COGNITIVE THEORIES OF BILINGUALISM

What is Bilingualism? According to Webster’s Dictionary (1961)

• 'having or using two languages especially as spoken with the fluency characteristic of a native
speaker;

• a person using two languages especially habitually and with control like that of a native speaker'
and

• bilingualism as 'the constant oral use of two languages’.

Cognitive Theories of Bilingualism: BALANCE THEORY, ICEBERG ANALOGY, & THRESHOLDS
THEORY
BALANCE THEORY:

• The Balance Theory of bilingualism is a cognitive theory that suggests that bilingual individuals
have two separate and distinct language systems that are both active and in balance.

• According to this theory, when bilinguals are using one language, the other language system is
suppressed or inhibited.

• Balance Theory suggests that bilinguals have two separate linguistic systems in their brains,
each associated with a different language. These systems are constantly interacting and
competing for activation during language processing tasks.

• Moreover, it posits that bilingual individuals have a language control mechanism that allows
them to switch between languages and maintain a balance between the two. This control
mechanism is responsible for selecting the appropriate language for a given context and inhibiting
the activation of the non-relevant language.

• The Balance Theory suggests that bilingual individuals can effectively switch between their
mother tongue and another language of instruction without negatively impacting their cognitive
abilities. This supports the use of MTB MLE programs, which aim to provide education in a child's
mother tongue while gradually introducing a second language of instruction.
ICEBERG ANALOGY

• The human brain is capable of storing more than one language.

• Bilinguals have the ability to use two languages, there is one part of the brain that controls both.

• This Central Operating System is in charge of Reading, Writing, Listening and Reading skills

• This system can obtain knowledge presented in either language and can use it if the learner has
a developed a high enough level in that language.

• This is often presented visually as two icebergs representing the two languages which overlap
and share, underneath the water line, a common underlying proficiency or operating system.

• Both languages are outwardly distinct but are supported by shared concepts and knowledge
derived from learning and experience and the cognitive and linguistic abilities of the learner.
THRESHOLD THEORY (Jim Cummins, 1987)

• It explains the relationship between bilingualism and cognition, supporting the notion that
individuals with high levels of proficiency in both language experience cognitive advantages in
terms of linguistic and cognitive flexibility while low levels of proficiency in both languages result
in cognitive deficits.

• Additive Bilingualism - is a process by which students develop both fluency and proficiency in a
second language while continuing to develop proficiency in their first. The process involves adding
a second language, not replacing the first language with the second language (which is known as
subtractive bilingualism). There are three levels of bilingualism.

• Limited Bilinguals: Limited The first: the child's language ability in any language is not developed
enough in either language (especially compared to other children).

• Less Balanced Bilinguals: Partial The second: the child knows one language well enough to
succeed in school, but his second language's level is too low to get much cognitive benefit from
it.

• Balanced Bilinguals: Proficient The top level is a child that has become good enough at both
languages to succeed in school (balanced bilingual). He may then start getting the cognitive
advantages of bilingualism.
CONCLUSION

• The Balance Theory provides a cognitive perspective on bilingualism and supports the idea that
bilingual individuals have two separate and distinct language systems that are both active and in
balance.

• This theory has important implications for understanding language switching, cognitive control,
and the effectiveness of MTB MLE programs.

• The Iceberg Analogy, on the other hand suggests that there are underlying factors that influence
the behavior and attitudes of the learners towards the language being used.

• Lastly, the threshold theory suggests that individuals need a certain level of exposure and
understanding before they can adopt the new language being learned.

• Therefore, the three cognitive development of bilingualism theory are the some of the basis for
establishing the MTB-MLE which plays an important role in the learning and development process
of the child.

MTB-MLE It is the government banner program for education as a salient part of the
implementation of the K to 12 basic education program.
1. Non-formal
2. Cognitive development
3. Student Preparedness - helps students to become prepared .
4. Primer Track- focuses on the accuracy Example: student how to use correctly the words,
the pronunciation, grammar, and sounds
5. Story Track- Focuses on the meaning.
MTB-MLE Provides the following:
01 Literacy We only learn to read once
02 Prior knowledge Engaging students in a discussion of what is already familiar to them.
03 Cognitive Development and Higher 06 Order Thinking Skills (HOTS) Developing cognitive
skills and comprehension of the academic content from day one.
04 Provides strong bridge to listening, speaking, reading and writing the L2 and L3.
05 Scaffolding when L2 is not sufficiently developed to be used alone in L2 teaching, the L.1 is
used to support learning
06 Teaching for meaning and accuracy Decoding text requires accuracy, while comprehending
text requires decoding skills within a meaningful context.
07 Confidence building and proficiency development for two or more language along the macro-
skills.

