Lesson 1: What is MTB-MLE?

Mother Tongue Based- Multilingual Education (MTB-MLE) programs serve learners of non-
dominant language communicates who do not understand or speak the language of instruction
when they begin their formal education.
Concept and Definition
Mother tongue- means one’s native language, the language learned by children and passed
from one generation to the next.
Language- is the expression of ideas by means of speech-sounds combined into words.
(L1-1 language, L2- 2nd Language.
st

Bilingual- the use of two languages

Multilingual- the use of two or more languages.
Diversity- the inclusion of different types of people in a group.
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 group and participants in its culture, express themselves.
- the foundation of every culture
-it is an abstract system of word meaning and symbols for all aspects of culture
- According to Sapir-Whorf Hypothesis, language does more than simply describe reality; it also
shape the reality of a culture.
LANGUAGE INCLUDES:
 Speech
 Symbols
 Written characters
 Gestures
 Numerals
 Expressions of non- verbal communication
UNESCO’S Three (3) Principles of Education in Multilingual World
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 experience.
Principle 2
UNESCO supports bilingual and/or mutilingual 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 an essential education in order to encourage understanding
between different population groups and ensure respect to fundamental rights.
Mother Tongue Based Multilingual Education
 MLE refers to “first-language-first” education, that in 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 from what they already know.

-Related to the emphasis on a child’s mother tongue is the implicit validation of her
cultural or ethnic identity by taking languages which were previously considered “non-
standard” and making active use of then in the classroom. Multilingual Education in that
sense underscores the importance of the child’s worldview in shaping his or her
learnings.
The Languages considered by DepED in its MTB-MLE Implementation
1. Iloko
2. Pangasinan
3. Kapampangan
4. Tagalog
5. Bikol
6. Waray
7. Hiligaynon
8. Cebuano
9. Meranao
10. Chavacano
11. Maguindanaon
12. Tausog
13. Ybanag
14. Ivatan
15. Sambal
16. Surigaonon
17. Kinaray-a
18. Yakan
19. Aklanon

The most important features of this process are that:

 1. Education 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.
2. Learners gradually gain confidence in using the new language before it becomes thee
only language in teaching academic subjects.
3. 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.

LESSON 2: WHY MTB - MLE

Mother Tongue - based multilingual educatioN
Basic Terminologies
- Mother Tongue
- Language
- Bilingual
- Multilingual
- Diversity
- Literacy
Language Learning
- Conscious or intentional process which may involve studying the language, paying
attention to grammar rules and possibly following in the course of instruction.
Language acquisition
- Natural process and involves " picking up" language nonconscious way through exposure
to language not by studying it.
Second language acquisition
- Study of the process by which people learn a language that is not their native language.
Purpose of MTb-MLE
- develop appropriate cognitive and reasoning skills enabling children to operate equally
in different language starting in the mother tongue with transition ot Filipino and English
and to preserve the Philippine cultural treasure as well.

Why teaching mother tongue as a subject in school important ?

- preserve country's cultural treasure .
- provides strong educational foundation
- stepping stone in achieving the aim of education as well as the goal of functional
literacy .
BENEFITS OF MTB-MLE
 - reduced drop outs
- reduced repetition
- children are attending schools
- children are learning
If MTB MLE is not used
- loss of confidence
- inability to learn official school language
- high-repetition and dropout rates
Typical MLE programs
- strong foundations
- strong bridge

When will children start learning Filipino and English?

- What kind of learner does MLE intended to produce?
- a.) Multi-literate
- b.) Multi-lingual
- c.) Multi-cultural

Lesson 3:Content of MTB-MLE

GUIDING PRINCIPLES FOR TEACHING AND LEARNING IN MTB-MLE

Principle 1. Known to the unknown

- Learning requires meaning. We learn when we use what we already know to help us
understand what is new.
- Second language learners use what they know in their own language to help develop
other languages. This positive transfer effect has been found to be significant in
reading.
Principle 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 that, in turn, has a positive impact on
academic achievement.
Principle 3. Cognitive Development
- Students who use their multilingual skills have been shown to develop both cognitive
flexibility and divergent thinking.
- Higher Order Thinking Skills.
Principle 4. Discovery Learning
- We learn when someone who already understands the new idea or task helps us to
“discover” the new idea and then use it meaningfully.
Principle 5. Active Learning
- Peer interaction. Children learn best through peer interactions in which they work
 together creatively to solve problems.
- Second language active learning. Young children gain confidence in learning a new
language when they begin with “hear-see-do” (Total Physical Response) activities.
- Purposeful Talk. Talking helps us make sense of new ideas and information.
Principle 6. Meaning and Accuracy
- Successful language learning involves hearing, speaking, reading and writing activities
that focus on both meaning and accuracy.
Principle 7. Language Learning/Language Transfer
- We learn a new language best when the learning process is non-threatening and
meaningful and when we can take “small steps” that help us gain confidence in our
ability to use the language meaningfully.
Principle 8. 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 ssuccess.

Content of MTB-MLE

- The classroom environment. Children from ethno-linguistic language groups thrive in a

welcoming environment in which teachers and peers value them as a positive presence
in the classroom and the school; encourage their use of their L1; provide books, visual
representations, and concrete objects that reflect their backgrounds and interest.

Lesson 4: Constructivist Theory in Teaching MTB-MLE

What is Constructivism?
- constructivism is a learning theory.
- Constructivism is founded on the notion that individuals actively establish their
understanding through experiences rather than just passively accepting information.

2 Types of Constructivist Learning Perspectives

1. Cognitive Constructivism view of learning developed by Jean Piaget (1973)
2. Social Constructivism view of learning developed by Lev Vygotsky (1978)

Jean Piaget's Cognitive Constructivism - He argues that children are active learners who
construct meaning from their environment. - Piaget's view of learning and language
acquisition is centered on the children's changes of logical thinking through the stages
based on maturation and experience.

4 Stages of Piaget's Cognitive Development

1. Sensorimotor intelligence - (Birth to 2 years old)

2. Pre-operational thinking - (2 to 7 years old)
3. Concrete-operational thinking - (7 to 11 years old)
4. Formal-Operational thinking - (12 years old and up)

Lev Vygotsky's Social Constructivism -His work contains a central scope focused on the social
aspect of acquiring knowledge. - Vygotsky's view is centered on the role of culture and social
interactions of the children with other children and adults in the environment.

Constructivist point of view is a complete process of learning by doing and reflecting and it is
both a personal and social process.

Group 1
Euchelle Mae Arila- Reporter
Jela Marie S. Bodiongan- Reporter
Jean Labastin Taylaran- Reporter
Aleanah Zennith Reyes- Reporter
Nicky Melencion- Make PowerPoint Presentation
Angelica Purio- Helping to the reporter
Anniefre Porio Tagle- Helping to the reporter