MOTHER-TONGUE BASED MULTILINGUAL EDUCATION

Introduction

This course covers both the content and pedagogy of the mother tongue,
as well as the underlying theoretical assumptions and frameworks that support
its use as a foundation for learning the additional languages of Filipino and
English and developing learners' literacy skills. The subject matter content
includes the structure of the mother tongue as a language, literature in the
mother tongue, methods and techniques for teaching the language, instructional
material development, and assessment. Ultimately, the course will develop
prospective teachers’ pedagogical content knowledge of the mother tongue which
is necessary for the effective implementation of the Mother Tongue-Based
Multilingual Education (MTB-MLE) Program of the Department of Education.

MODULE 1

LESSON 1 - WHAT IS MOTHER TONGUE-BASED MULTILINGUAL

EDUCATION?

Let’s activate !!!

A. Read and answer the questions?
1. What is mother tongue based language education?

2. Why it so called mother tongue?

3. What is the purpose of the MTB MLE?

4.What is the first word most babies say?

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What is it !!!

MOTHER TONGUE
- a language is seen as coming from your primary caregiver, the person
who looked after you most when you were young, and traditionally this was
mothers. So, this is perhaps the point of origin, the starting place,of the
metaphorical phrase, mother tongue.(www.bbc.co.uk.learningenglish).

- is defined as the first language that a person learns and the language
used in that person's home country.(www.yourdictionary.com)

- it refers to a person's native language that is, a language learned from

birth.(www.thoughtco.com)

WHAT IS MOTHER TONGUE-BASED MULTILINGUAL EDUCATION?

Mother Tongue – Based Multilingual Education (MTB-MLE) is the
government’s banner program for education as a salient part of the
implementation of the K to 12 Basic Education Program. Its
significance is underscored by the passing of Republic Act 10523,
otherwise known as the “Enhanced Basic Educatiion Act of 2013.”
MTBMLE 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 additional
languages. Research stresses the fact that children with a solid
foundation in their mother tongue develop stronger literacy abilities
in the school language. Their knowledge and skills transfer across
languages. This bridge enables the learners to use both or all their
languages for success in school and for lifelong learning. In terms
of cognitive development, the school activities will engage learners
to move well beyond th basic wh-questions to cover all higher order
thinking skills in L1 which they can transfer to the other languages
once enough Filipino or English has been acquired to use these skills
in thinking and articulating thoughts. With the nd goal of making
Filipino children lifelong learners in their Li (MT), L2 (Filipino,
the national language), and L3 (English, the global language) the
learners are more thatn prepared to develop the competencies in the
different learning areas. This will serve as their passport to enter
and achieve well in the mainstream educational system and in the end,
contribute productively to their community and to the larger society
as well as Multilingual, Multiliterate, and Multi-Cultural Citizens
of the country. For the effective implementation of the MTB-MLE, it
is suggested that the two-track method be used, that is the primer
track to focus on accuracy and the story track to focus on meaning.
Learning via the two-track method to gain proficiency in leteracy as
well as comprehend academic content and gain curriculum mastery,
creative and critical thinking skills for decisive decision-making.
(www.deped.gov.ph)

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B. Read and answer the questions.
1.What language or dialect do you speak in your home?

2. Aside in your language is there another language you already

know and used it when speaking to others?

3.Do you think your advanced in speaking English to others?

ABSTRACT
LANGUAGE- The foundation of every culture  An abstract system of word meaning
and symbols for all aspects of culture.  “Language does more than simply describe
reality and serves to shape the reality of a culture.” (Sapir- Whorf Hypothesis)
. 3.  UNESCO’s Principles on Language and Education 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.
. 4.  UNESCO’s Principles on Language and Education Principle 2 UNESCO
supports bilingual/multilingual education as a means of promoting both social and
gender equality, and as a key element of linguistically diverse societies.
. 5.  UNESCO’s Principles on Language and Education Principle 3 UNESCO
supports intercultural education to encourage understanding between different
population groups and ensure respect for fundamental rights.
(www.slideshare.com)
MTBMLE provides: 
Literacy. We only learn to read once. Learning to read in the 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 L2 text
is already part of the learners’ spoken vocabulary. 

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 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. 
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. As learners articulate
their thoughts and expand ideas, both language and critical thinking
are strengthened. MTBMLE cultivates critical thinking through talking
about ideas in the familiar language. When teaching only in the L2,
critical thinking is postponed until L2 is sufficiently developed to
support such analysis. K to 12 BASIC EDUCATION CURRICULUM K to 12
Mother Tongue Curriculum Guide May 2016 Page 3 of 155 
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. Reading in the L2 is only
introduced after basic L1 reading fluency and L2 oral proficiency are
developed. Comprehension in reading the L2 occurs after the
development of that spoken L2. Once sufficient oral and written
proficiency in the L2 are developed, a gradual transition to using
the L2 as medium of instruction can progress without the L1 support.
 Scaffolding. In L2 teaching, the L1 is used to support learning
when the L2 is not sufficiently developed to be used alone. The L1 is
used for expression and the teacher facilitates the development of
the L2 to enable learners to adequately express ideas in the L2. In
this way, the L1 strengthens the learning of the L2 by supporting the
L2 development for communication. 
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.
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 .
(www.deped.gov.ph)

C. Read and answer the questions.

1. Today's generation what do you think mostly of young age use’s
multilingual as they acquire and learn in what ways and do you
think it is effective?