Task-Based and Content Based

In language teaching, the role of an approach for students is really important to acquire English
capability and English acquisition. Teachers have to make the classroom to be a place where
the students can acquire the meaningful of communicative learning.
Moreover, the students also have involve themselves in teaching learning process based which
is the approach that the teachers use so they can develop their own skills in language learning.
Task-based also known as task-based instruction- it focuses on the use of authentic language
and on asking students to do meaningful tasks using the target language.
Content Based- is designed to provide second- language learners instruction in content and
language.
The first similarity between task-based approach and content-based approach is both of them
have the aim to increase students' English acquisition.
The second similarity is their function as an approach in language teaching. The last similarity is
the target. The target is being learners- centered in teaching learning process.

Factors Affecting Success of Multilingualism, and Criticisms Against MTB-MLE

What is Multilingualism?
The use of more than two languages.
10 Key Factors that affects the success of multilingualism:
Aptitude
Each person is born with a certain aptitude for different life skills. People with a high aptitude for
foreign languages learn languages easily; people with low aptitude do so with difficulty. You
can’t influence how much aptitude a person has, but you can make the most of what exists.
Timing
The windows of opportunity or time when certain skills can best be learned. Three windows of
opportunity for foreign language acquisition: The first and the “easiest” is from birth to nine
months. The second is in between 4 and 8 years old due to children’s lower inhibition levels.
The third is from 9 years and onwards as the brain reaches its full size.
Motivation
Includes both positive versus negative, and internal versus external factors . Falling in love is a
fantastic motivating force, as is hatred. Helping a child find his own reason to learn a language
is far more effective than forcing a language on him.
Strategy
Means making conscious decision to approach language development in a certain way.
Consistency Each person’s(including parents’) ability to stay true to the agreed upon strategy.
There at least seven thoroughly research strategies, including the one-person-one-language
approach.
Opportunity
This is the daily use of the languages in meaningful situations. The amount of time an individual
can spend actually using the target language is the single factor which separates adult and child
bilingual success. Harley (1986) actually showed that adults are superior to children when
learning a foreign language if and when they dedicate the same amount of time to the task.
The linguistic relationship between languages
Does the native language share roots with the second language? If so, the second language is
easier to learn due to the similarity of grammar, vocabulary and sound systems.
Siblings
They can have a positive as well as negative effect. In the positive, siblings learn a great deal
from one another as they have a greater number of verbal exchanges and conversations in a
day. However, in the negative case, one child may dominate the language exchange and stunt
the other’s development.
Gender
Sexist as it may sound at first, we now have the technology to see how boys and girls approach
language from different parts of the brain and this is influential in both first, second and
subsequent languages.
Hand use /Most people have their main language
area of the brain in the left hemisphere, but a small percentage (30%) of those who write with
their left hand and five percent of those who write with their right hand actually have language
spread over a greater area. This group may favor different teaching methods, and thus Hand-
Use, as it reflects cerebral dominance, makes up the last of our ten factors.

Criticisms Against MTB-MLE

(1) Less opportunity with the globalized world
MTB-MLE may cause many people to miss the privileges and be rob of the opportunity
to be at base with the globalized world. It also may cause to weaken the children’s global
competence.
(2) Weakening the nation
MTB-MLE may cause the nation to be in danger of stagnation or worst yet regression.
(3) Declining the universal language
MTB-MLE stunting the English literacy development of individuals if students taught
clearly in their mother tongue, they would significantly decline their English proficiency.
(4) Unfamiliarity of vocabulary used
Children, parents, and even teachers have difficulty in learning due to the unfamiliarity
of vocabulary used in the MTB textbooks that even teachers and parents could hardly
comprehend.
(5) It is expensive
Knowing that our country still a developing country, it is still safe to say that we are not
ready for this massive language or educational reform program. For instance, the
creation of textbooks to be used in the schools.
(6) The reason that science is taught in the later years
The sad reality that it will be offered later that is expected to the life of the young is
adulting experience and MTB-MLE is the reason behind. If the English language could
have been a medium of instruction, Science would have been part of the early graders
curriculum.
(7) Confusing
It is understood why MTB-MLE needs to be implemented. So the concepts are easily
understood by the students but how it is implemented made the kids more confused.

