MOTHER TONGUE

LESSON 1: INTRODUCTION – WHAT IS MTB-MLE?

MOTHER TONGUE–BASED MULTILINGUAL EDUCATION

Definition of terms
 Mother Tongue
(1) Once native or primary language an individual has known;
(2) Also referred as “Lingua Franca”
 Multilingual – Knowing or using several languages.
 Education
(1) A field of study dealing with methods of teaching and learning;
(2) The action or process of educating or being educated.

What is Mother Tongue-Based of Multilingual Education (MTB-MLE)??

 It is a formal or non-formal education, in which the children’s mother tongue is
used in the classroom as a bridge in learning Filipino and English.

Purpose of MTB-MLE
 To develop appropriate cognitive and reasoning skills enabling children to
operate equally in different languages – starting in the mother tongue in
transition to Filipino and then English and to preserve the Philippine cultural
treasure as well.

There were 12 languages considered by DepEd in its MTB-MLE implementation.

The 12 Major Mother Tongues

1) Iloko
2) Pangasinense
3) Kapampangan
4) Tagalog
5) Bikol
6) Waray
7) Hiligaynon
8) Cebuano
9) Maranao
10) Chavacano
11) Maguindanaon
12) Tausug

7 Dialects recently added by the DepEd

1. Ibanag – Tugegarao City, Cagayan and Isabela
2. Ivatan – Batanes group
3. Sambal – Zambales
4. Aklanon – Aklan, Capiz
5. Kinaray-a – Capiz, Aklan
 6. Yakan – Autonomous Region of Muslim Mindanao (ARMM)
7. Surigaonon – Surigao

Why teaching the mother tongue as a subject in schools is important?

- The Philippines is abundant of different languages. However, some of these
languages are fast declining and are about to disappear. And so, Mother
tongue education is important. For it will preserve our country’s cultural
treasure. It also provides learners with a strong educational foundation in the
first language in terms of instruction and a stepping stone in achieving the
aims of education as well as the goals of functional literacy.

What are the benefits of MTB-MLE?

 Reduced drop-outs.
 Reduced repetition.
 Children are attending school.
 Children are learning.
 Parents and community are involved.

Mother Tongue-Based Multilingual Education: Implication for Education Policy

Susan Malone, SIL International

MT-Based MLE: Using students’ mother tongue as the foundation for life-long
learning

MT-Based MLE programs enable students from non-dominant language

communities to build a strong educational foundation in the language they know best
—their MT or first language (L1)—and a good bridge to the official language—the
school (L2)—and other languages of learning (L3, L4, etc.) and then encourage them
to use both/all their languages for life-long learning.

If mother tongue is not used:

 Loss of confidence of students in themselves as learners.
 Inability to learn the official school language well.
 High repetition and drop-out rates.
 Alienation from heritage language and culture, from parents and community.
 Loss of languages, cultures and of knowledge systems.
“We should become tri-lingual as a country. Learn English well and connect to the
world. Learn Filipino well and connect to our country. Retain your dialect and
connect to your heritage” – Philippine President Benigno Aquino III

USING MTB MLE AS MEDIUM OF INSTRUCTION

(Based on Research Conducted)

Teacher’s Competencies in MTB-MLE

 using first language (L1) to support pupils learning the language.
 using L1 as a medium of instruction in the class, engaging pupils in applying
mother tongue in group activities, engaging pupils in participating actively in
the lesson through motivational words expressed in L1, translating
assignments, activities, exercises, songs, poems, etc. that are written in other
languages to pupils mother tongue, applying knowledge and skills learned
from the seminar-workshop on MTB-MLE, adapting the variety and variation
of language in the teaching and learning process, adapting the MTB-MLE
materials in teaching despite the variety and variation of the language used
and implementing the prescribed curriculum.