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LESSON 2: WHY MTB-MLE?

Let’s Activate!!!
1. Why teaching mother tongue as a subject in school important? 
-It will preserve our country’s cultural treasure. Provide learners with a strong educational
foundation in the first language in terms of instruction. • It i a stepping stone in achieving
the aims of education as well as the goal of functional literacy.

2.Language is an intervention of groups of people in order to communicate

effectively with each other in their local/particular community. Cite example.
Agree with reservation, because a language cannot be just used by a
single group in a particular community, remember that a language can
be learned by other people and use it in their place of origin as second
or third language.

II. ABSTRACT
Read the text below and answer the questions that follow.

Second language learning

If you look in a dictionary to find the meaning of the word “acquisition,” you will
find it defined as something like “the process of learning skills or getting
knowledge.” So, what then is “language acquisition” and how is language
acquisition different from “language learning”?

Some theorists believed that there is a difference between learning a

language and acquisition and that the difference is this: language learning is a
conscious or intentional process which may involve studying the language,
paying attention to grammar rules sand possibly following a course of
instruction. Language acquisition, on the other hand, is considered to be a
natural process and involves “picking up” language ion non-conscious way
through exposure to language, not by studying it.
Children “acquire” their first language and get to know its rules through
exposure and by being exposed to examples of the language and by using it.
This is part of the theory of “first language acquisition.”
“Second language acquisition” is the process and the study of the process, by
which people learn a language that is not their native language. This is fairly
new field of study and there are still many questions to answer about how
languages are learns. However, teachers and theorists believe that we do

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learn a second language by “acquiring” or “picking up” language, but there are
some important considerations for second language learners.

Second language learners acquire language through exposure to many

different examples of the language, by reading it and by hearing it in their
environment. We listen and read and develop understanding of language over
a period of time before we eventually use it ourselves. The period, when the
learners are taking in language, processing it and perhaps silently practicing
it, is known as the “silent period” and is thought to be an important state in
language acquisition.

Once we use the language, it is important that there is an opportunity for

interaction so we can use the language to make the language work in
communication.
The final consideration is the need for a focus. Second language learners
need to focus on the language, to analyze and identify it and practice it.
Teachers and learners will also want to look at correcting mistakes so that
learners can think about rules and expectations to rules.

Read answer the question.

1.In your own words, differentiate language acquisition from language

learning.
Answer:

Language Acquisition is the manner of learning a language by immersion. It

provides the student with the practical knowledge of the language. Language
learning, on the other hand, is a structured learning of a language. This is the
process that most people follow when trying to learn another language.

2.What theory of language learning is discussed in the text?

Answer:

Learn about the nativist, learning, and interactionist theories of human

language development.

3.Does the theory avoid the teaching of grammar completely? Justify

your answer.
Answer:

Yes! When we don't teach grammar we stifle creativity and limit possibilities
for many children. We leave them to fall back on what they intuitively know
about language, and as a consequence they simply write like they speak.

In this lesson, it is important that you fully understand how we ended

up adopting the MTB-MLE. It all began with the Lingua Franca
Education Project (LEEP) where:

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 • The Department of Education Culture and Sports embarked on
a pilot study called Lingua Franca Education Project in SY 1999-
2000 which was aimed to define and implement a national bridging
program from the vernacular to Filipino, and later English to develop
initial literacy for use in public schools. Through the bridging
program, an alternative curriculum will be used in acquiring basic
literacy and numeracy skills with the local lingua franca as the
language of instruction.
• The pilot study involved two Grade 1 classes from each of the
16 regions. One was the experimental class and the other the control
class.
• Two Grade 1 teachers from each of the experimental schools,
together with the principal, underwent training before the pilot study.
Once teacher handled the Grade 1 experimental class while the
other taught the alternate class.
• The Lingua Franca used in the pilot study were as follows:
Regions I, II, CAR – Ilocano
Regions III, IV, V, VI,XII, ARMM, NCR – Tagalog
Regions VII, VIII,IX,X,XI,CARAGA – Cebuano
Since the Lingua Franca Education Project (LFEP) DECS
Memorandum No. 144 s.1999, Mother Tongue-Based Multilingual
Education Program is the most vital reform for the country’s basic
education and school system as a whole. The lessons from the
findings of various international and national studies on language
used in education undertaken by UNESCO are one in affirming the
benefits and relevance of MTB-MLE which are in conformity with the
recommendations given by the Basic Education Sector Reform
Agenda (BESRA) to improve learning outcomes and promote
Education for ALL (EFA)
As research shows, (Dutcher, 1994: Tucker, 1998; Klaus, 2001;
Thomas, 2002;Dekker and Young, 2007; Durnnian, 2007; UNESCO,
2007 b: Dekker, Duguiang,2008; Noorlander and Van, 2008), quality
education occurs most effectively when the mother tongue, the
learners’ home language is used for initial learning- the first
language is the language of learning. It is by far the easiest way for
children to interact with the world. And when the language of
learning and the language of instruction do not match, learning
difficulties are bound to follow ( World Bank, 2006, page 4).