Legal Bases of MTB-MLE Republic Act No. 10157 “Kindergarten Education Act of 2012”
Republic Act No. 10157 “Kindergarten Education Act of 2012”
Pursuant to the provision of Section 9 of REPUBLIC ACT NO. 10157, “An Act Institutionalizing
The Kindergarten Education into The Basic Education System and Appropriating Funds otherwise
known as the Kindergarten Education Act”.
Approved on JANUARY 20, 2012, and which took effect on MARCH 14, 2012. conformably to
Section 12 thereof, the Department of Education, in consultation with the Department of Budget
and Management, hereby issues the following rules and regulations to implement the provisions
of the Act.
REPUBLIC ACT. 10157 – The Kindergarten Education Act of 2012
With RA. 10157, “An Act Institutionalizing Kindergarten Education into the Basic Education
System”, teachers shall use the mother tongue as Medium of Instruction in developing the
competencies for kindergarten learners.
The Department of Education issued DO 16, s. 2012 – Guide- lines on the Implementation of
the Mother Tongue-Based- Mul- tilingual Education (MTB-MLE). In effect, starting School Year
(SY) 2012-2013, Mother Tongue-Based-Multilingual Education (MTB-MLE) shall be implemented
in all public schools, specifically in Kindergarten, Grades 1, 2 and 3 as part of the K to 12 Basic
Education Program. The MTB-MLE shall support the goal of “Every Child-A-Reader and A-Writer
by Grade 1.”
The following twelve (12) major languages or Lingua Franca were utilized as language of
instruction and were offered as a learning area for SY 2012-2013:
a. Tagalog
b. Kapampangan
c. Pangasinense
d. Iloko
e. Bikol
f. Cebuano
g. Hiligaynon
h. Waray
i. Tausug
j. Maguindanaoan
k. Maranao
l. Chabacano
The implementing rules and regulations of RA 10157 also provides that the mother tongue of the
learners shall be the primary medium of instruction for teaching and learning in the kindergarten
level in public schools. However, exceptions shall be made when the pupils in the kindergarten
classroom have a different mother tongue or when the teacher does not speak the mother tongue
of the pupils.
SECTION 1. Short Title. – This Act shall be known as the “Kindergarten Education Act”.
SECTION 2. Declaration of Policy. In consonance with the Millennium Development Goals on
achieving Education for All (EFA) by the year 2015, it is hereby declared the policy of the State to
provide equal opportunities for all children to avail of accessible mandatory and compulsory
kindergarten education that effectively promotes physical, social, intellectual, emotional and skills
stimulation and values formation to sufficiently prepare them for formal elementary schooling.
SECTION 3. Definition of Terms. The terms used in this Act are defined as follows:
a) DepEd shall refer to the Department of Education: b) BEE shall refer to the Bureau of
Elementary Education;
c) Kindergarten education shall be understood in this Act to mean one (1) year of preparatory
education for children at least five (5) years old as a prerequisite for Grade 1; and
d) Mother tongue refers to the language first learned by a child.
SEC. 4. Institutionalization of Kindergarten Education.
Kindergarten education is hereby institutionalized as part of basic education and for school year
2011-2012 shall be implemented partially, and thereafter, it shall be made mandatory and
compulsory for entrance to Grade 1.
SEC. 5. Medium of Instruction. – The State shall hereby adopt the mother tongue-based
multilingual education (MTB-MLE) method. The mother tongue of the learner shall be the primary
medium of instruction for teaching and learning in the kindergarten level.
SEC. 6. Implementing Agency. – The authority to regulate the organization, operation and/or
implementation of the kindergarten education program of both public and private schools shall
be vested upon the DepEd, through the creation of a new Division under the BEE and other
necessary support to achieve successful implementation of kindergarten education to include,
but not limited to, increasing the number of kindergarten teacher positions with the required
salaries and benefits, enhancing teacher training in early education, and providing the
necessary allocations for classrooms and chairs, facilities and equipment, and textbooks.
SECTION 7. Duties, Powers and Functions. – The DepEd, through the BEE, shall exercise
the following powers and functions:
a) Oversee and supervise the organization, operation and implementation of the kindergarten
education program;
b) Develop the curriculum for kindergarten education consistent with the universally accepted
norms and standards, including values formation all of which shall be developmentally
appropriate, and use of the MTB-MLE as a medium of instruction and to periodically review
such for purposes of upgrading:
c) Develop teaching strategies using the unique feature of the MTB-MLE which shall include,
but not limited to, the following:
1) The two-track method (storytelling and reading, listening story, oral communication
activities);
2. Interactive Strategies;
3. Use of Manipulative Games
4) Experiential, small group discussions and total physical response (TPR) among others.
SECTION 8. Appropriations. The DepEd shall immediately include in the program of the
Department the operationalization of the free, mandatory and compulsory public kindergarten
education, the initial funding of which shall be charged against the current appropriations for
kindergarten education of the DepEd.
SECTION 9. Implementing Rules and Regulations. – Within ninety (90) days after the
effectivity of this Act, the DepEd, in consultation with the Department of Budget and
Management, shall promulgate the rules and regulations needed for the implementation of this
Act.
SECTION 10. Separability Clause. If any provision of this Act is held invalid or unconstitutional,
the same shall not affect the validity and effectivity of the other provisions hereof.
SECTION 11. Repealing Clause. Pertinent provisions of all other laws, decrees, executive
orders and rules and regulations contrary to or inconsistent with the provisions of this Act are
hereby repealed or modified accordingly.
SECTION 12. Effectivity Clause. – This Act shall take effect fifteen (15) days after Its
publication in the Official Gazette or in two (2) newspapers of general circulation.

