COMMISSION ON HIGHER EDUCATION

REGION V
LIBON COMMUNITY COLLEGE
Libon, Albay
College of Education
A.Y. 2020-2021
Second Semester

Name : ALVARADO, RICA LL.

Course, Year & Section : BEED II - B
Subject Code : TBMLEED221B
Title : Content and Pedagogy for the Mother Tongue
Name of Instructor : MRS. MA. RUBY P. SUAREZ
Module Number : 03 (1987 Philippine Constitution supports MTB-MLE)

PRE-TEST
Direction: Give the equivalent word of the following tagalog words in your local dialect.
1. Tampo - Udit 6. Pakikipagtipan - Pakikipag osad
2. Gigil - Gulo-gulo 7. Pagtutungayaw - Pagsumpa
3. Umay - Sawa 8. Pagsalangsang - Pag-usay
4. Pambahay - Pangbaloy 9. Sapantaha - Kutob
5. Mapanibughuin - Seloso/selosa 10. Malamyos - Malambing

ACTIVITIES

Activity 1: MTB-MLE Teacher’s Profile (Output No. 1)

Direction: Interview and create a profile of a teacher who teaches MTB-MLE using the form below. Discuss his/her
role in the implementation of MTB-MLE by answering the following questions.
A. Interview
MTB-MLE TEACHERS PROFILE
Name of Teacher (Optional):
School: Libon East Central School
Grade Level Handled: 3
Part I: School and Classroom Practices in the Implementation of MTB-MLE
1. What language/s or dialect/s is being used in your Mother Tongue Class?
 In terms of the language used, I only have one section, which is a combination of different Grade
level using Libonanon dialect or Filipino and with regards of the program, I approached my Pupils
with regards to different words that I didn’t understand.

2. How many students are you handling per Grade level?

 I only handling 15 students per Grade level

3. Give one practice that you do in your class in implementation of MTB-MLE

a. As a subject
• With regards to materials, I think of ways on how to make my Mother Tongue class activity
sheets available in Libonanon or Filipino. The resources are also written in Bikolanon, some of
the words are difficult to comprehend. I often use technology such as laptop to display images
and pictures of the words given

b. As a dialect used in certain subject areas

• I used words that were relevant to the lesson as a dialect used in certain subject areas. For
example, a certain word was not fully understood, I begin translate or use the appropriate word
in Mother Tongue.

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 Part II: Your Simple Thoughts
1. Is the implementation of Mother-Tongue of great help in your class? How?
 It is very beneficial for my class who just have the only knowledge of their Mother Tongue. This will
develop a strong foundation in their mother language before effectively learning additional
languages.

2. What can you say in the implementation of MTB-MLE?

 I am grateful having this Mother Tongue Based-Multilingual Education in our instruction. Because
this will lead for learners to have more opportunities to develop appropriate cognitive and
reasoning skills, enabling them to operate equally in different languages

B. Answer the following questions:

1. Do you think the practice being implemented by the interviewee can be implemented to all students from
Kinder to Grade 3? Why? Why not?
 Yes. Because as a subject, MTB-MLE focuses on the development of speaking, reading, and writing of the
students. Hence, it can be implemented to all students especially from Kinder to Grade 3 to develop
appropriate cognitive and reasoning skills, enabling children to operate equally in different languages in their
early stages.

2. What did you gain in your interview with the teacher?

 I was able to gain knowledge about his role in the implementation of the MTB-MLE in his class by knowing
the language/s or dialect/s used in his Mother Tongue class, how many students is he handling per grade
level, and I was able to understand how he implements some practices in his MTB-MLE class.

Activity 2: What are your thoughts?

Direction: Discuss the following statements/situations comprehensively in 5 sentences for each number.
1. DepEd Order 31 s, 2013, specifies (a) that Filipino is the Medium of Instruction for Filipino from Grade 1 to
Grade 3; it also specifies (b) that English is the Medium of Instruction for English from Grade 1 to Grade 3. Some
claim that DepEd shall adhere to the K-12 law that states that the “curriculum shall adhere to the principles and
framework of Mother Tongue-Based Multilingual Education (MTB-MLE) which starts from where the learners are
and from what they already knew proceeding from the known to the unknown? Not all pupils have Filipino nor
English as mother tongue.
Isn’t the teaching of Filipino and English in Grade 1 contradictory to the K to 12 law? Discuss your answer.
 Yes. DepEd Order 31 s. 2013 contravenes with the MTB-MLE Provisions of RA 10533. It is clear that the
Medium of Instruction of DepEd Order 31 s. 2013, specifies (a) that Filipino is the Medium of Instruction for
Filipino from Grade 1 to Grade 3; it also specifies (b) that English is the Medium of Instruction for English
from Grade 1 to Grade 3. Both contravene RA 10533’s provision that (a) Basic education shall be delivered
in languages understood by the learners as the language plays a strategic role in shaping the formative
years of learners, and (b) For kindergarten and the first three (3) years of elementary education, instruction,
teaching materials and assessment shall be in the regional or native language of the learners.

2. Does the implementation of MTBMLE need a legal basis? Explain.

 Yes. The implementation of MTBMLE needs a strong foundation guidelines and provisions. It is important
for us to consider the legal basis especially in the implementation of MTBMLE because it serves as a guide
for us teachers on how to properly deal with our students. Legal basis are provisions that gives limitations to
both the teacher and students to avoid instances that may violate the rights of the two parties. So
understanding this laws and policies could help us in knowing what the things that an educator must do and
vice versa.

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EVALUATION

Direction: Answer the following questions:

1. What are the eight major languages to be used in the implementation of MTB-MLE as stipulated in DO 16, s.
2012?
• Tagalog • Hiligaynon
• Kapampangan • Waray
• Pangasinense • Tausug
• Iloko • Maguindanaoan
• Bikol • Maranao
• Cebuano • Chabacano

2. Of the major languages, what language is closest to Bikol? Prove your answer by citing some words and it’s
equivalent to the language you’ve chosen
Bikol Terms Tagalog Terms
1. Mabata Mabaho
2. Maamut Mabango
3. Maringgaw Makulit
4. Maitom Maitim

3. Cite some legal bases of the implementation of the MTB-MLE.

 1987 Constitution (Article XXVIII Sec 30)
• The child has the right to an education and to learn and use the language of his family.

 RA 8980 ECCD Law (Sec 5a)

• It shall use the child’s first language as the medium of instruction

 RA 9155 or EFA/MDG
• Education for all should enable everyone to speak in the vernacular, Filipino and English.

 BESRA KRT 3
• All persons beyond school-age regardless of their level of schooling should acquire the essential
competence to be considered functionally literate in their mother tongue, in Filipino or in English.

 DO 13, Series of 2012

2. The general guidelines for the implementation of Grades 1 to 10 Curriculum which cover the following
areas are stipulated in Enclosure No. 1:
a. Design of the Curriculum;
b. Desired Outcomes of Grades 1 to 10 Program;
c. Nomenclature / Learning Area and its Description;
d. Medium of Instruction;
e. Time Allotment;
f. Sample Class Program;
g. Learning Resources;
h. Assessment and Rating of Learning Outcomes; and
i. Culminating Activities / Performances

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