III. APPLY

MTB-MLE is a theoretically-based and well-planned educational program that

provides a strong foundation for literacy using the learners developing
cognitive skills and comprehension of academic content. Listed below are the
“promises” of the MTB-MLE to learners.
• Literacy
• Prior knowledge
• Cognitive Development and Higher Order Thinking Skills
(HOTS)
• Strong Bridge

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 • Scaffolding
• Teaching for Meaning and Accuracy
• Confidence Building and Proficiency Development for Two or
More Languages along the Macro Skills of Communication.
You may have been learning about MTB-MLE and its value, but it is also
important that early on, you are exposed to the problems and challenges that
it has been facing these past years.

Your final task for this lesson is to interview an elementary teacher who
has taught or is teaching Mother Tongue as a learning area. The
interview maybe done face-to-face or even a messaging/chat interview.

Please prepare an essay on the following points.

• Advantage of teaching Mother Tongue as a subject for both the
learners and the teacher;
• Challenges or problems encountered; solutions that were
created so far to address the problems; and
• Further recommendations to better achieve the goals of MTB-
MLE.

Criteria for Grading the interview Essay

Content 20 points
Sentence Fluency 10 points
Organization 10 points
Convention 5 points

There is a great advantage of teaching Mother Tongue as a subject for both

learners and teachers. Teaching mother tongue as a subject will help the
students and even the teachers to learn more about the language from just
acquiring it, an example is knowing about its history, how it developed and
evolved and how to correctly use and understand some deep words The
Mother Tongue although our native language, teaching it will still have
challenges and example is language barrier. There are kids nowadays that
are more fluent in second or third language and so it could be a challenge for
them to know further or learn about the mother tongue so we have to be
patient enough in teaching the subject. Another challenge is how to influence
the students to learn the Mother Tongue because they may not be interested
because of the fact that they already acquired the language, so in order to
address this the students should be convinced that there is still so much to
learn about the subject and that language acquisition is different from
language learning.
To better achieve the goals of MTB-MLE first is to love our mother tongue, we
should be willing and have the passion to learn and teach our native language
and we should also come up with effective ways of teaching the subject
especially to children, anyway we can observe it if our style needs to be
maintained or improved.

developed and evolved and how to correctly use and understand some
deep words.

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 The Mother Tongue although our native language, teaching it will still have
challenges and example is language barrier. There are kids nowadays that
are more fluent in second or third language and so it could be a challenge for
them to know further or learn about the mother tongue so we have to be
patient enough in teaching the subject. Another challenge is how to influence
the students to learn the Mother Tongue because they may not be interested
because of the fact that they already acquired the language, so in order to
address this the students should be convinced that there is still so much to
learn about the subject and that language acquisition is different from
language learning.
To better achieve the goals of MTB-MLE first is to love our mother tongue,
we should be willing and have the passion to learn and teach our native
language and we should also come up with effective ways of teaching the
subject especially to children, anyway we can observe it if our style needs to
be maintained or improved.

LESSON 3

CONTENT OF THE MTB-MLE

LEARNING ACTIVITIES
I.ACTIVATE
Discuss what “curriculum framework” means and its purpose. Create a
simple graphic organizer in the box below that will encapsulate your
understanding of a curriculum framework based on your discussion.
Use your own words as much as possible.

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I.ANALYZE and ABSTRACT
A framework, when used in any context, implies a means of
organizing and managing content in systematic ways. With
this, we can define a curriculum framework as the one
responsible in regulation the content of the curriculum; it sets
the parameters, directions, and standards for curriculum
policy and practice.

1. What are the current and relevant issues in relation to our

Philippine curriculum?
The current and relevant issues in relation to Philippine Curriculum
is the following
 Deteriorating quality of education
 Budget for Education
 Drop-out Rate (Out-of-school youth)
 Shortage of school buildings, textbooks and equipment
 Overworked and underpaid teaching staff
 Affordability of Education
 Bilingual policy and the problem of a national language
 Lack of Facilities and Teacher Shortage in Public Schools
 Issues regarding the K-12

2. With the curriculum framework shown above, do you think

these issues will be add pressed?
Answer:
Yes, with all I know this curriculum above can be pressed all that
issues because those curriculums can carry out all learning
view.