LEGAL BASIS RA NO.10533 AN ACT ENHANCING THE PHILIPPINE BASIC EDUCATION

SYSTEM BY STRENTHENING ITS CURRICULUM AND INCREASING THE NUMBER OF
YEARS FOR BASIC EDUCATION, APPROPRIATING FUNDS THEREFOR AND FOR OTHER
PURPOSES
 Be enacted by the Senate and House of Representatives of the Philippines in Congress
assembled:
SEC. 1. Short Title. This Act shall be known as the "Enhanced Basic Education Act of 2013".
SEC.2. Declaration of Policy. The State shall established, maintain and support a complete,
adequate, and integrated system of education relevant to the needs of the people, the country
and society-at-large.
For this purpose, the State shall create a functional basic education system that will develop
productive and responsible citizens equipped with the essential competencies, skills and values
for both life-long learning and employment. In order to achieve this, the State shall:

(a) Give every student an opportunity to receive quality education that is globally competitive
based on a pedagogically sound curriculum that is part with standards;
(b) Broaden the goals of high school education for college preparation, vocational and technical
career opportunities as well as creative arts, sports and entrepreneurial employment in a rapidly
changing and increasingly globalized environment; and
(c) Make education learners oriented and responsive to the needs, cognitive and cultural capacity,
the circumstances and diversity of learners, schools and communities through the appropriate
languages of teaching and learning, including resource.
SEC. 3. Basic Education. Basic education is intended to meet basic learning needs which
provides the foundation on which subsequent learning can be based. It encompasses
kindergarten, elementary and secondary education as well as alternative learning systems for
out- of- school learners and those with special needs.
SEC.4. Enhanced Basic Education, six (6) years of elementary education, in that sequence.
Secondary education, in that sequence. Secondary education includes (4) years of junior high
school and two (2) years of senior high school education.
Kindergarten education shall mean one (1) year of preparatory education for children at least five
(5) years old as a prerequisite for Grade 1.
Elementary education refers to the second stage of compulsory basic education which is
composed of six (6)years. The entrant age to this level is typically six (6) years old.
Secondary education refers to the third stage of compulsory basic education. It consists of (4)
years of junior high school education and (2) years of senior high school levels are typically twelve
(12) and sixteen (16) years old, respectively.
Basic education shall be delivered in languages understood by the learners as the language plays
a strategic role in shaping the formative years of learners.
For kindergarten and the first three (3) years of elementary education, instruction, teaching
materials and assessment shall be in the regional or native language of the learners. The
Department of Education (DepED) shall formulate a mother language transition program from
Grade 4 to Grade 6 so that Filipino and English shall be gradually introduced as languages of
instruction until such time when these two (2) languages can become the primary languages of
instruction at the secondary level.
For purposes of this Act, mother language or first Language (LI) refers to language or languages
first learned by a child, which he/she identifies with, is identified as a native language user of by
others, which he/she knows best, or uses most.
This includes Filipino sign language used by individuals with pertinent disabilities. The regional
or native language refers to the traditional speech variety or variety of Filipino sign language
existing in a region, area or place.
SEC. 5. Curriculum Development. The DepED shall formulate the design and details of the
enhanced basic education curriculum. It shall work with the Commission on Higher Education
(CHED) to craft harmonized basic and tertiary curricula for the global competitiveness of Filipino
graduates. To ensure college readiness and to avoid remedial and duplication of basic education
subjects, the DepED shall coordinate with the CHED and the Technical Education and Skills
Development Authority (TESDA).
To achieve an effective enhanced basic education curriculum, the DepED shall undertake
consultations with other national government agencies and other stakeholders including, but not
limited to, the Department of Labor and Employment (DOLE), the Professional Regulation
Commission (PRC), the private and public schools associations, the national student
organizations, the national teacher organizations, the parents-teachers associations and the
chambers of commerce on matters affecting the concerned stakeholders. The DepED shall
