What is MTB-MLE?

Unit 1 Mother Tongue-Based Multilingual Education

What is MTB-MLE?

Unit 1 Mother Tongue-Based Multilingual Education

Lesson Objectives
At the end of the lesson, students are expected to:
• Identify the different contexts in communication;
• Understand the relationship between language,
heritage, culture, and communication;
• Discuss the personal factors involved in learning a
second language; and
• Appreciate the comfort and complexity of the
generation they are born into.
 Let’s Warm Up!
The digital natives, otherwise known as Generation Z, are those born
between the years 1994 to 2004. And you are definitely one of them!
You were born with and into the comfort and complexity of technology.
Interaction for you means connecting through social media while
communication is coursed through an account that could be totally
divorced from who the real person is. Your generation is highly reliant on
technology to the point that some would opt to live a sedentary life without
recognizing the down sides of it. On the other hand, you are also
recognized as a creative and collaborative generation that can contribute
highly when you join the workforce.
 Let’s Warm Up!
Your first task in this course is to simply ask to your classmate
about the following:
a. your first experience in creating your Facebook account
b. on the truthful and make believe/fake answers you wrote on
c. an experience in helping someone to create a Facebook
account
d. compares social media accounts you maintain to
communicate
e. your engagement to social media as a means of
communication on a daily basis
 Analyze
• It is time to know your classmates in this course! Below is the Language
Bingo Card and your goal is to cross out as many languages as possible.
You will be given time to ask your classmates the language/s that they
speak or understand.

Ybanag Tagalog LANGUAGE Surigaonon Yakan

BINGO
Iloko Ivatan Kapampangan Maranao Tausug

Cebuana Bikol Pangasinense Maguinadaoan Hiligaynon

Chabacano Sambal Aklanon Kinaray-a Waray

 Analyze

• What are the most common languages

spoken/used by your classmates? Where
do you think did they learn the
language/languages?
 RA No. 10533
• Refers to “Enhanced Basic Education Act of 2013” has
highlighted and relevance of the Mother Tongue-Based
Multilingual Education (MTB-MLE).
• K to 12 Basic Education Program
• DepEd refers to Mother Tongue-Based instruction through DO
#74 s. 2009
• In 2013, DepEd issued DO #28, s. 2013 – Additional Guidelines
to DepEd Order No.16, s. 2012 (Guidelines on the
Implementation of the Mother Tongue-Based Multilingual Education
MTB-MLE)
 Organize Your Knowledge
1. What is acquisition?
2. How is language acquisition different from language
learning?
3. How do children learn their first language?
4. What is second language acquisition?
5. Is language acquisition true for all children?
 Language

• Language is the basis of all communication and the primary instrument of

thought.
• Thinking, learning, and language are interrelated.
• Language is governed by rules and systems (language conventions) which are
used to explore and communicate meaning.
• It defines culture which is essential in understanding oneself (personal identity),
forming interpersonal relationships (socialization), extending experiences,
reflecting on thought and action, and contributing to a better society.
• Language is the foundation of all human relationships.
 Language

• Thoughts, values, and understandings are developed and

expressed through language.
• This process allows students to understand better the world
in which they live and contribute to the development of their
personal perspectives of the global community.
 Language Acquisition

• Therefore, proficiency in the language enables people

to access, process, and assess information, to engage
with the wider and more diverse communities, and to
learn about the role of language in their own lives, and
in their own and other cultures (Malone, 2006).
 Language Acquisition
• Language acquisition (a natural process and
involves "picking up" language in a nonconscious
way through exposure to language, not by
studying it)
• Language learning (is conscious, intentional,
involves study and pays attention to grammar
rules) is an active process from cradle to grave,
and continues throughout life.
 Language Acquisition
• They reflect on and use prior knowledge to extend
and enhance their language and understanding.
• Positive learning experiences in language rich
environments enable students to leave school
with a desire to continue to extend their
knowledge, skills, and interests (Cummins, 1991
).
 Language Acquisition
• Armed with the capability to read in their mother
tongue, learners are able to cross over and read in
other languages.
• Their knowledge and skills transfer across languages.
This bridge then enables the learners to use both or all
their languages for success in academics and most of
all for lifelong learning.
 Language Acquisition
• Having the end in mind of instilling lifelong learning over and above
academic excellence in Filipino Learners, language learning in the
mother tongue (L1), in Filipino (L2-the national language), in English
(L3-the global language), and the possibility of a foreign language (L4),
equips learners to be more than prepared to develop the competencies
in the different learning areas they will hurdle.
 Apply Knowledge
For your final task in this lesson, form a group of five and discuss the
following:
1. Who is learning another language at the moment?
2. Who has tried to study another out pf passion or curiosity, or out of
obligation to fulfill a duty?
3. If a second language was learned, how was the experience?
4. Is there someone in the group who can read books or newspaper and
listens to radio/TV in another language apart from English and
Tagalog? Each group must prepare for a presentation of their key
discussion points.
Thank you!