3. What are the teaching and learning priorities of the

framework that set the foundation of the framework?
Answer:
Teaching and learning priorities of the frameworks are research-
informed models for course design that help instructors align
learning goals with classroom activities, create motivating and
inclusive environments, and integrate assessment into learning.

4. How is content organized in the curriculum framework?

Answer:
Starting from the easiest and the very fundamentals subject
matters and working the way up to the more complex,

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 complicated and advance subjects to be covered in the
curriculum.

I. APPLY
Discuss the following;
1. What needs to be improved (if any)
Answer:
For me there is no need to improve as long as we follow every
curriculum that the management been conduct, all they need to
know is to how that frameworks work.

2. If you will be given the chance to improve the framework,

what changes will you incorporate?
Answer;
With the MTB-MLE, students develop higher order thinking skills
because they can grasp the content of the lesson delivered in
their own language. It is determined that teachers faintly
understood that the mother tongue of the students should be
used as a springboard to learn a second language.

Criteria for Grading

Content and Development
Organization and structure
Grammar and Mechanics
The paper takes a strong and
well-defined position with
adequate support.
The structure of the paper is
clear and easy to follow
Rules of grammar, usage,
punctuation, and spelling are
followed.

LESSON 4
CONSTRUCTIVIST THEORY IN TEACHING MTB-MLE

I. ACTIVATE
Your task is to find a basic description of each theory.
1. Behaviorism - Behaviorism, also known as behavioral
psychology, is a theory of learning which states all behaviors are
learned through interaction with the environment through a
process called conditioning.
2. Cognitivism - a learning theory that focusses on how
information is received, organized, stored and retrieved by the
mind.

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 3. Constructivism - is the theory that says learners construct
knowledge rather than just passively take in information.
4. Humanism - Humanism is a philosophy that stresses the
importance of human factors rather than looking at religious,
divine, or spiritual matters.
5. Connectivism - is a learning theory that recognizes the
evolution of ever-changing learning networks, their complexity,
and the role that technology plays in learning networks through
facilitation of existing learning networks and creation of new
learning networks

II. ANALYZE and ABSTRACT

Comprehension Questions:
1. What do you think are the gains of adopting a constructivist
learning theory in classroom instruction?
Answer:
The democratic and interactive process of a constructivist
classroom allows students to be active and autonomous
learners. Using constructivist strategies, teachers are more
effective. They are able to promote communication and
create flexibility so that the needs of all students can be met.

2. Can you think any challenge/s encountered by teachers in

implementing a constructivist approach in curriculum and
pedagogy?
Answer:
Two salient themes emerged within this examination of the
curriculum implementation process. The first theme focused
on (a) the contextual constraints of a science-based physical
education curriculum. The second theme emphasized (b) the
teacher’s recreation-oriented beliefs about physical
education conflicting with the goals of the intervention
curriculum

III. APPLY
Your final task in this lesson is to find a sample lesson plant
on Mother Tongue as a learning area. Using the sample lesson
plan, analyze the activities to determine if it adopts the
constructivist approach to lesson development. Please attach
the lesson plan in your notebook and answer the following
questions.
1. Is the learning objective clearly defined?

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 Answer:
Yes, because the statement of the lesson plan is described
significant and essential learning that learners have achieve and I
think the learning objectives of this lesson plan will identify what the
learner will know and be able to do by the end of the lesson.

2. Is the activity motivating for the learners?

Answer:
Yes, it is also motivating for the learners because it gives the
knowledge to make them motivate.

3. Is the learner informed of how he or she will be assessed?

Answer:
Yes, the students informed well and monitor their learning and
actively evaluate their strategies and their current levels of
understanding.

4. Is the learner provided with sources and support to help build

knowledge?
Answer:
Yes, they have been provided the sources and support to help build
their knowledge. Teacher give all her best to make the learner take
their knowledge that they need to know.

5. Does it allow collaboration among learners?

Answer:
Yes, it does, because the collaborating approaches on learning is
consistently positive and effective way of engaging students in
learning, because it is well structured and well communicated.

6. Does the activity allow the learner to use new ideas in novel
situations?
Answer:
Yes, because the activity meaningful, and advancement through the
unit and it helps the student engage with and develop their skill,
knowledge and understandings in different ways.

7. Does it encourage the learner to build knowledge that leads to

new insight and discoveries?
Answer:
Yes, it does encourage the learner to build their knowledge and
lead them to show their insight in this lesson.

Criteria
Breadth and Depth of 20 pts.
Content/Analysis
Delivery/ Presentation 10 pts.

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