adhere to the following standards and principles in developing the enhanced basic education
curriculum.
a) The curriculum shall be learner-centered, inclusive and developmentally appropriate;
(b) The curriculum shall be relevant, responsive and research-based;
(c) The curriculum shall be culture-sensitive;
(d) The curriculum shall be contextualized and global;
(e) The curriculum shall use pedagogical approaches that are constructivist, inquiry-based,
reflective, collaborative and integrative;
(f) The curriculum shall adhere to the principles and framework of Mother Tongue-Based
Multilingual Education (MTB-MLE) which starts from where the learners are and from what they
already knew proceeding from the known to the unknown; instructional materials and capable
teachers to implement the MTB-MLE curriculum shall be available;
(g) The curriculum shall use the spiral progression approach to ensure mastery of knowledge
and skills after each level; and
(h) The curriculum shall be flexible enough to enable and allow schools to localize, indigenize
and enhance the same based on their respective educational and social contexts. The production
and development of locally produced teaching materials shall be encouraged and approval of
these materials shall devolve to the regional and division education units.
SEC. 6. Curriculum Consultative Committee. — There shall be created a curriculum
consultative committee chaired by the DepED Secretary or his/her duly authorized representative
and with members composed of, but not limited to, a representative each from the CHED, the
TESDA, the DOLE, the PRC, the Department of Science and Technology (DOST), and a
representative from the business chambers such as the Information Technology – Business
Process Outsourcing (IT-BPO) industry association. The consultative committee shall oversee the
review and evaluation on the implementation of the basic education curriculum and may
recommend to the DepED the formulation of necessary refinements in the curriculum.
SEC. 7. Teacher Education and Training. To ensure that the enhanced basic education
program meets the demand for quality teachers and school leaders, the DepED and the CHED,
in collaboration with relevant partners in government, academe, industry, and nongovernmental
organizations, shall conduct teacher education and training programs, as specified:
The DepED shall ensure that private education institutions shall be given the opportunity to avail
of such training.
(a) In-service Training on Content and Pedagogy — Current DepED teachers shall be retrained
to meet the content and performance standards of the new K to 12 curriculum.
(b) Training of New Teachers. — New graduates of the current Teacher Education curriculum shall
undergo additional training, upon hiring, to upgrade their skills to the content standards of the new
curriculum.
(c) Training of School Leadership. — Superintendents, principals, subject area coordinators and
other instructional school leaders shall likewise undergo workshops and training to enhance their
skills on their role as academic, administrative and community leaders. Henceforth, such
professional development programs as those stated above shall be initiated and conducted
regularly throughout the school year to ensure constant upgrading of teacher skills.
SEC. 9. Career Guidance and Counselling Advocacy. To properly guide the students in
choosing the career tracks that they intend to pursue, the DepED, in coordination with the DOLE,
the TESDA and the CHED, shall regularly conduct career advocacy activities for secondary level
students. Notwithstanding the provisions of Section 27 of Republic Act No. 9258, otherwise known
as the “Guidance and Counselling Act of 2004”, career and employment guidance counsellors,
who are not registered and licensed guidance counsellors, shall be allowed to conduct career
advocacy activities to secondary level students of the school where they are currently employed;
Provided, That they undergo a training program to be developed or accredited by the DepED.
SEC. 10. Expansion of E-GASTPE Beneficiaries. — The benefits accorded by Republic Act No.
8545, or the “Expanded Government Assistance to Students and Teachers in Private Education
Act”, shall be extended to qualified students enrolled under the enhanced basic education. The
DepED shall engage the services of private education institutions and non-DepED schools
offering senior high school through the programs under Republic Act No. 8545, and other financial
arrangements formulated by the DepED and the Department of Budget and Management (DBM)
based on the principles of public-private partnership.
SEC. 11. Appropriations. — The Secretary of Education shall include in the Department’s
program the operationalization of the enhanced basic education program, the initial funding of
which shall be charged against the current appropriations of the DepED. Thereafter, the amount