On Pedagogical Practices
• using common mother of tongue of pupils or the majority language in the
class, translating difficult/unfamiliar words in L1 of pupils and encouraging
pupils’ class participation with the use of their mother tongue.
• using the different mother tongue of pupils as medium of instruction,
discussing with co-teachers how to implement the program, making
alternative solutions in explaining the lesson to pupils whose mother tongue is
different from the mother tongue of majority, introducing songs written in
pupils’ mother tongue to arouse their interests in the lesson, introducing
poems written in pupils’ mother tongue to emphasize the lesson, introducing
sayings and quotations written in pupils’ mother tongue to emphasize the
lesson, introducing games written in pupils’ mother tongue to arouse their
interests in the lesson, allowing the pupils to do role playing using their mother
tongue as medium of communication, introducing prayers written in mother
tongue, consulting experts in mother tongue other colleagues in case of
vague lessons on MTB-MLE, using mother tongue to emphasize the lesson
and involving pupils in group activities using their L1.
LESSON 2: BENEFITS OF MTB-MLE?

Legal Bases and Benefits of Teaching and Learning the Mother Tongue
• Knowing and understanding DepEd Order No. 74, s.2009
• The Benefits: Why use the Mother Tongue

1. The lessons and findings of various local initiatives and international studies in
basic education have validated the superiority of the use of the learner’s
mother tongue or first language in improving learning outcomes and
promoting Education for All (EFA).
2. Mother Tongue-Based Multilingual Education, hereinafter referred to as MLE,
is the effective use of more than two languages for literacy and instruction.
Henceforth, it shall be institutionalized as a fundamental educational policy
and program in this Department in the whole stretch of formal education
including pre-school and in the Alternative Learning System (ALS).
3. The preponderance of local and international research consistent with the
Basic Education Sector Reform Agenda (BESRA) recommendations affirms
the benefits and relevance of MLE. Notable empirical studies like the Lingua
Franca Project and Lubuagan First Language Component show that:
 First, learners learn to read more quickly when in their first language
(LI);
 Second, pupils who have learned to read and write in their first
language learn to speak, read, and write in a second language (L2)
and third language (L3) more quickly than those who are taught in a
second or third language first; and
 Third, in terms of cognitive development and its effects in other
academic areas, pupils taught to read and write in their first language
acquire such competencies more quickly.
4. Relatedly, the study of the Department of Education Region IV-B
(MIMAROPA) entitled “Double Exposure in Mathematics: a Glimpse of Mother
Tongue First” has provided the local validation of the fundamental observation
that top performing countries in the Trends in International Mathematics and
Science Study (TIMSS) are those that teach and test students in science and
math in their own languages.
5. All Regional Directors and Superintendents are hereby enjoined to promote
and encourage local participation in the following essential, support systems
of the MLE within the framework of School-Based Management (SBM) with
the support of the local government units:
 Formulation of region-specific schemes to recognize and
institutionalize the initiatives of schools and localities through
appropriate incentives or policy support in bringing about and
developing MLE towards financial and instructional self-reliance and
excellence;
 Provisions of orientation and training opportunities along with exposure
to successful models of MLE that have been developed. The gradual
integration of MLE in all subject areas and at all grade levels
 (beginning in preschool and continuing by adding a grade level per
year) in the school improvement plans (SIPs) and district ALS program
is likewise enjoined effective immediately;
 The utilization of Maintenance and Other Operating Expenses
(MOOE), school board funds, and other education improvement funds
is hereby authorized for the planning and implementation of MLE
programs in the following sequence of priority: (1) advocacy work and
community mobilization; (2) development of a working orthography of
the local language; (3) MLE orientation and teachers training; (4)
developing, printing and distributing teachers’/facilitators’ guides; (5)
reading materials and other instructional materials; (6) development of
assessment tools; and (7) evaluation and monitoring of learning
outcomes; and
 An MLE technical working group at the regional and division levels
shall be established to facilitate MLE planning, monitoring and
evaluation.
6. During the first three years of implementation, the enclosed “MLE Bridging
Plan” may be used for reference for both teaching and curriculum
development. For the ensuing years, adjustments may be made based on
monitoring and evaluation results.
7. For all learning programs of the Alternative Learning System (ALS), the
learners’ first language shall be used as primary medium and thereafter,
depending upon the previous level of functional literacy and pedagogical
requirements of accreditation and equivalency, the Bureau of Alternative
Learning System (BALS) shall determine the suitable second and third
languages that will maximize the educational benefits and competencies of
the ALS clients. Enclosed is the Fundamental Requirements for a Strong
Mother Tongue-Based Multilingual Education (MLE).
8. This Department with the help of MLE specialists shall incorporate an MLE
certification process and retain the privilege of establishing MLE certification
procedures in order to maintain quality MLE programs wherever they may be
implemented.
9. All orders, memoranda, issuances, rules and regulations or parts thereof
inconsistent with the provisions of this Order are hereby rescinded, amended,
or modified accordingly.
10. Immediate dissemination of and compliance with this Order is directed.
Benefits of Mother Tongue Education
• Children learn better and faster in a language they can understand
(preventing delays in learning)
• They enjoy school more, they feel more at home
• Pupils tend to show increased self-esteem
• Parents participation is increased. Parents can help with homework and can
participate in school activities
• Studies have reported that when children take advantage of their
multilingualism, they also enjoy higher socioeconomic status, including higher
earnings
 • On average, the schools perform better, reporting less repetition
• Finally, schools report children stay in school longer
LESSON 3: PURPOSE OF MTB-MLE?

