NEIL ADRIAN E.

MAHISTRADO BEED III TEP 3

MTB-MLE

WEEK 7-9: Explain briefly about the teaching of the following language
literature below:
 Ilokano
Ilocano, the third most widely spoken language in the Philippines, plays an
important role in the everyday lives of its speakers, especially those in
Ilocano-speaking provinces. The implementation of the Mother Tongue
Based-Multilingual Education (MTB-MLE) provides a new strategic direction to
enrich the Ilocano language with the national perspectives of the Filipino
culture. In the identification of relevant topics in Mother Language Education
for the K-12 program in the elementary education.
Reference:
https://books.google.com.ph/books/about/Mother_Tongue_Based_multilingual
_Educati.html?id=JCmptAEACAAJ&redir_esc=y

 Ibanag
The word “Ibanag” derives from the prefix i, meaning “native, resident, people
of,” and bannag, meaning “river,” and thus means “people of the river,” an apt
name for the people who settled along the banks of the Cagayan River, which
constitutes the longest river system in the country. The Ibanag speaking
communities have variety and variation of Ibanag as their language. In the
implementation of K to 12 Basic Education Program, the mother tongue is
taught as a subject in the K to 3 levels and is used to emphasize the lessons
in Grade 4 to Grade 12.
References:
https://www.yodisphere.com/2022/08/Ibanag-Tribe-Culture.html
http://papers.iafor.org/wpcontent/uploads/papers/aceid2018/
ACEID2018_39734.pdf

 Pangasinan
Many Filipino children begin their education in a language they do not speak
or understand as well as their first language. The status of the implementation
of MTB-MLE in the "Division of Pangasinan” are included in multilingual
provisions in RA 10533. Also known as the K-12 law, are incontrovertible
evidence that our country has shifted from a “one nation, one language”
mindset to one that recognizes our linguistic and cultural pluralism.
Reference:
https://www.academia.edu/27322523/
Implementation_of_MTBMLE_in_Pangasinan_I
 Kapampangan
According to Dr. Anicia del Corro, a foremost Kapampangan linguist, the sole
purpose of language is to make communication easier and the sole objective
of a medium of instruction – any medium of instruction – is to facilitate the
child’s learning. Despite and inspite of many obstacles and opposition, it was
very clear that the main objectives of DepEd Order 74 or the Institutionalizing
Mother Tongue-Based Multilingual Education (MLE) is to help our learners to
easily comprehend the lesson making use of Kapampangan and other local
languages for the said purpose.
References:
https://www.pressreader.com/
https://www.deped.gov.ph/2009/07/14/do-74-s-2009-institutionalizing-mother-
tongue-based-multilingual-education-mle/

 Sambal
Residents of Zambales greet each other not with the usual “Kumusta ka?”
(How are you?) but with these phrases translated as “Where are you going?”
and “Where did you come from?” Sambal, the local language of the province,
and 6 other languages have been added to the K-to-12 curriculum under the
Mother-Tongue-Based Multi-Lingual-Education (MTB-MLE), the Department
of Education (DepEd) announced Friday, July 12.
Reference:
https://www.rappler.com/nation/33619-mother-tongue-languages-k12/

 Tagalog
Some legislators and administrators have questioned the efficacy of the
mother tongue as medium of instruction, and want to return to the former
bilingual policy of only using English and Filipino. Going back to the pre-K-to-
12 language policy would be a big mistake. Instead of abolishing Mother
Tongue-Based Multilingual Education (MTB-MLE), whose theoretical
underpinnings are sound, the Department of Education (DepEd) should focus
on how to improve and contextualize it.
Reference:
https://opinion.inquirer.net/156662/making-multilingual-education-better

 Tausug
Tausug, also spelled Tau Sug or Tausog, also called Joloano, Sulu, or Suluk,
one of the largest of the Muslim (sometimes called Moro) ethnic groups of the
southwestern Philippines. The Tausug language is adopted from the
vocabulary of Tagimaha, in whose locality the Sultan of Sulu lived and
established Buansa, the capital of the Sultunate. They have two dialects:
parianum and gimbahanun. Parianum is spoken by the people living along the
coasts of Jolo and gimbahanun, by those living in the interior part.

References:
 https://www.britannica.com/topic/Tausug
https://bch.bangsamoro.gov.ph/bangsamoro-cultural-heritage/bangsamoro-
tribes-muslim/tausug/

 Hiligaynon
The extent of use and acceptability of Hiligaynon as language of instruction in
selected elementary schools in Negros Occidental. For the successful
realization of the program, the Department of Education has to carry out
significant steps encompassing problem-analysis, placement of appropriate
content, adequate materials, clear directives as well as the fitting people to
lead the implementation of Hiligaynon instruction.
Reference:
https://www.researchgate.net/publication/
282532103_Extent_of_Use_and_Acceptability_of_HiligaynonHiligaynon_as_
Medium_of_Instruction_in_Philippine_Schools

 Bikolano
Mother Tongue Based – Multilingual Education (MTB-MLE) is one of the
quality programs of the K to 12 Law (RA 10533) that raises the country’s
standard of education. The Bikol MTB-MLE from Grades 1, 2 and 3 public
elementary schools. At some aspects on MTB implementation, the use of
MTB instructional materials is indeed a good way of teaching pupils especially
for those who have mostly just begun their learning experience.
Reference:
https://www.researchgate.net/publication/
334150148_Teachers'_sentiments_to_Bikol_MTB-
MLE_Using_sentiment_analysis_and_text_mining_techniques

 Masbateño
Pursuant to DepEd Order No. 74 s. 2009 which is the institutionalization of
MTB-MLE which supports that children learn fast when their experiences are
given best significance in expressing themselves, the department adheres to
its guidelines and policies for proper implementation. Masbate City Division
made some initiatives on how MTB-MLE program will be appropriately
implemented and strengthened despite the identified challenges. The Division
strategized in doing some best practices and innovations to successfully
overcome the challenges of the program.
References:
https://www.depedmasbatecity.com/implementation-of-mother-tongue-based-
multilingual-education-mtb-mle-in-masbate-city-division/

 Aklanon
Following a growing and robust body of academic literature, extensive
policyreviews, stakeholder consultations, and the results of regional pre-
testing activities,the MTB-MLE was rolled out in 2012 to institutionalize a
public education policythat follows the larger national legal currents of
decentralization and localization. Along with other curricular enhancements, it
is also a parallel and congruentresponse to an increased global impetus on
human development, where universalprimary education stands as a strong
social determinant.
Reference:
https://www.academia.edu/10065931/
Interpersonal_Perspectives_on_the_Mother_Tongue_Based_Multilingual_Ed
ucation_Program_in_Aklan_the_Philippines