necessary for the continued implementation of the enhanced basic education program shall be
included in the annual General Appropriations Act.
SEC. 12. Transitory Provisions. — The DepED, the CHED and the TESDA shall formulate the
appropriate strategies and mechanisms needed to ensure smooth transition from the existing ten
(10) years basic education cycle to the enhanced basic education (K to 12) cycle. The strategies
may cover changes in physical infrastructure, manpower, organizational and structural concerns,
bridging models linking grade 10 competencies and the entry requirements of new tertiary
curricula, and partnerships between the government and other entities. Modeling for senior high
school may be implemented in selected schools to simulate the transition process and provide
concrete data for the transition plan.
SEC. 13. Joint Congressional Oversight Committee on the Enhanced Basic Educational
Program (K to 12 Program). — There is hereby created a Joint Oversight Committee to oversee,
monitor and evaluate the implementation of this Act. The Oversight Committee shall be composed
of five (5) members each from the Senate and from the House of Representatives, including
Chairs of the Committees on Education, Arts and Culture, and Finance of both Houses. The
membership of the Committee for every House shall have at least two (2) opposition or minority
members.
SEC. 14. Mandatory Evaluation and Review. — By the end of School Year 2014-2015, the
DepED shall conduct a mandatory review and submit a midterm report to Congress as to the
status of implementation of the K to 12 program in terms of closing the following current shortages:
(a) teachers; (b) classrooms; (c) textbooks; (d) seats; (e) toilets; and (f) other shortages that
should be addressed. The DepED shall include among others, in this midterm report, the following
key metrics of access to and quality of basic education: (a) participation rate; (b) retention rate;
(c) National Achievement Test results; (d) completion rate; (e) teachers’ welfare and training
profiles; (f) adequacy of funding requirements; and (g) other learning facilities including, but not
limited to, computer and science laboratories, libraries and library hubs, and sports, music and
arts.
SEC. 15. Commitment to International Benchmarks. — The DepED shall endeavor to increase
the per capita spending on education towards the immediate attainment of international
benchmarks. SEC. 16. Implementing Rules and Regulations. — Within ninety (90) days after the
effectivity of this Act, the DepED Secretary, the CHED Chairperson and the TESDA Director-
General shall promulgate the rules and regulations needed for the implementation of this Act.
SEC. 17. Separability Clause. — If any provision of this Act is held invalid or unconstitutional,
the same shall not affect the validity and effectivity of the other provisions hereof. SEC. 18.
Repealing Clause. — Pertinent provisions of Batas Pambansa Blg. 232 or the “Education Act of
1982”, Republic Act No. 9155 or the “Governance of Basic Education.
Act of 2001″, Republic Act No. 9258, Republic Act No. 7836, and all other laws, decrees, executive
orders and rules and regulations contrary to or inconsistent with the provisions of this Act are
hereby repealed or modified accordingly. SEC. 19. Effectivity Clause. — This Act shall take effect
fifteen (15) days after its publication in the Official Gazette or in two (2) newspapers of general
circulation.

Deped order no. 74 series of 2009 (Institutionalizing Mother Tongue-Based Multilingual

Education (MLE) ➤ The use of more than two languages for literacy and instruction-as a
fundamental policy and program in the whole stretch of formal education, including preschool.
First language (L1) will be used as the primary medium of instruction from preschool to at least
Grades 3. As main vehicle to subject areas like Math, Science, Makabayan, and language
subjects like Filipino and English. Mother tongue as a subject and as a language of teaching
and learning will be introduced in Grade 1 for conceptual understanding, while additional
languages such as Filipino, English, and other local languages as separate subjects no earlier
than Grade 2.

According to President Aquino of using English we connect with the world, the national language
we connect with our country and the native language we connect with our heritage. MTB-MLE,
will help students understand their lesson better, at the same time infuse a sense of nationalism
that she adds is still lacking among the youth. "Ito talaga ay para naman ma-aware ang bata kung
saan siya, galing. Ang roots niya, ang culture niya, ang sarili niyang kwento, at songs, ang pagka-
Pilipino niya Quijano says Department of Education (DepEd) The child's language will serve as
the fundamental language for literacy and learning.