The goal of strong MTB MLE programmes is that students will become fully
bilingual, biliterate and bicultural and achieve a quality education. MTB MLE-
specific curriculum.

Curriculum developed specifically for children who do not understand or speak the
official school language when they begin school.

 BILINGUAL - (of a person) speaking two languages fluently.

 BILITERATE - able to read and write two different languages
 BICULTURAL - having or combining the cultural attitudes and customs of
two nations, peoples, or ethnic groups.

What is the goal of MTB-MLE?

The purpose of a multilingual education program is to develop appropriate
cognitive and reasoning skills, enabling children to operate equally in different
languages – starting with the first language of the child
 It mandates the use of the language that students are familiar with (their
first language) as medium of instruction to allow them to grasp basic
concepts more easily.

Four Aspects of Development

The MTB-MLE strengthens the development of the appropriate cognitive and
reasoning skills enabling children to operate equally in different languages—starting
with the mother tongue.

 Language Development. Students will establish a strong educational

foundation in the language they know best; they will build a good “bridge” to
the school language(s), and they will be prepared to use both/all of their
languages for success in school and for life-long learning.
 Cognitive Development. School activities will engage learners to move well
beyond the basic questions of who, what, when, and where to cover all higher
order thinking skills in the learners’ language of thought.

These higher order thinking skills will: (1) transfer to the other languages once
enough Filipino or English has been acquired to use these skills in thinking
and articulating thought; and (2) be used in the process of acquiring English
and Filipino more effectively.
 Academic Development. Students will achieve the necessary competencies
in each subject area and, at the end of the program, they will be prepared to
enter and achieve well in the mainstream education system.
 Socio-Cultural Development. Students will be proud of their heritage
language and culture, and respect the languages and cultures of others; they
will be prepared to contribute productively to their own community and to the
larger society.
Furthermore, students will learn and develop holistically. When learners are
first instructed in the language they know best, they are able to build a good
“bridge” toward learning another language. Multilinguals also enjoy benefits
that go beyond linguistic knowledge. They are also able to learn with more
flexibility.
LESSON 4: THE MOTHER TONGUE-BASED MULTILINGUAL EDUCATION (MTB-
MLE) IN THE K TO 12 PROGRAMS

Mother Tongue as Medium of instruction and as a Subject

- Mother Tongue shall be used as a medium of instruction and as a subject
from Grades 1 to 3. English or Filipino shall be used from Grades 4 to 10.
DepEd Order 31, s. 2012

Why should the early graders be taught (in all subjects) in their Mother Tongue first?
Learning >>>>>> Language

 One does not learn in a language that he does not understand.

 When a beginning learner thinks, he uses the language that he grew up with.

Language Acquisition and Language Learning

Language acquisition
 natural way of acquiring a language
 does not necessitate a formal study.
 happens naturally at home and in the child’s immediate environment.
 Good models would help a child acquire a language well.

Language Learning
 The process of acquiring another language in a more formal way.
 Usually this happens in school
 various approaches are employed in order for the learner to learn another
language:

 In school
 there should be a smooth transition from a child’s home language to
learning a second language.
 and learning using the second language as a medium.

