Leyte Normal University on May 16-17, 2011, with
representatives from Samar, N. Samar, E. Samar, Biliran and Leyte.

• Revised and agreed upon in a forum “Review and Enhancement of Waray Working
Orthography” Oriental Hotel, Palo, Leyte on July 12, 2017, together with representatives from
the 13 Schools Division of Region 8
 An Abakadahan nga Kadaan
There are 18 letters of the old alphabet system of Waray

Aa “a” Nn “na”

Bb “ba” Ng ng “nga”

Kk “ka” Pp “pa”

Dd “da” Rr “ra”

Gg “ga” Ss “sa”

Hh “ha” Tt “ta”

Ii “i” Uu “u”

Ll “la” Ww “wa”

Mm “ma” Yy “ya”

` - (glottal stop)

 There are only 3 vowels (tiringgan) (Aa, Ii, Uu)

 The glottal stop is a consonant (mangarabay) which is between a consonant and a

vowel and uses a hyphen

Example: matig-a

An Pinahilawig nga Abakadahan

 Aa “ey” Kk “key” Rr “ar”

Bb “bi” Ll “el” Ss “es”

Cc “si” Mm “em Tt “ti’

Dd “di” Nn “en” Uu “yu”

Ee “i” Ññ “enye” Vv “vi”

Ff “ef” Ng ng “enji” Ww “dobol yu”

Gg “ji” Oo “o” Xx “eks”

Hh “eych” Pp “pi” Yy “way”

Ii “ay” Qq “kyu” Zz “zi”

Jj “jey” `- “glottal sto

Basic Rules in Waray Alphabet System

 The Waray alphabet system is used as basis to teach learners read, listen and write
Waray words.

 For beginning reading, the original letters (those that are in the old alphabet system)
should be taught first before teaching them with the borrowed letters such as Cc. Ff. Jj, Qq, Vv,
Zz.

 The original Waray words follow the C-V or C-V-C syllabic pattern.

 Borrowed letters are used to spell names of places and persons as well as scientific
and technical terms

 Historical spelling of words should be retained, even if it may violate some spelling
rules of the language

There are 18 letters of the old alphabet system of Waray :

 Spelling Rules for Waray

 The alphabet system of Waray adopted the letters including those that are not of
Waray origin to make our learners realize that word spelling of other languages may be different
from ours. Hence, we consider the following spelling to be both correct and adopt these words
as part of our own language.

Example: kompyuter / computer

 In using borrowed letters, “one symbol, one sound” principle is no longer followed.
Thus, one letter can possibly have two or more sounds.

Example: /k/ for Catbalogan and /s/ for Cecilia /h/ for Jose and /j/ for Jenn

 The Rule f Using i And e.

1. All words that are originally Waray with the vowel or sound of /i/ should be written in i
not e.

Example:

diri ( not dire or deri)

babayi ( not babaye)

hini ( not hine or heni)

lalaki ( not lalake)

ini ( not ine or eni)

lamisa ( not lamesa)

iton ( not eton)

istorya (not estorya)

pirmi ( not permi or pirme)

1. Only borrowed words adopted by Waray are spelled with e.

Example:
Ahente Bakante bandera
aksidente bisikleta ahensiya

The rule of using o and u.

1. Letter o is used when the word has only one sound of /o/ or /u/ found at the last syllable
of the word and no other consonant follows.
Example:
kabo liko tigo lako
 dako bato igo pako

2. Letter o is used when the word has more than one syllable and has one sound of /o/
or /u/ followed by a consonant.
Example:
Manok kahoy sagdon lidong
Lawod pawod baton patod tikod
3. When the first syllable of the word has the /o/ or /u/, oftentimes letter u is used.
Example:
suman suka tuna luwag
huna-huna bunay buri tuna
4. When the word has two or more sounds of /o/ or /u/, letter u is used in the first to second
or third syllable and the on the last syllable is letter o.
Example:
Sulod pulong puplunganon Magturutdo
tulo
tuko turo turugpo
5. However, when suffix “–on” is added to the root word, the last letter should be changed
to u before adding the suffix “–on”.

Example:
Kurukuso + on – kurukusuon
dugo + on - duguon
Luto +on – lutuon

 Rule in adding a suffix - When adding an affix to a root word, just add the suffix but do
not change the spelling of the root word.
Example:
lidong to lidongi ( not lidungi)
baton to batona ( not batuna)
himo to himoa ( not himua)

 Common errors in word usage a) Use nga instead of na

Example: Wrong: Mahusay na bata.
Correct: Mahusay nga bata.
b) Use kun instead of kon
Example:
Wrong: Kon kita magkaurusa.
Correct: Kun kita magkaurusa. (But we spell akon)

c) Use gin- instead of guin.

Example:
Wrong: Guin-iimbitar an ngatanan pagtambong han miting.
Correct: Gin-iimbitar ang ngatanan pagtambong han miting.
“guin” is used only for names of places and persons.

Example: Dr. Guino

Mr. Guido
Guiuan

d) Use may ada instead of may-ada or mayda.

Example:
Wrong: May-ada kami bisita.
Correct: May ada kami bisita.

 Rule in writing words with repetitive syllables

- Retain the spelling of the word even if the syllables are repeated. Use a hyphen.

Example:
huna-huna ( not huna-hona)
banog- banog ( not banug-banog)
usa-usa ( not usa-osa)

 Rules in writing borrowed words

1) If words to be borrowed are added with affixes, spell it as it is and separate it from the
affix with a hypen.
Example: ig-verify
ig-check
ig-follow-up
ig-text
internet-tan
load-i
washing-i
2) Borrowed words should be spelled as it is (carbon dioxide, photosynthesis). Its
spelling can only be changed to Waray if its meaning is different from its original
meaning.

Example:
 istambay which means waray trabaho o ginhihimo versus stand by means to wait
 diretso which means “go straight” versus derecho (Spanish) which means to turn to
direction  ismagol means “slippers” versus smuggle (English) which means to take or
bring something illegally
3) Some words in Waray do not follow spelling rules. They are traditionally spelled as:
Example: paglaum nasud kalibungan

Course Work 4: Storyahe

 Instruction: Write an original children’s short story in Waray Language with at
least 200 words…Make Illustration for the written story.