The Domains of Literacy in the K to 12 Languages Curriculum

1. Oral Language
2. Phonological Awareness
3. Book and Print Orientation
4. Alphabet Knowledge
5. Word Recognition
6. Fluency
7. Spelling
8. Handwriting
9. Composing
10. Grammar Awareness
11. Vocabulary
12. Reading Comprehension
 a. Activating Schema / Prior Knowledge
b. Comprehension Strategies
c. Comprehension of Literary Texts
d. Comprehension of Informational Texts
13. Attitude Toward Language, Literature and Literacy
14. Study Skills

Stages of Reading Development among the Beginning Learners: Preschool

STAGE NAME THE LEARNER
Stage 0: Emergent Literacy • Gains control of oral
Birth to Preschool language
• Relies on picture in text
• Pretends to read
• Recognizes rhymes
• Starts recognizing letters

Stages of Reading Development among the Beginning Learners:

Beginning Grade 1
STAGE NAME THE LEARNER
Stage 1: Beginning Decoding • Grows aware of sound –
Grade 1 symbol relationship
• Focuses on printed
symbols
• Uses decoding to figure
out words
• Is developing listening to
reading comprehension

Stages of Reading Development among the Beginning Learners:

End of Grade 1 to Gr 3
STAGE NAME THE LEARNER
Stage 2: End of Confirmation and • Develops fluency in reading
Grade 1 to End of Fluency
Grade 3
• Recognizes patterns in words
• Checks for meaning and sense
• Knows a stock for sight words

Domains of literacy during the emergent literacy stage

Learner Characteristics: Literacy Domains
 gains control of oral  Attitude towards literacy,
language language and literature
 relies on pictures in  Oral language
text development
Domain 1: Attitude towards literacy, language and literature
Having a sense of being a reader and developing individual choices of and tastes for
texts to read for various purposes such as for learning or for pleasure.

On developing the attitude towards literacy. Children who have positive attitudes and
experiences about reading are more likely to be motivated to learn to read. – Dorothy
Strickland

Developing positive attitude towards literacy through story reading.

- Brain development research shows that reading aloud to children every day
increases their brain's capacity for language and literacy skills and is the most
important thing that one can do to prepare them for learning to read.

Domain 2: Oral language (In the language of literacy)

Oral language refers to one’s knowledge and use of the structure, meanings and
uses of the language.
 Literacy development depends on the development of oral language (in the
language of literacy).
 One cannot be successful in learning to read (and write) in a language that he
does not understand.

Developing oral language

 Listening to stories read by the teachers
 Language games such as “I Spy”; Show and Tell
 Direct instruction
a. Learning the letters “The names of these pictures start in Mm. Let’s
name them.”
b. Unlocking new or difficult words prior to storyreading “Sa ating kuwento
ay may isang matadero. Ito ang larawan ng matadero.”

Multilingual Literacy and Oral Language Development

Oral Language Development

Literacy in L1
Literacy in L2
Domain 3: Phonological Awareness
Literacy in L3
Phonological awareness involves work with rhymes, syllables, onsets and rimes.
The "onset" is the initial phonological unit of any word (e.g. c in cat) and the term
"rime" refers to the string of letters that follow, usually a vowel and final consonants
(e.g. at in cat). Not all words have onsets. This can help students decode new words
when reading and spell words when writing

Phonemic awareness is the ability to notice, think about and work with the individual
sounds in spoken words.

Developing phonological awareness

 Detecting rhymes
Anong mga salita ang magkatunog?
Hindi hari
Hindi pari,
Damit ay sari-sari.
Syllable Detection
 Ipalakpak ang mga pantig sa iyong pangalan:
Halimbawa:
Margarita
Mar-ga-ri-ta

 Ipalakpak ang mga pantig sa sasabihin kong salita:

mata
butiki

Phonemic awareness
 Phonological awareness is a broad term that includes phonemic awareness
 It is the ability to notice, think about and work with the individual sounds
(phonemes) in spoken words.
 Before children learn to read print, they need to become aware of how the
sounds in words work.

Detecting the Onset

 Ano ang umpisang tunog ng salitang
mais?
sawa?
bata?

Detecting the Rhyme (Rime)

 Ano ang huling tunog sa salitang
gatas?
patatas?

Domain 4: Book and Print Knowledge

Domain 5: Alphabet Knowledge
Domain 6: Handwriting